5Integrating Research into Social Work Field Education – Beginning with your Learning Contract

Sheri M. McConnell and Melissa Noble

This chapter explores how social work students and field educators can include research and research activities in field practicums. We lay the foundation by exploring the importance of integrating research into field education, what we mean by research, student and social worker attitudes toward research, the integration of research into field practicums, and the inclusion of research in learning contracts. Next, we provide concrete examples of research-focused learning objectives and activities that can be integrated into Bachelor of Social Work (BSW) and Master of Social Work (MSW) learning contracts and evaluation forms, and links to learning contracts for research-based practicums and social work research internships. We conclude the chapter with a series of recommendations for integrating research and research activities into social work undergraduate and graduate field education, a list of resources, and discussion questions.

Our hope is that this chapter generates discussion about and new ideas for integrating research into field education. We want to open the door for students to add their own research-based learning objectives and activities to their field practicum learning contracts. We also want to encourage field educators to expand their conceptualization of field education to include research and, in doing so, to integrate research and research activities into social work field manuals, learning contracts, and evaluations.

The Importance of Integrating Research into Social Work Field Practicums

Recognition of the importance of engaging in and understanding research has increased among social workers, particularly those who actively engage in evidence-informed practice. Possessing the knowledge and ability to understand and practice research is a fundamental expectation of professional social workers. The Canadian Association of Social Workers - l’Association canadienne des travailleuses et travailleurs sociaux (CASW-ACTS) (2005) Guidelines for Ethical Practice outlines the ethical responsibilities of social workers engaged in research, including the necessity to “observe the conventions of ethical scholarly inquiry when engaged in study and research” (section 6.1.2) and to “educate themselves, their students, and their colleagues about responsible research practices” (section 6.1.1). For example, practicing social workers may engage in research to evaluate practices, programs, or policies; conduct individual or community needs assessments; and identify evidence-informed practices reported in academic literature.

Yet it can be challenging through course work alone to develop applied research skills and to nurture a meaningful relationship between research and practice. “Advocates of experiential learning posit that hands-on activities are the most effective way of helping students not only master content and skills but also navigate the socialization process” (Svoboda et al., 2013, p. 663). As such, it is essential that classroom learning is paired with experiential learning, wherein students can develop, enhance, and integrate research skills into their practice (Cameron & Este, 2008; Chakradhar, 2018; Chilvers et al., 2012; Holbrook & Chen, 2017; Maidment et al., 2011; Rubin et al., 2010; Svoboda et al., 2013; Whipple et al., 2015; Wulf-Andersen et al., 2013). Given that field education is the cornerstone of social work education, wherein social work values, knowledge, and skills are integrated into real work situations through applied learning, practice, and supervision and mentoring, BSW and MSW field practicums provide a perfect fit for research activities and/or projects. In a systematic review of research placements for students in a variety of professional degrees, Zuchowski et al. (2020) advocated that “research placements could become an integral and valued part of the field education experience for all students” (p. 60).

Both social work students and practitioners (including field instructors) may be reluctant to engage in research projects and activities (Cameron & Este, 2008; Chakradhar, 2018; Chilvers et al., 2012; Holbrook & Chen, 2017; Maidment et al., 2011; Neden et al., 2018; Zuchowski et al., 2020). As such, it is essential that students and field educators are encouraged and supported to integrate practice research and learning in a manner that nurtures the development and application of research values, knowledge, and skills throughout BSW and MSW field practicums. Doing so necessitates exploring and using consistent and clear language around practice research, paired with a shared understanding of what constitutes research (including research projects, activities, and skills), and how research can be integrated into practice opportunities in social work field education. This integration can be achieved in a variety of ways, and range of research activities can be included in direct practice and community field practicums, or students can engage in research-focused placements.

What Do We Mean By “Research”?

“Research is the ultimate telling of a story; the goal of all research is to shed light on that which previously remained in the dark” (Phillips et al., 2012, p. 785).

In reviewing field education materials on the websites of CASWE-ACFTS accredited social work education programs, it quickly becomes apparent that there is a lack of clarity as to what constitutes “research” and “research activities.” Research components, skills, or activities, including literature reviews, assessments, and focus groups were not always identified as “research.” As such, it is important to define and describe “research,” as understood in the context of this chapter.

The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Secretariat on Responsible Conduct of Research, 2018) provides a clear and succinct definition of research.

