Gough and wilks 2012 comprehensive literature review

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rotational system while limiting many of its challenges. Gough and Wilks’ (2012) comprehensive literature review discusses the benefits and short- falls of each. Benefits include increased confidence, increased self-efficacy, greater community resource knowledge, broader depth of experience and context of learning, increased cross-collaboration skills, and increased
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SOCIAL WORK & CHRISTIANITY 96 exposure to different population groups. CSWEI’s administrative model, and the multiple roles under which the PD operates, seems to mitigate many of the concerns outlined in their literature review. Students main- tain the supervisory relationship since the PD is the clinical supervisor for the team for the entire academic year. According to Maynard, Mertz, and Fortune (2015), programs should use the same pair of off-site MSW instructors or task supervisors over time. Having the same off-site MSW instructor and task supervisor work together over multiple years can help create stability, constant communication, and understanding between the off-site MSW instructor and the task supervisor (p. 532). Administrative protocols and CSWEI’s overarching program expecta- tions, roles, and assignments remain the same as well. This configuration of the model also eliminates the change-of-semester placement anxiety, given that students remain in these same placements for the entire academic year. Additionally, the interns’ primary service partner, the congregational nurse, is unchanged, so students have multiple relationships to anchor them, de- spite the initial anxiety that a multi-agency schedule can evoke. Students are placed with a congregational nurse, another CSWEI student, or both. Unique Features of the Model CSWEI adds many unique components to the traditional field educa- tion model. As noted, whenever possible, MSW and BSW students are placed together in pairs. This affords the MSW student the opportunity to undertake some task supervision activities, as well as to mentor the undergraduates, both of which enhance leadership skills. Additionally, with shared placements, every MSW has some supervisory accountability over an undergraduate, even though they may not be in the placement on the same day. On field days when only BSWs are in field, there is also a designated leader within each placement. MSW students serve essentially as middle management within the CSWEI model. Such activities develop MSW leadership skills and allow the students from different classes to maintain strong relationships through- out the year, thus forging strong bonds and feelings of being part of a team. Anecdotally, this mentorship also illuminates why such a high percentage of CSWEI BSWs continue their academic training to obtain their MSW. Some of the most frequent written feedback is that CSWEI student participants report feeling like a “team” and “family.” Placements CSWEI field education placements reflect the diversity of the com- munity. As noted, all CSWEI placement sites have some religious affilia- tion or faith connection. A shift in funding interest and community needs
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