| Integration of the classroom learning and field practice is central to the success of student social workers and central to the idea of field as the signature pedagogy of social work education. This study, a descriptive, thematic analysis, had the aim of analyzing student perceptions of the block style field internship in 18 senior BSW students in one program. The researcher interviewed students prior to the start of their internship and again during the last week of the placement in order to elicit student expectations; actual experiences of their placements, practice, and agencies; and any gaps that might have been perceived between the classroom and the field. These students were not current students of the researcher.;Students completed 3 journal entries one month apart during the internship and completed the Kolb Learning Style Inventory at the first interview. Resultant themes include students experiencing anxiety and excitement prior to the start of the placement; expecting to learn, do, and experience; expecting to do generalist practice. Actual practice revealed the themes of learning about and learning that; direct and indirect practice; emotional reactions to providing services to clients; and agency practice issues specifically working with other professionals and coping with the impact of funding decisions on practice. Gaps include unexpected emotions; organizational issues with personnel and funding; and clinical versus generalist practice. Learning style inventory results indicate students are mostly reflective observers but learning style did not appear to have an influence on perception of gaps. Implications for practice and social work education are presented along with suggestions for future research. |