The scope of research is vast . . . Research involving humans ranges widely, including attempts to understand the broad sweep of history, the workings of the human body and the body politic, the nature of human interactions and the impact of nature on humans… Research is defined as an undertaking intended to extend knowledge through a disciplined inquiry or systematic investigation (Chapter 1).

In contrast, Chapter 6 of this book, Sally St. George and Daniel Wulff define “Research As Daily Practice” as involving social work practice itself as a research process. Therefore, “doing practice is doing research.” They explain that the steps involved in doing research coincide with the steps of doing practice, which places social workers and other practitioners at the center of studying their own work within their practice skill sets. This alternative to learning discrete research skills or activities fundamentally alters social workers’ approach to research and provides another way of integrating research into field education.

Within the context of this chapter, the term “research” describes independent or supervised research projects and research-focused field practicums. “Research skills” and “research activities” refer to elements of research that are undertaken either as components of a larger research project or outside of the scope of a formal research project, and include activities related to research planning, implementation, and reporting. As such, a wide range of research activities and skills can be included in direct practice or community field practicums, including, but not limited to:

research planning: designing research projects, writing research proposals, writing ethics proposals and reviews, designing research forms and data collection tools, creating databases, gathering resources, conducting literature reviews, conducting jurisdictional scans, and reviewing policies;
research implementation: collecting data (e.g., through surveys, interviews, focus groups, community meetings), transcribing interviews, analyzing documents, entering data, analyzing data; and
research reporting: preparing and presenting reports, articles, presentations, workshops, trainings, and other means of knowledge exchange and dissemination.

Practice research may involve needs assessments, community consultations, policy reviews, program evaluations, and more. Research and research activities may involve qualitative, quantitative, mixed methods, or action methods, and can be grounded in a multitude of theoretical orientations.

Student and Social Worker Attitudes Toward Research

What social work students believe and how they feel about research fundamentally impact their experience as learners and their development as active researchers. Social work student attitudes towards research are dominated by ambivalence, anxiety, discomfort, and disinterest (Adam et al., 2004; Cameron & Este, 2008; Chakradhar, 2018; Chilvers et al., 2012; Holbrook & Chen, 2017; MacIntyre & Paul, 2013; Neden et al., 2018; Vallet, 2019; Zuchowski et al., 2020). “Research is the curricular content area that evokes the greatest amount of anxiety and the least sense of confidence among social work students” (Adam et al., 2004, p. 2). Given the range of negative feelings and attitudes experienced by students, it is no surprise that “making the step from education and practice into research is the key challenge for many students” (Phillips et al., 2012, p. 788).

This uneasy relationship between social work students and their engagement in research is fueled by a professional climate in which the importance of research and evidence-informed practice is emphasized, yet most social workers feel uncomfortable and inadequately prepared to understand or engage in research (Cameron & Este, 2008; Chakradhar, 2018; Chaudet, 2011; Chilvers et al., 2012; Holbrook & Chen, 2017; Maidment et al., 2011; Neden et al., 2018). “Despite emphasis from professional organizations and available empirical tools to facilitate research use, social work students and practitioners remain reluctant to embrace research in practice; they seem to approach research with trepidation at best and absolute aversion at worst” (Adam et al., 2004, p. 4).

Student aversion to engaging in research carries into the profession where social work practitioners often lack the skills and motivation to incorporate research into their practice (Adam et al., 2004; Cameron & Este, 2008; Chilvers et al., 2012; Maidment et al., 2011; MacIntyre & Paul, 2013; Zuchowski et al., 2020). Negative attitudes and perceptions about research, coupled with the difficulty of comprehending the connection between research and practice (Cameron & Este, 2008; Neden et al., 2018) result in students and practitioners who are less likely to integrate research into practice.

Practicing social workers, in their roles as field instructors and mentors, may be reticent to help students integrate research activities and projects into field education learning opportunities (Chilvers et al., 2012; Maidment et al., 2011; Zuchowski et al., 2020), and may feel unprepared to engage in applied research, even when urged to do so by their professional associations and regulators (Chaudet, 2011). When social workers are uncomfortable integrating research into their practice, the pool of potential mentors and educators able to engage student learners is limited. This lack of research mentorship perpetuates the disconnection between research and practice. This disconnection necessitates the exploration of alternative methods of engaging students in research, and in providing tools and resources to alleviate the professional discomfort experienced by some social workers in integrating research into their practice and in mentoring students in research activities and projects.

