Examining Metacompetence in Graduating BSW Students

Abstract

This article examines graduating students' conceptualizations of their generalist social work practice and their views for future skill development. Twenty 4th-year BSW students underwent an objective structured clinical examination that involved interviewing a simulated client and then responding to reflection questions. Reflections were analyzed using thematic analysis. Four patterns surfaced: foundational versus theoretical knowledge, deepening perspectives of diversity, managing client emotional intensity, and openness to learning. Implications for social work education include greater emphasis on teaching advanced social work practice concepts, more attention to complex and nuanced forms of diversity and assisting students with affect regulation for themselves and the client.