Part Three: Supervision and Return Orientation
This section of the training module discusses the role of field supervision in international placements, supervision models, and the role of faculty liaison and field instructor(s). As students completing an international practicum will be utilizing virtual/remote support as their primary means of communication with field instructors, they may find it challenging when encountering technological barriers. This module will inform how field educators and students can work together to address any technical challenges that may arise during an international practicum. The final section of part three will provide an overview for debriefing as students return from their international practicum.
Field Supervision
The quality of the student's supervision from both their home institution and the field agency is an important consideration in planning for a successful international practicum experience. Students need to have adequate supervision to ameliorate feelings of isolation, promote cultural learning and understanding, and support them when facing potential barriers in the host country (Cleak et al. 2016; Kreitzer et al., 2012). International practicum students can be supervised by an individual field instructor or members of a team (see Educational Policies & Accreditation Standards (EPS, 2021), including:
- A faculty member of their home university
- A faculty member of a university in the host country
- A social worker at the host agency
- A non-social work staff member at the host agency
- A combination of the above
According to Fox (2017), an agency or other host country field instructor or supervisor plays a critical role in promoting cultural awareness, and humility, and facilitating an understanding of the customs and values in the destination country. Students should note that it can be challenging for field educators to find a local supervisor at the host agency (Panos et al., 2002). In some cases, the agency field instructor or supervisor is a non-social work staff member who provides contextual and cultural expertise, and the university relies on a faculty member to provide academic resources and expertise (Panos et al., 2002). It is important for both students and field educators to recognize that supervisors in different countries may practice different social work and supervision models and pedagogies.
A common field supervision arrangement is the triad approach, where the student is supervised by both a home university faculty liaison and an agency supervisor (Panos, 2005). All three participants in this model (student, faculty liaison, and field instructor supervisor) connect as a triad during the start of the practicum and for mid-term and final evaluations, however, this can vary from institution to institution (Panos, 2005). Additionally, students are supported throughout the practicum via email, telephone, or video conferencing when needed. Field educators may wish to consider placing students together for an international placement or in group supervision (with students from home and host country), which has been found to support student success and provide quality supervision (Cleak et al., 2016; Kreitzer et al., 2012; Panos et al., 2002). Furthermore, group supervision can promote the effective use of resources, or resource conservation, given that resources within agencies and universities often are scarced (Kaushik et al., 2023). Grouping students for supervision can decrease workload while maintaining adequate supervision for students.
A study conducted by Kaushik et al. (2023) found that virtual placements and online supervision wereas not only successful, it was valuable and rewarding learning experience for students. There has been an important shift in social work field education since the COVID-19 pandemc in relation to including the rapid integration uptake of virtual platforms for field education (Melero et al., 2021; Mitchell et al., 2022). An international practicum that is virtually-oriented can be safe, stable, and beneficial for not only students but agencies and institutions alike (Kaushik et al., 2023). The use of technology and flexible options for placement and supervision in international practicum have been were identified as being wise,among a list of promising, wise, and innovative in field education in Canada, and promising (Drolet et al., 2021).
Communication and Use of Technology in Virtual or Remote Access
It has been found that planning for consistent and continuous communication between the student and a home country field instructor supervisor is far more important than the method of communication (Panos et al., 2002). The student, faculty liaison, and field educator need to consider access to technology and whether there is a reliable internet connection available to the student in the host country. A reliable internet connection and access (with electricity) can determine the quality and frequency of communication between students, faculty liaisons, and supervisors at the home university, which can affect the overall wellbeing and success of the student field placement. Students and supervisors often use video conferencing (e.g., Zoom, Microsoft Teams), email, education assisting technology (e.g., D2L, Blackboard), Facebook and/or other social media platforms, telephone, letter writing, reflective assignment submissions, and grading or review as a means of communication (Fox, 2017; Kreitzer et al., 2012).
Students need access to a stable internet connection to join online seminars and access online learning platforms such as D2L and Moodle. While social work institutions are expected to provide equal access to learning opportunities and a level playing field for students (Harrison & Ip, 2013), field educators may struggle to provide the needed support for students doing an international practicum because of technological barriers (Fox, 2017). Students may have to consider any potential technological access issues that may exist in international placement, especially in remote areas, prior to leaving for their international practicum. Field educators may have to find alternative ways to support students engaging in an international practicum when internet access is unreliable.
Debriefing and Return Orientation
An essential part of the international practicum experience is debriefing and reflection upon returning home (Roe, 2015). This process provides an opportunity for the student to unpack challenging or transformational experiences, solidify what they’ve learned, and evaluate their experiences in the placement (e.g., work site, agency supervisor) (Lager et al., 2010; Bell & Anscombe, 2013; Schwartz et al., 2011; Parker et al., 2015). Opportunities for reflection and debriefing include:
- A chance to meet with home university supervisors or faculty liaisons to share photos, stories, reflective pieces (art, written, spoken), and portfolios of learning experiences while away.
- The opportunity to share new perspectives and practicum ways to incorporate global perspectives into a local practice context.
- Connecting homecoming students with departing students to share their experiences and reflections in a student presentation or workshop.
- Providing students with the opportunity to meet with home university supervisors or faculty liaisons to share photos, stories, reflective pieces (art, written, spoken), and portfolios of learning experiences while away.
- Reflecting on professional practice in diverse contexts and linking local learning to global context and action.
- Creating opportunities for students to share new perspectives and concrete actions to incorporate these lessons into their practice.
- Providing opportunities for returning students to share their experiences in order to inform future placements with that agency and facilitate or strengthen partnerships between the home university and host university/city/agency.
Conclusion and Recommendations