Integrating Research into Field Practicums

Research is an essential component in social work because it furthers our understanding of the context in which we work, and a means to foster the development of the professional body of knowledge for social work and the provision of optimal care and service to clients (Cameron & Este, 2008, p. 404). Further, “the hands-on experience of researching practice issues ‘brings research alive’ for students” (MacIntyre & Paul, 2013, p. 694). As such, it is essential to provide students with a wide range of opportunities to engage in practice research, including through integrating research into field practicums and other experiential learning (Baralonga, 2018; Cameron & Este, 2008; Chakradhar, 2018; Chilvers et al., 2012; Fraga-Levivier & Tourrilhes, 2012; Hewson et al., 2010; Holbrook & Chen, 2017; Maidment et al., 2011; Rubin et al., 2010; Svoboda et al., 2013; Tourrilhes, 2018; Vallet, 2019; Walsh et al., 2019; Whipple et al., 2015; Wulf-Andersen et al., 2013; Zuchowski et al., 2020).

Rubin et al. (2010) explain that “there is an expectation that students bring some knowledge from their undergraduate study that they can build on through their graduate study” (p. 52). As such, if BSW students are not exposed to and engaged in applied practice research, they are not likely to possess the foundational knowledge and skills to engage in research as graduate students. This lack of foundational knowledge and skills will inhibit them as social workers, particularly in their role as field instructors, from engaging with and mentoring students in practice research in field practicums.

Effective engagement in research and research activities in field practicums requires “the engagement of host agencies, field educators, students, and academic staff in a collaborative process focused on developing research knowledge and skills” (Chilvers et al., 2012, p. 36). Student success is facilitated by:

adequate preparation (e.g., tutorials for students and field instructors),
availability of community-based or university-based research projects,
goodness of fit between the practicum and the research project (e.g., clear research questions, achievable tasks, realistic timelines),
material support for students (e.g., computers, software, research tools),
professional support for students (e.g., peer, field instructor, academic),
collaborative knowledge production, and
regular and timely supervision and evaluation

(Cameron & Este, 2008; Chilvers et al., 2012; Flanagan & Wilson, 2018; Hewson et al., 2010; Maidment et al., 2011; Neden et al., 2018; Walsh et al., 2019; Whipple et al., 2015; Wulf-Andersen et al., 2013; Zuchowski et al., 2020).

The integration of research into field education can be achieved in a variety of ways, including integrating research activities into traditional direct practice or community-based field practicums, or providing research-focused placements. Hewson et al. (2010) and Walsh et al. (2019) describe research-based field practicums, wherein the primary objectives are to provide opportunities to:

develop a range of research knowledge and skills,
integrate cognitive, affective, relational, and experiential learning,
challenge negative stereotypes about research,
generate passion and excitement for practice research,
integrate research theory and methods with social work practice,
experience community-based research, and
prepare students to integrate research into their future practice as social workers.

In addition to fulfilling, in various degrees, the above-noted objectives, students who participated in these research-focused placements noted improvement in their skills in writing, interviewing, data collection and analysis, project management, and preparing and delivering presentations (Hewson et al., 2010; Walsh et al., 2019). They also described building stronger resumes, improving their access to graduate education, and developing marketable skills for their future careers (Hewson et al., 2010; Walsh et al., 2019).

Whether integrating research into field practicums or engaging in research-focused placements, students are presented opportunities to develop confidence and competence in research skills, and draw links between research and practice (Baralonga, 2018; Chilvers et al., 2012; Fraga-Levivier & Tourrilhes, 2012; Hewson et al., 2010; Holbrook & Chen, 2017; Maidment et al., 2011; Neden et al., 2018; Vallet, 2019; Walsh et al., 2019; Zuchowski et al., 2020). Application of research concepts to the field practicum setting can strengthen students’ comprehension of course content as well as deepen their understanding of the field agency context. “Ultimately, these approaches have the potential to enhance the connection between research and practice” (Holbrook & Chen, 2017, p. 72). In bridging this gap between practice and research, students identified a wide range of learning emerging from the integration of research activity into clinical practice, including learning how evidence can be influential as a conduit for introducing change to an organisation and how organisational culture can limit that potential (Neden et al., 2018, p. 10).

