Setting Priorities for Learning in the Field Practicum

Abstract

Assessing student ability and setting goals for ongoing learning in the field practicum often present a challenge for students and field educators. This article presents a model for goal setting through a process of articulating and negotiating student needs and the expectations of others in authority. Once established, learning goals are evaluated at midterm by students and field instructors using the structured assessment format. Relative rankings are then compared. This assessment process has two main purposes: evaluating competencies and defining goals for the second half of placement. Results of an exploratory research project using this model are presented.