Abstract
In 2008 the Council on Social Work Education made the decision to adopt a competency based assessment as a requirement for re-accreditation. The 2015 EPAS recommends extending the broad competencies for specialty practice, and also further defining the broad competencies into more specific skills. This study explored field supervisors’ and students’ perceptions of how well-prepared graduates are in general and specific clinical competencies. The study was a mixed method design that included a quantitative survey and follow-up focus groups. Results suggested a significant consensus around perceptions of competencies for which graduates are prepared as well as those with which they struggle. This article presents both qualitative and quantitative findings of the study and their implications for increased coordination between faculty of graduate social work programs and field representatives.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Baruch, Y. (1999). Response rate in academic studies—A comparative analysis. Human Relations, 52, 421–438.
Bliss, D. L., & Pecukonis, E. (2009). Screening and brief intervention practice model for social workers in non-substance abusing practice settings. Journal of Social Work Practice in the Addictions, 9(1), 21–40.
Bogo, M. (2015). Field education for clinical social work practice: Best practices and contemporary challenges. Clinical Social Work Journal, 43(3), 317–324.
Bogo, M., Regehr, C., Woodford, M., Hughes, J., Power, R., & Regehr, G. (2006). Beyond competencies: Field instructors’ descriptions of student performance. Journal of Social Work Education, 42(3), 579–594.
Council on Social Work Education. (2008). Commission on accreditation. EPAS handbook. Alexandria: Council on Social Work Education. Retrieved February 14, 2016, from https://www.cswe.org/Accreditation/Standards-and-Policies/EPAS-Handbook.
Council on Social Work Education. (2014). Report of the CSWE summit on field education. Alexandria: Council of Social Work Education. Retrieved March 28, 2018, from https://www.cswe.org/Centers-Initiatives/Initiatives/Summit-on-Field-Education-2014.
Council on Social Work Education. (2015). Educational policy and accreditation standards. Retrieved February 14, 2016, from https://www.cswe.org/File.aspxid=81660.
Council on Social Work Education. (n.d.). Advanced social work practice in clinical social work. Retrieved April 5, 2017, from https://www.cswe.org/getattachment/Accreditation/Other/EPAS Implementation/Clinical Social work FINAL.pdf.aspx.
Fortune, A. E., & Kaye, L. (2002). Learning opportunities in field practice: Identifying skills and activities associated with MSW students’ self-evaluation of performance and satisfaction. Clinical Supervisor, 21(1), 5–28.
Holden, G., Meenaghan, T., Anastis, J., & Metrey, G. (2002). Outcomes of social work education: The case for social work self-efficacy. Journal of Social Work Education, 38(1), 115–133.
Horevitz, E., & Manoleas, P. (2013). Professional competencies and training needs of professional social workers in integrated behavioral health in primary care. Social Work in Health Care, 52(8), 752–787.
Macgowan, M. J. (2012). A standards based inventory of foundation competencies in social work with groups. Research on Social Work Practice, 22(5), 578–589.
McClain, A. (2014). Recognizing the important role of social workers. Retrieved March 28, 2018, from https://www.nami.org/About-NAMI/NAMI-News/2014/Recognizing-the-Important-Role-of-Social-Workers.
Mirabito, D. (2012). Educating a new generation of social workers: Challenges and skills needed for contemporary agency-based practice. Clinical Social Work Journal, 40(2), 245–254.
Munoz-Leiva, F., Sanchez-Fernandez, J., Montoro-Rios, F., & Ibanez-Zapata, J. A. (2010). Improving the response rate and quality in web-based surveys through the personalization and frequency of reminder mailings. Quality & Quantity, 44(5), 1037–1052.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13.
Office of National Drug Control Policy. (2012). Screening, brief intervention, and referral to treatment (SBIRT). Retrieved April 5, 2017, from https://kbml.ky.gov/prescribing-substance-abuse/Documents/Resources%20SA%20Fact%20Sheet%20-%20Office%20of%20National%20Drug%20Control%20Policy.pdf.
Regehr, C., Regehr, G., Leeson, J., & Fusco, L. (2002). Setting priorities for learning in the field practicum: Comparative study of students and field instructors. Journal of Social Work Education, 38(1), 55–64.
Tataw, D. B. (2011). Individual, organizational, and community interprofessional competencies for education, training, and practice in health and social care. Journal of Human Behavior in the Social Environment, 21(1), 1–24.
Teasley, M. L. (2005). Perceived levels of cultural competence through social work education and professional development for urban school social workers. Journal of Social Work Education, 41(1), 85–98.
Wayne, J., Bogo, M., & Raskin, M. (2010). Field education as the signature pedagogy of social work education. Journal of Social Work Education, 46(3), 327–339.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflicts of interest.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Turner, S.G., Strand, V., Bliss, S. et al. How Well-Prepared are Graduating MSW Students in Clinical Competencies?. Clin Soc Work J 47, 113–123 (2019). https://doi.org/10.1007/s10615-018-0695-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10615-018-0695-0