Integrating research into field practicums (and other forms of experiential learning) positively improves students’ relationship with research and encourages future engagement in research (Chakradhar, 2018; Chilvers et al., 2012; Hewson et al., 2010; Holbrook & Chen, 2017; Maidment et al., 2012; Neden et al., 2018; Walsh et al., 2019; Whipple et al., 2015; Zuchowski et al., 2020). In their examination of an initiative to teach social work research through student-community partnerships, Chakradhar (2018) reports that “the shift from fear and bewilderment to relief and excitement in the learning and skill-building accomplished by the students, as well as a sense of empowerment in being able to empower agencies, was evident” (p. 438). Students participating in field practicums that include research and research activities report positive learning experiences and deepened engagement through experiential learning about research. This results in students who are capable of dynamic social work practice (Baralonga, 2018; Fraga-Levivier & Tourrilhes, 2012; Hewson et al., 2010; Walsh et al., 2019). Further, students who engage in research activities in their practicums are more likely to be engaged in research as social workers (Chilvers et al., 2012; Svoboda et al., 2013) and to apply critical thinking skills in their practice (Tourrilhes, 2018).

Integrating Research into Field Education Learning Contracts

“In general, the learning contract has been used to specify student activities in the field, record relevant learning objectives, and serve as a basis for evaluation” (Boitel & Fromm, 2014, p. 614). The construction of learning contracts is a collaborative process between students, field instructors, agency mentors (where there is no social worker on site), and field liaisons (the connection between the social work education program and the field agency) (Molina et al., 2018). In Canada, service users generally are not involved in the development of learning contracts. The content of learning contracts and the process of developing them varies significantly, according to the social work program, the field practicums learning goals and objectives, the field agency, the field instructor, and student learning goals (Boitel & Fromm, 2014). The structure of learning contracts exists along a continuum, ranging from free form to very prescriptive (Bone, 2014).

Succinctly, “a learning contract is about learning through action” (Bone, 2014, p. 115). Learning contracts have proven to be one of the best ways to encourage an active approach to learning and development, and to introduce students to the research process. It is essential that students take an active role in diagnosing their learning needs and planning how to fulfil them (Bone, 2014, p. 122). However, students cannot learn that which is neither available nor visible. It is challenging for students to contemplate integrating research activities into their field practicums when research knowledge and skills are non-existent in learning objectives and activities within learning contracts. This is true whether learning contracts are entirely free form, highly prescriptive, or somewhere in between. Omitting research activities from learning contracts contributes to student perceptions of “research activities as extra work or disconnected from ‘real’ social work skills that would be required to demonstrate competence” (Chilvers et al., 2012, p. 35). It is essential that learning contracts and evaluation forms clearly connect research tasks to the practicum assessment process, that students and field educators understand that connection, and that the assessment process is applied seamlessly to research-focused practicums and field practicums involving research activities (Chilvers et al., 2012).

Poon et al. (2020), as part of a Transforming the Field Education Landscape project (TFEL) student research team, noted the dearth of literature addressing the integration of research into social work learning contracts. In response to this scant literature, they completed eleven guiding consultations, with eight BSW and three MSW TFEL student researchers, in order to gain a more fulsome understanding of student experiences in research-based practicums and their integration of research into field learning contracts. They found that students experienced their learning contracts as “restrictive and rigid” (p. 2) and that they struggled to integrate research into existing learning contracts. Students indicated that they could not have integrated research into their learning contracts without collaboration, group supervision, and the guidance and support of their field instructor, who had extensive experience in both research and field education. As evidenced by Poon et al. (2020), there is a need to build capacity with field instructors, field education coordinators, and faculty involved in field education to adopt a research-mindedness approach in their work with students.

How to Include Research and Research Activities in Field Practicums

The following sections provide practical, concrete examples of how to include research and research activities in field practicums by integrating research-focused learning objectives and activities into BSW and MSW learning contracts and evaluation forms, and by designing research-based field practicums. Examples of learning contracts, objectives, and activities are drawn from the websites of anglophone CASWE-ACFTS accredited social work programs. As such, they provide a “snapshot in time” of the integration of research activities and projects into field education manuals, learning contracts, and evaluation forms on social work education program websites.

