Field Rotations: An Essential Component

Karen Bullock, PhD, LCSW

North Carolina State University

College of Humanities and Social Sciences

Department of Social Work

November 16, 2012

GSA Annual Program Meeting

San Diego, CA

Rotation Model in Social Work Field Education

A planned and systematic transition from one field setting to another with the goal of giving students a range of practice experiences with various service delivery systems and client populations.

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The Importance of Rotations

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Extend the Range of Practice Access

Diverse older adult populations Complexity of the service delivery system Practice opportunities at all systems levels Interdisciplinary practice opportunities

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Link Competencies to Learning

Students focus on and take an active role in their educational preparation and gaps in learning, with opportunities to address those gaps.

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Different Learning Experiences: Different Practice Levels

Opportunity to study organizational context of social work practice (micro, mezzo and macro) and make recommendations for change based on best practices in different agencies

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Structuring the rotation model

Year Foundation or Concentration/ Advanced

Length 1 semester or 2 1 or 2 days per week

Timing concurrent, sequential, block

Number of settings to be used

Structuring the rotation model

Type of agency setting preventive programs to end of life services

Clientele well, functionally impaired, frail, end of life

Learning assignments for students direct practice, program planning and

evaluation, community assessment and development, advocacy

Number and type of field instructors

Internal or External Rotation

Internal rotations: The assignment of students to different departments within a large agency system

External rotations: The assignment of students to separate agencies either concurrently or sequentially during an academic year

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Variation in Field Instruction

One primary agency-based field instructor with task supervisors or preceptors in additional programs or agencies

Two or more agency-based field instructors, one for each rotation

A university-based field instructor with task supervisors or preceptors in agencies

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National Models of Rotation

*Shared at SWLI Meeting, NYAM

Respective Institutions of Higher Education – Social Work Programs are acknowledged and receive full credit for their materials

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Rotation #28-12 weeksIntern

Instructor*Field Liaison**

Rotation #14-8 weeks

Instructor*Field Liaison**

*Agency-based MSW Field Instructor; **Co-Director of HPPAE

GPPP Model #1 Consecutive Rotations

Florida State UniversityFlorida State UniversityCollege of Social WorkCollege of Social Work

Live Oak Geriatric Practicum Partnership Program Rotation Models

Saint Louis Consortium HPPAE Rotation Model

Agency A 10 week rotation

Field/Task Instructor

Agency B 10 week rotation

Agency C 10 week rotation

Field/Task Instructor

Field/Task Instructor

Multiple HPPAE Sites

Hospital Affiliated Memory Clinic

Monday + Friday Afternoons

Primary Supervisor

Hospital’s Sub-Acute Behavioral

Health Unit

Wednesday Morning

Task Supervisor

Home-Based Geriatric Assessment Team

Visits to Senior Living Apartment Complexes

Monday + Wednesday Afternoons

Task Supervisor

Hospital-affiliated rotation throughout each week, across a year-long (900 hour)

internship focusing on the needs of older adults.

University of Wisconsin-Milwaukee Helen Bader School of Social Welfare/HPPAE

Rotation Model: #1

1-2 rotational Days at

Third agency

1-2 rotational Days at

Second agency

1-2 rotational Days at

Fourth agency

1-2 rotational Days at

Fifth agency

1-2 rotational Days at

Sixth agency

1-2 rotational Days at

Seventh agency

Large Psychiatric

Hospital Setting

University of Connecticut University of Connecticut Rotational ModelRotational Model

900 hrs.

Strategies that have worked

Orient students to the rotation model

Review the Older Adult Matrix with students

Use field instructors who are familiar with the work of all agencies to assist with learning transitions

Track student experiences

Use the HPPAE tool to measure competencies for geriatric social work

Convene seminars for students

More strategies that have worked

Faculty meet with agency supervisors to discuss what would be a win-win using a rotation model

Be flexible with the number of hours in each agency site for a rotation throughout the practicum

Engage students in community or university projects to enhance learning

Address Concerns and Challenges

Expressed Concern: That student learning becomes disjointed and lacking depth with multiple placement experiences

The Challenge: Ensure conceptual linkage of enriched experience within the diverse range of experiences afforded by the rotations

Rotation Model Example

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