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.

The Importance of Rotations

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

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.

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

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

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

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

Rotation # weeks Intern Instructor* Field Liaison** Rotation #1 4-8 weeks Instructor* Field Liaison** * Agency-based MSW Field Instructor; **Co-Director of HPPAE GPPP Model #1 Consecutive Rotations Florida State University College of Social Work Florida State University College 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 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 Rotational 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