Implementing and evaluating an alternative model for training field work educators

Sandra Taylor; Jo Mensinga; Jennifer Casey; Barbie Caldwell

doi:10.1921/jpts.v8i1.363

Authors

Sandra Taylor
Jo Mensinga
Jennifer Casey
Barbie Caldwell

DOI:

https://doi.org/10.1921/jpts.v8i1.363

Keywords:

social work, field education, Australia, supervision, mentoring, online support, distance education

Abstract

In conjunction with academic social work educators, fieldwork supervisors are significant and influential instructors of emerging social work practitioners. This partnership is typically enhanced by universities offering training for fieldwork supervisors to assist and support them in their important roles. This can be challenging however in flexibly delivered programs where supervisors may be located in areas distant from the universities with which students are affiliated. Further, within the current human services context particularly in rural areas, fieldwork education is becoming increasingly subject to a range of organisational and policy imperatives that have the potential to limit the capacity of fieldwork supervisors to proactively engage with social work education This paper describes a pilot project developed and evaluated in Central Queensland Australia which aimed to address some of these challenges. A multi-facetted approach to training, mentoring and supporting fieldwork supervisors of social work students on practicum was developed and implemented across diverse organisational and geographical contexts. Findings of the evaluation and implications for fieldwork education are presented.

References

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