Social work practicum students experiences, challenges, and aspirations during the COVID-19 pandemic

Abstract

Field education is considered the signature pedagogy of social work education, yet there are numerous challenges including a shortage of field instructors and available placements and barriers to advancing equity, diversity and inclusion (EDI), which were heightened by the COVID-19 pandemic. This articles shares the results of research designed  to investigate practicum students’ experiences, challenges, and aspirations during the first wave of the COVID-19 pandemic. This study aimed to answer the question: how did students’ experiences, challenges, needs, and aspirations vary due to their identity factors (e.g., gender and ethnicity), post-secondary institution (e.g., universities), and placement types (e.g., clinical/research)? To this end, a cross-sectional web-based survey was conducted to document the perspectives of BSW/MSW practicum students in Canada, with both open and close-ended questions. This article presents the survey results to two open-ended questions in three broad themes, namely mental health and wellness, students’ perception on field learning, and professional readiness. Female students across different ethnic groups reported challenges in balancing their gendered roles and responsibilities in caregiving and as a practicum student, which consequently impacted their mental health and wellness. Two major factors shaped practicum student learning, such as post-secondary institution (e.g., universities) and types of placements. Due to the pandemic, practicum students were unable to gain direct practice experience in person in their placement, which affected their perception of professional readiness. This article concludes that through an evidence-informed institutional and programmatic response and support, diverse challenges, needs, and aspirations of practicum students could be addressed to promote EDI in field education in the context of pandemics, emergencies, and disasters.