“It’s a whole orchestra”: what are the instrumental elements in quality field education?

ABSTRACT

Field education is widely upheld as an essential component of social work education; however, definitions of ‘quality’ field education are contested. Increasing competition for placements in Aotearoa New Zealand has placed considerable pressure on tertiary providers and organizations to provide placements considered to be ‘of quality’. Current conversations across the social work sector are emphasizing the importance of further examination of placement quality. While the development of national field education guidelines for field educators has assisted in clarifying their particular contribution to successful placements, equivalent guidelines for other stakeholders do not currently exist.

This timely study generated qualitative data through interviews with agency managers, academic staff and students. The findings present their perspectives on elements that contribute to ‘quality’ field education. Overall, the participants agreed ‘quality’ field education is underpinned by a focus on student learning alongside a desire from the organization and the field educator to support a student placement. Student readiness and suitability, a match between the student and the placement, adequate preparation and understanding of the responsibilities of each stakeholder role were noted. The development of national guidelines on the responsibilities, skills and knowledge of students, organizations and academic staff engaged in field education is recommended.

KEYWORDS:

• Field education
• quality
• student
• Aotearoa New Zealand
• tertiary educator
• field educator

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. The person in the agency where the placement occurs who provides education and supervision; often, but not always a qualified and registered social worker.

2. Academic staff refer to the field education coordinators or other staff engaged in field education courses in the tertiary provider.

Additional information

Notes on contributors

Kathryn Hay

Kathryn Hay is a senior lecturer and the Director of Field Education at Massey University, Palmerston North, Aotearoa New Zealand.