Supervision and social work students: relationships in a team-based rotation placement model

Abstract

Social work has historically privileged one-to-one supervision in field education. However, in recent decades, the relentless pressure on organisations to innovate for efficiency gain has created an impetus to explore alternative placement formats. This article reports on how students and supervisors experienced their placement relationships in the context of one such alternative—a team-based rotation placement model where students routinely engaged in group and peer supervision as well as one-to-one supervision with various supervisors. A total of 128 Masters of Social Work students and 92 student supervisors participated in rotation placements across five hospitals over a three-year period; 2011–2013. The study adopted a mixed methods approach using online surveys and post-placement interviews each year. The findings suggest that, although both supervisors and students viewed the one-to-one supervisory relationship as pivotal, they experienced this relationship differently. Supervisors were more likely to highlight the interpersonal connection within the supervisory relationship as the primary vehicle for practice learning. Students were more likely to view their supervisory relationships as the conduit to the practice experiences that aligned with their placement goals. Ultimately, the study highlights the centrality of role and positioning when exploring perceptions and experiences of teaching and learning relationships on placement.

Keywords:

• Field education
• student supervision
• rotation placements
• student–supervisor relationships

Acknowledgements

The authors acknowledge the contributions made by the staff at Austin Health, Royal Children’s Hospital, Royal Melbourne Hospital, St. Vincent’s Health, Western Health networks and the University of Melbourne Social Work students who participated in the 2011–2013 study. We would like to especially acknowledge the social workers who undertook the clinical educator and rotation supervisor roles during the MCRM trial. This study would not have been possible without the cooperation of these people within and between the participating hospitals.