Reducing Stress and Improving Learning

Adapting Courses to Support Students on Fieldwork Placement

Authors

Keywords:

Social work education, fieldwork placement, student wellbeing, Australia

Abstract

Fieldwork placement is essential for social work education. It serves to connect theory and practice, enabling the development of student professional identity. However, unpaid placements can negatively impact students, particularly students who are carers, women, and live rurally. This reflective case study describes how an undergraduate social work course in Australia adapted its curriculum and assessments to support students during their placements. The changes were made in response to placement stressors, while utilising best-practice principles for online pedagogy. These adaptations allowed students to engage with the course at their own pace, and with accessible and flexible course materials. Assessments were directly aligned with placement experiences and due dates and late penalties were removed to promote autonomy and respect student discretion. This case study presents reflections from the teaching team, alongside student feedback, to explore strategies for supporting social work students during placements. Although unpaid placements are likely to continue due to accreditation standards and requirements in many countries, educators can be active in supporting student wellbeing during this time.

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Published

2024-05-24