Social work field instruction: a scoping review

ABSTRACT

Recognizing that despite what has been termed a ‘crisis’ in field education or practice learning, there exists a robust contemporary empirical literature illuminating a range of issues related to offering quality educational experiences to students in agency and community settings. The aim of this scoping review was to offer an overview and understanding of the contemporary field education empirical literature, focusing specifically on field instruction. Such a review can guide schools of social work, identify the most pressing research needs, and inform practice. This scoping review maps the research literature across a six-and-a-half-year period between January 1, 2013 and June 30, 2019, building on previous reviews. It addresses the state and nature of the empirical literature and identifies the emerging best practices and principles for social work field instruction.

KEYWORDS:

• field instruction
• field education
• practice learning
• student supervision
• social work
• best practices
• scoping review

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This research was supported by the Transforming the Field Education Landscape (TFEL) project. TFEL is supported in part by funding from the Social Sciences and Humanities Research Council (SSRHC).

Notes on contributors

Marion Bogo

Marion Bogo OC, LLD, MSW, RSW is Professor at the Factor-Inwentash Faculty of Social Work, University of Toronto, Toronto, Canada. Her extensive clinical practice informs her scholarship and research on social work education for clinical practice, conceptualization and assessment of holistic competence, simulation-based learning, and field education.

Karen M. Sewell

Karen M. Sewell, PhD, MSW, RSW, is an Assistant Professor in the School of Social Work at Carleton University in Ottawa, Canada. Her research interests stem from her practice in children's mental health, including supervision, evidence-supported interventions, and program development. She is also interested in social work education, including field education and the use of simulation in teaching/learning and research.

Faisa Mohamud

Faisa Mohamud, MSW, RSW, is a clinical social worker who has provided mental health services to diverse populations experiencing complex mental health challenges in Toronto for nearly a decade. Her research experience includes supporting projects focused on a variety of topics, such as family-focused practices in addictions, racial disparities in child welfare, and provincial social work regulations.

Toula Kourgiantakis

Toula Kourgiantakis, PhD, RSW, CCFT, is an Assistant Professor, Teaching Stream with the FIFSW. Her research interests are equity-focused and family-centred practices in mental health and addictions, mental health in young adults, social work education, as well as simulation-based learning. Dr. Kourgiantakis is a Registered Social Worker and Certified Couple and Family Therapist with over 25 years of clinical experience that informs her teaching and research.