ABSTRACT
Summary : Social work field education has experienced major disruptions due to the COVID-19 pandemic, while also embracing new opportunities to grow. The Transforming the Field Education Landscape research partnership developed a cross-sectional web-based survey with closed- and open-ended questions to understand student perceptions of COVID-19's impacts on social work field education. The survey opened during the first wave of the pandemic from July 8 to 29, 2020 and was completed by 367 Bachelor of Social Work (BSW) and Master of Social Work (MSW) students across Canada. Quantitative and qualitative data were analyzed using descriptive statistics and thematic analysis. Findings : Respondents experienced reduced practicum hours and placements terminating early or moving online. Students were concerned about gaining adequate experience for future job prospects. They were generally positive about academic institutional responses to COVID-19 but described financial challenges with tuition costs and a lack of paid practica. Respondents were mostly satisfied with practicum supervision. They experienced negative impacts of COVID-19 on mental health with isolation and remote learning and described a lack of institutional mental health support. Students were concerned with missing direct practice skills, while some students reported more flexible hours, access to online events beyond their region, and increased research experience. They expressed a need for practicum flexibility and accommodation. Applications : Recommendations include an increase in flexibility and accommodations for practicum students, exchanges of promising and wise field education practices, and accessible postsecondary mental health supports. Professional development opportunities should support graduates who missed learning opportunities in their practicum. © The Author(s) 2023.
ABSTRACT
Introduction: Interprofessional education (IPE), an ACEND-required curriculum and learning activity for dietetic education and internship programs, involves extensive collaboration among faculty across numerous professions from different colleges within the University. Guided by IPEC core competencies, scaffolded learning experiences are designed to prepare students for interprofessional practice (IPP) as registered dietitian nutritionists (RDN). Methods: Strategies developed to prepare students for IPP include: an annual orientation for new graduate students of dietetics, nursing, physical therapy, medicine, medical laboratory science, pharmacy, and speech language pathology;an avatarbased virtual case study care planning meeting;a 3-credit team-taught graduate critical inquiry course;and an in-person case simulation focused on end-of-life care. In addition, dietetic students work with doctor of nursing practice students to complete wellness assessments at a community-based older adult residential facility. The COVID-19 pandemic required an immediate shift of all events to an online format. Student evaluations are continually collected for quality improvement. To plan and implement these events several different teams of IPE faculty meet monthly throughout the year. Results: Dietetics student numbers are too small for statistical analysis. Evaluations suggest improved awareness of roles and responsibilities of other professionals on the team;deeper understanding of IPP impact on patient, family and community outcomes;and greater sense of confidence about the RDN voice on the team. Conclusion: In order for dietetics and other health profession students to function effectively on an interprofessional health care team, faculty across the professions must assure inclusion of the principles of team science, role modeling exemplary collaboration and communication, and multiple opportunities to practice team effort. Further, faculty must embrace the principles of team science and workload plans must include sufficient time to ensure the success of an interprofessional practice curriculum.