Social Work Field Educators' Views on Student Specific Learning Needs

Abstract

Each year a significant proportion of students withdraw from placement in time to avoid penalty, while others fail. This article reports on a small field education research project that identified common learning issues for first placement students. Eighteen experienced supervising field educators (FEs), participated in semi structured focus groups, and identified repeat areas of difficulty in student learning that they had managed as supervisors. They also identified strategies that had been efficacious in supporting student learning. The research undertaken in 2010–2011 identified three specific themes relating to difficulties in student learning: specific student characteristics that required additional support; the university/FE partnership; student proficiency in using supervision. The findings suggest that a students' right to privacy must be considered in the provision of educational support, and that support is most effective when there is a strong partnership between the FE and university. In addition, further development of field education pedagogy may be needed to embed theory and skills related to the use of supervision and reflective learning.

Keywords::

• Field Education
• Practice Wisdom
• Field Education Pedagogy
• Additional Learning Needs
• Student Characteristics

Acknowledgements

The author would like to acknowledge field education colleagues who supported this research: fellow academics Dr Lesley Hughes, Karen Heycox who also contributed to the tradition of field education research and inquiry; Mim Fox and Liaison Tutors Cerina Weiz, Jilly Talty, Louise Studdy and Louise Webb who contributed to the development of field education pedagogy at UNSW. Thanks also to Professor Richard Hugman for his critique of an early draft of this article.