Generalist Social Work: Students' Perspectives of Their Learning Experiences in Field Education

Purpose: The field practicum experience is fundamental for the education of social work students. It serves as a laboratory where students can apply theories and models of interventions in different settings. Research on practice experiences for master’s students at the entry level is important for curriculum development, promotion of critical thinking, enhancement of professional knowledge base, acquisition of skills and ethical principles, among others. However, there is very limited research on this area, particularly on studies of students’ perspectives of their own learning experiences and perceived intervention opportunities in the field practice.

This study aimed to examine whether the first master’s level of field practicum experience allowed students in social work to develop assessments, promote preventive strategies, conduct initial interventions with diverse populations, and work with interdisciplinary teams. From the students’ perspectives the study sought to analyze the opportunities in field practicums to strengthen their knowledge, attitudes, and skills necessary for becoming social workers.

Methods: Data was collected from 2010 to 2013 from master’s students, using a self-administered questionnaire completed at the end of each academic semester. For this descriptive study, we analyzed a sample of 52 questionnaires completed by master’s students who had finished their first academic semester of field practicum. The students answering the questionnaires were enrolled at Graduate Social Work School of the University of Puerto Rico in different areas of concentration, 62% were in the family-centered practice, 19% in the community organizing practice, and 19 % in the social administration practice. The analyses of close-ended items included in the instrument were performed with SPSS software (version 21.0).

Results: According to students’ responses, the social work method mostly chiefly applied was group work (71%) and individual interventions with women (65%). Interestingly, family interventions were mostly with mothers and their children (40%). Most of the improvements in skills and techniques self-reported were: organizing groups (88%), consulting with other professionals (73%), case discussions (67%), interviewing participants and their families (62%) and referral and agencies visits (50%). Note that the instrument structure allowed multiple responses to all answers that applied, meaning that the percentage for responses to a given question may exceed 100%. 

Implications: According to students’ perspectives, the findings suggest that there is a variety of learning experiences and opportunities in their field practicum. Applying the theories and obtaining the necessary knowledge and skills for social work practice is essential at the entry level of the social work education. Emphasis should be given to other practice methods such as community work and social administration in order to reinforce a more comprehensive and integrated learning experience to ensure effective services and policies. Further evaluation research is needed on the factors that might influence these findings such as the field agencies’ priorities, areas of concentration requirements and curriculum expectations, among others.