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Articles

Knowledge Outcomes Within Rotational Models of Social Work Field Education

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Pages 321-336 | Received 27 Jan 2011, Accepted 16 Sep 2011, Published online: 10 May 2012
 

Abstract

This study assessed knowledge outcomes among concurrent, concurrent/sequential, and sequential rotation models of field instruction. Posttest knowledge scores of students (n = 231) in aging-related field education were higher for students who participated in the concurrent rotation model, and for those who completed field education at a long-term care facility. Scores were also higher for students in programs that infused a higher number of geriatric competencies in their curriculum. Recommendations are provided to programs considering rotation models of field education related to older adults.

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