A MSW Curriculum Analysis
Preparing MSW Foundation Level Students for Remote Practice
DOI:
https://doi.org/10.18060/24994Keywords:
Social Work Education, Remote Practice, Field Readiness, MSWAbstract
As the pandemic surges, the need for remote social work practice (RSWP) is urgent and ensuring that students entering practice are prepared to engage is paramount. Students entering the workforce must be able to demonstrate competency and educators must explore how they are preparing students for RSWP. A cohort of twenty-one MSW students were invited to participate in this study exploring curriculum exposure to RSWP and subsequent confidence and readiness to engage in practice. Only a subset of this cohort (n=13) agreed to participate in the study. This study explored exposure to RSWP concepts through a foundation-level MSW curriculum, practicum, and other program contacts. Results show that even though students were primarily exposed to RSWP in practicum and courses that focus on basic interpersonal skills, other courses, such as research and policy also provided exposure. Students reported that theory and diversity courses made no mention of RSWP. This is concerning because these courses are meant to educate students on practice frameworks and service contexts for underserved populations, like those that are commonly served via RSWP. Although limited, this study has implications for how social work educators embed RSWP throughout the curriculum, instead of siloing this topic in practice courses.
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Copyright (c) 2022 Ariel N. Hooker Jones, Kimberly Carter , Sarah Goshorn
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