The Practice of Field Instruction in Social Work

1998 ◽  
Author(s):  
Marion Bogo ◽  
Elaine Vayda
Keyword(s):  
Social Work ◽  
Field Instruction

PROBLEMS IN COMMUNITY DEVELOPMENT FIELD INSTRUCTION PROGRAM AMONG SOCIAL WORK STUDENTS IN HANOI, VIETNAM

2020 ◽  
Vol 65 (11) ◽  
pp. 110-122
Author(s):  
Nam Pham Tien ◽  
Trang Nguyen Thu ◽  
Huong Tieu Thi Minh
Keyword(s):  
Social Work ◽  
Community Development ◽  
Quantitative Study ◽  
Social Work Students ◽  
Field Instruction ◽  
Personal Community ◽  
Study Participants ◽  
Depth Interviews

Social work students are coping with challenges in the community development field instruction (CDFI) program. Therefore, this study aims to find out problems in CDFI program among social work students in Hanoi, Vietnam. The total number of quantitative study participants was 30, and eight (8) social work students participated in in-depth interviews. Our results showed that problems in the CDFI program include personal, community, and supervision problems. These problems posed a challenge to social work students. We had suggestions to stakeholders to improve CDFI program.

Achieving Quality Field Instruction in Part-Time Graduate Social Work Programs

1984 ◽  
Vol 2 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Hope W. Davis ◽  
Jo Stallings Short ◽  
Reginald O. York
Keyword(s):  
Social Work ◽  
Field Instruction ◽  
Part Time ◽  
Work Programs ◽  
Social Work Programs ◽  
Graduate Social Work

Social work field instruction: a scoping review

2020 ◽  
pp. 1-34
Author(s):  
Marion Bogo ◽  
Karen M. Sewell ◽  
Faisa Mohamud ◽  
Toula Kourgiantakis
Keyword(s):  
Social Work ◽  
Scoping Review ◽  
Field Instruction

Selected Issues in Field Instruction in Education for Social Work

1959 ◽  
Vol 33 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Katherine A. Kendall
Keyword(s):  
Social Work ◽  
Field Instruction

Foundation Knowledge and Field Instruction: A Replication Study

1999 ◽  
Vol 5 (1) ◽  
pp. 45-59 ◽  
Author(s):  
Alonzo Cavazos ◽  
Sandra Galvan-Posada
Keyword(s):  
Social Work ◽  
Achievement Test ◽  
Field Education ◽  
Replication Study ◽  
Field Instruction ◽  
Related Field ◽  
Baccalaureate Programs ◽  
Performance Differences ◽  
The Social ◽  
Work Knowledge

This study replicates and builds on an earlier study (Cavazos, 1996), which found that baccalaureate students' knowledge of the social work foundation did not deepen as a result of field education. Seventy field interns were tested during the first and last week of the block field internship. Two baccalaureate programs with significant differences related to the interns' ethnicity, duration of the internship, and the use of foundation-related field assignments were selected for comparison. Interns took the Area Concentration Achievement Test in Social Work (ACAT), which tests knowledge of the social work foundation. No pretest, posttest ACAT performance differences were found for either program, further challenging the assumption that social work knowledge deepens as a result of field education. Implications are discussed and recommendations are offered for continued research.

Evaluating Social Work Field Instruction: Rotations Versus Year-Long Placements

1997 ◽  
Vol 7 (3) ◽  
pp. 402-414 ◽  
Author(s):  
Lawrence Cuzzi ◽  
Gary Holden ◽  
Peter Chernack ◽  
Steve Rutter ◽  
Gary Rosenberg
Keyword(s):  
Social Work ◽  
Work Environment ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Social Work Students ◽  
Evaluation Study ◽  
General Sense ◽  
Field Instruction ◽  
Professional Activities ◽  
Academic Year

A replication of a previously reported fieldwork evaluation study is presented. The study involved a comparison of a typical, year-long fieldwork placement composed of three distinct rotations, each approximately 10 weeks in length. The sample included 23 social work students in a large, urban, public hospital. Changes in students' general sense of self-efficacy, self-efficacy regarding specific professional activities, and perceptions of both their ideal and actual work environment were assessed. In general, results very similar to the original study were observed. There were ho significant intergroup differences and virtually no changes in students' general sense of self-efficacy. There were no significant intergroup differences in student's self-efficacy regarding hospital social work, but for the group as a whole, there were significant increases over the course of the academic year. The trend was for rotation students to view the work environment more positively.

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