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Abstract
Practicum instructors play a strategic role in assisting students gain the competence essential to effective practice. This article reports on a comparative study that tested the efficacy of traditional and experimental competency-based/task-centered methods of practicum instruction. It revealed that students taught under the latter method performed at a higher overall level of competence and had more confidence in their skills than those taught under the traditional method.
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Notes on contributors
Jo Ann Larsen
JO ANN LARSEN is an associate professor, and DEAN H. HEPWORTH is a professor, both in the Graduate School of Social Work at the University of Utah.
Dean H. Hepworth
JO ANN LARSEN is an associate professor, and DEAN H. HEPWORTH is a professor, both in the Graduate School of Social Work at the University of Utah.