How social work education programs communicate information about practice research in field education to students, including via websites and field manuals and forms, significantly impacts students’ feelings about, attitudes toward, perceptions of, and willingness to engage in research. If research and research activities are not visible as learning opportunities in field education materials, students may not be aware of or encouraged to include research projects or activities among their field practicum learning opportunities. The data collected for this chapter reflects the websites of CASWE-ACFTS accredited anglophone BSW and MSW programs at a particular moment in time. Not all university websites provide comprehensive or complete information about their social work programs or about field education, including field education manuals, learning contracts, and evaluation forms.

Research Activities and Skills as Learning Objectives

Next are a variety of learning objectives from field education manuals, learning contracts, and evaluation forms available on the websites of anglophone CASWE-ACFTS accredited social work programs (sorted alphabetically by university). Field educators, field instructors, and students can incorporate these learning objectives, which focus on research skills and activities, into BSW and MSW field education learning contracts. By doing so, and with the support of the field instructor and agency, students can engage in concrete learning opportunities to develop and enhance research values, knowledge, and skills.

Examples of BSW Learning Objectives

Carleton University, BSW Field Manual

“Demonstrates entry-level practice competence in direct intervention with individuals, families, groups, and communities and/or research, social administration, and policy” (p. 17).
“To describe the basic principles of social work research and importance for social work practice and critically evaluate and apply research findings” (p. 17).
“To identify the research and policy issues that affect practice” (p. 18).
“To review professional literature and use research methods to inform practice” (p. 20).
“To identify research questions and policy issues that emerge from practice” (p. 20).

Kings University College, BSW Field Manual

“Understands the role of research in Social Work practice” (p. 18).
“Able to describe the purpose of the research and identify its potential contribution to Social Work practice, policy, or program development” (p. 18).
“Able to describe the project methodology, identify design limitations, and be able to appropriately comment on the impact of these limitations to knowledge creation” (p. 18).
“Able to conduct or demonstrate ability to carry out at least one particular activity related to a research project, and be able to provide a written summary of their task and its role in the research process” (p. 18).

McMaster University, BSW Field Manual

“Conceptual = relates to ideas, theory, knowledge, socio-political analysis, policy, research issues” (p. 6).
“Integration of Macro Analysis/Skills = student is involved in research and/or program evaluation – definition of research questions, research design, and methodology are thoughtfully completed” (p. 6).

St. Thomas University, BSW Field Manual

“The ability to understand the use of research in practice” (p. 24).

TORONTO METROPOLITAN University, BSW Field Manual

“Contribution to initiatives/strategies/research that promote social policy change and the well-being of people who experience marginalization/lack of access/exclusion” (p. 21).
“To demonstrate the use of research, policy, advocacy, and mobilization in strategic and transformative change” (p. 30).

University of Calgary, BSW Field Manual

“Use the CASW Code of Ethics and ACSW Standards of Practice to guide practice, including: to develop professional relationships and demonstrate respect for clients, research participants, colleagues, administrative personnel, and other stakeholders” (p. 40).
“Perform generalist practice roles across settings and populations (resource developer, advocate, educator, clinician, consultant, broker, researcher, project leader, etc.)” (p. 40).
“Articulate how various forms of knowledge (e.g., scientific, intuitive, experiential) and different kinds of research methods (e.g., qualitative, quantitative, participatory) contribute to social work knowledge and practice” (p. 40).

University of Windsor, BSW Field Manual

“Complete a literature review/web search to determine social, economic and political factors affecting client system” (p. 78).

Examples of MSW Learning Objectives

Carleton University, MSW Field Manual

“Apply findings of social work research and knowledge from other disciplines to advance professional practice, policy development, research, and service provision” (p. 16).
“Demonstrate advanced practice knowledge and skills in specialized direct intervention with individuals, families, groups, and communities and/or research, social administration, and policy” (p. 16).
“Identify opportunities for further inquiry stimulated by social work practice and conceptualize/develop research projects that contribute to the body of knowledge surrounding emerging and/or persistent questions in policy analysis and direct intervention” (p. 16).
“To identify and begin to challenge the research and policy issues and structures that affect practice” (p. 19).
“To review professional literature and use research methods to inform practice and identify avenues for new knowledge creation” (p. 21).
“To identify research questions and policy issues that emerge from practice and contribute to new knowledge creation where possible” (p. 21).

