A Qualitative Case Study Exploring the Learning Experiences of Self-Directed Social Work Practicum Students

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dc.contributor.advisorEaton, Sarah Elaine
dc.contributor.authorJudge-Stasiak, Angela
dc.contributor.committeememberBurns, Amy
dc.contributor.committeememberDanyluk, Patricia
dc.date2024-11
dc.date.accessioned2024-05-28T17:32:24Z
dc.date.available2024-05-28T17:32:24Z
dc.date.issued2024-05-23
dc.description.abstractA qualitative case study methodology was implemented to explore the learning experiences of self-directed social work practicum students within real-world settings. Eight social work students and seven practicum supervisors were included in this study. The research objective focused on a comprehensive understanding of self-directed practicum learning, including the factors that influence, facilitate, and restrict these experiences. The study underscored how these experiences impact students as they acquire the knowledge and skills necessary for future social work practice. The research design, supported by a constructivist paradigm, draws from learning theories relevant to experiential and self-directed learning within social work education and incorporates insights from scholarship on the ethics of care, emphasizing the significance of compassionate and ethical considerations in social work education and practice. This study highlighted the crucial role of reflection in the learning process and within the research itself. The research findings are relevant for field educators, social work students, and other allied professionals. Examining student and supervisor responses about supervised, self-directed social work practicum yielded insights that could inform and enhance educational practices embodying a compassionate, reflective, and self-directed approach to learning and professional development.
dc.identifier.citationJudge-Stasiak, A. (2024). A qualitative case study exploring the learning experiences of self-directed social work practicum students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.urihttps://hdl.handle.net/1880/118848
dc.identifier.urihttps://doi.org/10.11575/PRISM/46445
dc.language.isoen
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgary
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectSelf-directed learning
dc.subjectExperiential learning
dc.subjectPracticum supervision
dc.subjectReflective practice
dc.subjectEthics of care
dc.subjectEthical practice
dc.subjectCompassion
dc.subjectProfessional identity
dc.subjectHigher education
dc.subjectProgram leadership
dc.subject.classificationSocial Work
dc.subject.classificationEducation
dc.titleA Qualitative Case Study Exploring the Learning Experiences of Self-Directed Social Work Practicum Students
dc.typedoctoral thesis
thesis.degree.disciplineEducation Graduate Program – Educational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.thesis.accesssetbystudentI do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.
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