| This qualitative study used an embedded single case design to examine the effectiveness of a social work course that integrates class and fieldwork to influence students' development in end-of-life care practice. Participants in the study included (1) twenty master's level students at the University of South Carolina, (2) eleven health care and social service agencies, and (3) twenty-four volunteers living with a life threatening illness (known as mentors) recruited by agencies. Mixed methods were used to gather data. Quantitative and qualitative software programs were used to tease out any associations between knowledge, attitudes, and demographics among student participants, and to capture themes among each participant group. The results were considered within a phenomenology theoretical framework.;Several themes emerged related to each unit of analysis. For students, the field component, specifically spending time with someone living with a life-threatening illness was significant to their ability to synthesize the course materials. Another theme for students involved having opportunities to explore personal experiences within the context of professional identity development. For mentors, the overwhelming benefit was identified through their reports of feeling 'useful---like a teacher' in their relationships with students. Mentors also reported significant benefits from having someone 'outside' to talk with. The agencies reported an increased appreciation for the College of Social Work because of the College's "willingness to be creative and to focus on end-of-life practice." The agencies also reported a sense of 'casting their net of influence' in social work practice by their involvement with students.;The findings suggest several significant benefits of using this course approach. The educational strategies involving service professionals and community members provided multi-layered avenues of learning that significantly facilitated the process of synthesizing knowledge, skills, and professional development for students. The partnerships with volunteers created 'helper-therapy' (Riessman, 1965) conditions for mentors, and agencies benefited from being educational partners on broader levels. This study contributes to the body of knowledge in social work education specific to creating curricula opportunities using a 'client-centered' approach in end-of-life care. The results offer important implications for replication in developing social work educational responses to diverse contemporary social concerns. |