Kings University College, MSW Field Manual

“To enhance research skill and increase competency in the development of practice skills which are evidenced-based” (p. 27).

McGill University, MSW Field Evaluation Form

“Appreciates and navigates the complexities of applying research, theory, and policy to practice and visa versa.”

University of British Columbia, Okanagan Campus, MSW Field Manual

“Value the role of scholarship and develop the capability to undertake practice related research” (p. 8).
“Engage in research-informed practice and practice-informed research” (p. 8).

University of Calgary, MSW Field Manual

“Learners understand and appreciate different ways of knowing, and effectively use or apply research to guide practice. Learners will be able to:
- Appreciate the significance of world-view on people’s lives, particularly in the clinical setting.
- Critically reflect on the role of research in developing and informing practice.
- Identify a variety of research approaches (e.g., qualitative, quantitative, appreciative, Indigenous).
- Evaluate research studies and apply results appropriately to clinical practice.
- Evaluate their own practice interventions.
- Engage in continuous practices of accountability with respect to service provision” (pp. 42-43).
“Apply leadership theories and research skills to guide practice” (p. 44).
“Perform complex international/community development roles that are transferable across settings and populations (e.g., facilitator, advocate, educator, consultant, resource developer, researcher)” (p. 46).
“Incorporate research, evaluation, and community feedback into practice” (p. 47).

York University, MSW Field Manual

“Develops, identifies skills which are relevant and important for a successful placement at the organization, such as policy, community development, research, direct practice, advocacy, and program development” (p. 4).

Examples of Research Activities and Skills

Kings University College, BSW Field Manual

“Practice Skills include:

Social and Policy Development
- to conduct independent research to support a needed aspect of policy development and submit a written document that is useful to policy developers”
Program Planning
- able to conduct independent research to support a needed aspect of program development and submit a written document that is useful to program developers (depending on the stage of program development)” (p. 17).

Memorial University, BSW Field Manual

“Research activities can be included as part of intervention strategies, such as:

assessment/risk assessment
program/event evaluation
community analysis
policy analysis, development, and management
issue analysis
financial resource development
resource development
needs assessment” (section 1.6).

“Field settings engaged in work with individuals, families, groups:

students engage in at least one project (community development, policy analysis, research, program development, committee work). The project may also inform the basis of the student’s verbal presentation” (section 2.6.2a/b).

University of Windsor, BSW Field Manual

“There are several ways that students can engage in research or research tasks:

student driven research projects
existing agency research projects
program assessment or evaluation tasks that might meet the definition of research
systematic data collected directly from individuals (internal or external) or groups that could meet the definition of research” (pp. 51-52).

Wilfrid Laurier, BSW Manual

“Learning goals and practice areas include:

Implementing strategies, methods, practices:
- apply these interventions, including the following skills: empathy, active listening, support, empowering, focusing, tuning into non-verbal communication, problem-solving, effective use of resources, referral, advocacy, negotiating, consulting, program development, policy analysis, research techniques, mediating, facilitating, motivating, networking
Evaluating:
- contribute to agency evaluative research projects where feasible (e.g., program evaluation)” (pp. 22-23).

Examples of Research-Focused Field Practicums and Social Work Research Internships

As demonstrated above, research can be integrated into the learning contracts of direct practice or community field practicums by incorporating research-based learning objectives and activities. Field practicums also can provide opportunities to engage more deeply in research through research-focused practicums and other research internships.

Examples of BSW Research-Focused Field Practicums

Lakehead University

BSW students may complete “a macro, community development, or research focused field practicum” (p. 89).

St Thomas University (STU)

STU has designed a STU Progressive (Social Action) Field Model in which BSW students engage in research (among other field activities). Students participate in an initiative or project related to social issues (e.g., bullying, homelessness, homophobia, poverty, racism, violence against women).

The University of Victoria

“Experienced students may embark on a variety of senior practicum activities, for example:

Community development work for a new community resource.
Teaching at a community college in a Social Service Worker program.
Revitalizing a branch of your local Social Work professional organization
Developing workshops and training fellow social workers.
Working in policy and administration, planning and research” (section 2.3).

“Students in their fourth year practicum may consider a research practicum within a field agency. They should also ensure that someone in the agency will be able to continue with the research after the practicum is completed. Unless the student has a significant research background, the current UVic School of Social Work research course will be considered a pre-requisite for a research-based practicum” (section 2.3).

