Field Readiness Tools Promote Professional Development

By Heather Hogstrom

Field education, where students get hands-on social work experience to prepare for professional practice, is a key aspect of social work education. Certain skills, such as being able to apply social work knowledge to the field, communicating with clients and others, understanding social work jargon, and exhibiting professionalism and emotional maturity, are necessary in order to succeed. However, Master of Social Work (MSW) and Bachelor of Social Work (BSW) programs might have a gap in their field placement process in how to assess students’ field readiness, as was noticed by the department of social work at the University of Indianapolis.

In a presentation for the Council on Social Work Education’s 2020 Annual Program Meeting, Lynn Shaw, EdD, MSW, LCSW, LCAC, MSW field director and an associate professor at the University of Indianapolis, and Christie Jansing, MSW, LCSW, BSW field director and an assistant professor at the University of Indianapolis, discussed promoting professional development through student field readiness. They began by finding a field readiness tool from the University of Vermont’s social work program that would work well in their setting and tailored it to suit their needs.

The field readiness tool, which is completed by the student and then discussed with the professor, provides an opportunity for self-reflection and feedback. Some students tend to undervalue themselves because they are new to the field, so the feedback can show them that their educators see them at a higher scoring point and build their confidence. Likewise, those who are overconfident can learn where they are realistically and understand how they can improve.

The tool allows students to get genuine feedback in a supportive way without feeling attacked or that they’ve done something wrong. Due to the clearly defined terminology in the rating section, the tool reduces bias and improves objectivity.

Their tool assesses the following professional characteristics:
• attendance;
• punctuality and engagement;
• communication;
• civility;
• self-awareness;
• knowledge of the NASW Standards and Indicators for Cultural Competence;
• knowledge of the NASW Code of Ethics;
• collaboration;
• oral expression;
• written expression;
• initiative;
• motivation; and
• self-care.

Each characteristic is scored “exceeds expectations” (four points), “meets expectations” (three points), “needs improvement” (two points), or “unacceptable” (one point) based on how frequently the specifications are met. The resulting score provides guidance on whether the student is ready for the field and facilitates conversations about students’ strengths as well as which areas require growth.

Administering the field readiness tool more than once throughout the students’ education is helpful to evaluate growth and monitor progress. Faculty at the University of Indianapolis used the tool prior to the BSW students’ first practicum, afterward while students prepare for the second practicum, and again prior to the MSW students’ concentration practicum. This allowed them to continue to track the development of those who matriculate from the university’s BSW program into the MSW program.

The students found the tool to be an excellent gauge of their progress as a social work student and helped them get an idea about where they were in terms of their education and professional development. Being aware of their strengths and weaknesses helped them be more prepared before going out in the field. Evaluating their strengths and areas of improvement builds their self-confidence and helps them choose what might be a good fit for practicum.

The faculty found that the field readiness tool helps increase students’ understanding of professionalism and reinforces the definition of professionalism. For BSW students who are young and new to the concept of stepping into a professional role, the tool spells out the expectations of that role.

Monitoring students’ readiness took on new importance with the advent of the COVID-19 pandemic. The faculty found that shifting to a virtual environment also shifted students’ performance. Some students who were stellar in person struggled with initiative and motivation in a virtual classroom. However, adapting to a virtual environment provided the opportunity to test students’ readiness in a new way: Their professionalism in a virtual classroom can demonstrate how they’ll perform in a virtual professional setting.

Additionally, while the social work program always emphasizes self-care, COVID-related stress made it even more critical. When faced with balancing COVID with their life, courses, and jobs, students felt better when they made plans for self-care. Shaw and Jansing noted that self-care was not part of the original field readiness tool, but they believed it was a necessary piece.

Overall, both students and faculty found the tool to be beneficial. The experience was eye-opening for students, and the faculty could see the students having “aha” moments as they digested what they had been told about professionalism.

For those who would like to implement a similar field readiness assessment tool, Shaw and Jansing recommend the following steps: Take a look at their tool or others, determine whether there are areas to add or edit, talk with your colleagues, create and plan for implementation, and begin.

— Heather Hogstrom is an editorial assistant at Social Work Today.