Examples of MSW Research-Focused Field Practicums and Research Internships

Memorial University

Memorial University requires that MSW students complete a field practicum plus either a Pathway Scholarship project or a thesis. As such, students in their MSW field practicum are not permitted to engage in research per se, however, they can engage in research activities. The MSW Pathway provides an opportunity to pursue a specific, concentrated, specialized, or expert area of practice, research, scholarly work, or career-related pursuits – and culminates in a tangible, innovative, and creative scholarly product.

University of Toronto

The University of Toronto facilitates a research-focused practicum (indirect practice learning contract) and the development of research competencies as part of a practicum (mixed practice learning contract).

York University

York University offers the choice between a research paper and a field practicum. The practicum provides experiential learning, while the practice-based research paper encourages theoretical and conceptual exploration of student areas of interest. During their practicum, students may engage in a research-focused learning experience.

Recommendations for Integrating Research into Social Work Field Education

It is crucial to develop, enhance, support, and make visible opportunities to engage in research activities and projects in both BSW and MSW field practicums. Our recommendations for integrating research and research activities into BSW and MSW field practicum learning contracts are generated from a broad review of websites of CASWE-ACFTS accredited social work education programs and relevant literature. We recommend that social work education programs and field educators do the following:

Integrate research activities and projects into BSW and MSW field practicums;
Incorporate research activities and skills into learning objectives in field manuals, learning contracts, and evaluation forms;
Design research activities and projects in partnership with field agencies, at a level consistent with student learning, to develop and enhance research values, knowledge, and skills in students as well as benefit field agencies;
Develop and use consistent and clear language to describe practice research;
Develop and integrate a shared understanding of what constitutes research (including research projects, project components, activities, and skills);
Clearly and consistently communicate (including via program websites, field education manuals and forms, field seminars) to BSW and MSW students the value of practice research and the availability of applied research learning opportunities in BSW and MSW field practicums;
Encourage, support, and mentor field instructors to integrate practice research and learning into BSW and MSW field practicums in a manner that nurtures the development and application of research values, knowledge, and skills; and
Develop, implement, and support a range of opportunities for students to integrate research into practice in BSW and MSW programs, such as incorporating research into direct practice and community field practicums, conducting research-focused field practicums, holding researching internships, implementing research projects, engaging in experiential learning, and practicing community engagement (McConnell et al., 2023).

Resources for Integrating Research and Research Activities into Field Practicums

Annotated Bibliography: Practice Research in Social Work Field Education. https://tfelproject.com/2021/06/16/annotated-bibliography-practice-research-in-social-work/

Annotated Bibliography: Research-Based Practicum in Social Work Field Education. https://tfelproject.com/2021/06/16/annotated-bibliography-research-based-practicum/

Infographic: Integrating Practice Research into Social Work Field Education. https://tfelproject.com/2021/08/30/infographic-integrating-practice-research-into-social-work-field-education/

Publication: Integrating Practice Research into Social Work Field Education. https://tfelproject.com/2021/06/19/report-integrating-practice-research-into-social-work-field-education/

Webinar: Integrating Practice Research into Social Work Field Education. (CASWE-ACFTS conference 2021) https://tfelproject.com/2021/06/03/webinar-integrating-practice-research-into-social-work-field-education/

Webinar: Practice Research Module in Field Education. https://tfelproject.com/2020/07/15/webinar-practice-research-module-in-field-education/

Workshop: Models for Integrating Research and Practice. (Virtual Field Summit 2020) https://tfelproject.com/2020/07/15/workshop-models-for-integrating-research-and-practice/

Activity

Students and field educators are invited to reflect upon and discuss the following questions.

These discussions could occur during field preparation seminars, in initial meetings between field instructors and students, between students as they complete their learning contracts, during field integration seminars, or during field instruction sessions. Discussions amongst field education coordinators and field instructors could occur during field instructor trainings and workshops, field instructor orientation, or other field education gatherings.

What are your feelings about and experience with research?
Why is important for social work students and practitioners to learn about research and engage in research activities?
Why does the goodness of fit between research and field practicums matter to research projects?
What concrete steps could you take to integrate research and research activities into your field practicum?
What kinds of research might be beneficial to your past, current, or future field agency and the people they serve?

References

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