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Five themes were identified from qualitative interviews, with advisors’ primary concern focused on the level of professional competency achieved by practicum students. Competency-related themes also addressed advisors’ accountability in protecting professional reputation, including their affiliated program. 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Salm\u003Cbr>University of Regina, [twyla.salm@uregina.ca](twyla.salm@uregina.ca)\u003Cbr>Randy Johner\u003Cbr>University of Regina, [randy.johner@uregina.ca](randy.johner@uregina.ca)\u003Cbr>Florence Luhanga\u003Cbr>University of Regina, [florence.luhanga@uregina.ca](florence.luhanga@uregina.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Higher Education Commons, Nursing Commons, Social and Behavioral Sciences Commons, and the Teacher Education and Professional Development Commons [http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.5](http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.5) |  |\n\nRecommended Citation  \nSalm, Twyla L.; Johner, Randy; and Luhanga, Florence (2016) \"Determining Student Competency in Field Placements: An Emerging Theoretical Model,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 7: Iss. 1, Article 5.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.5](http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.5)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/5](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/5)  \nDetermining Student Competency in Field Placements: An Emerging Theoretical Model  \nAbstract  \nThis paper describes a qualitative case study that explores how twenty-three field advisors, representing three human service professions including education, nursing, and social work, experience the process of assessment with students who are struggling to meet minimum competencies in field placements. Five themes emerged from the analysis of qualitative interviews. The field advisors primary concern was the level of professional competency achieved by practicum students. Related to competency were themes concerned with the field advisor 's role in being accountable and protecting the reputation of his/her profession as well asthe reputation of the professional program affiliated with the practicum student's professional education. The final theme – teacher-student relationship –emerged from the data, both as a stand-alone and global or umbrella theme. As an umbrella theme, teacher-student relationship permeated each of the other themes asthe participants interpreted their experiences ofthe process of assessment through the mentor relationships. A theoretical model was derived from these findings and the description of the model is presented.  \nCet article décrit une étude de cas qualitative qui explore comment vingt-trois conseillers de stages, représentant trois professions de services sociaux comprenant l’éducation, les soins infirmiers et le travail social, ont vécu l’expérience du processus d’évaluation avec des étudiants qui ont des difficultés à acquérir les compétences minimales durant les stages. Cinq thèmes ont été identifiés lors de l’analyse des entrevues qualitatives. La préoccupation principale des conseillers de stages était le niveau de compétence professionnelle acquis par les stagiaires. Les thèmes liés à la compétence étaient le rôle des conseillers de stages dans leur responsabilité pour protéger la réputation de leur profession ainsi que la réputation d’un programme professionnel affilié à la formation professionnelle des stagiaires. Le dernier thème – les rapports entre les enseignants et les étudiants – a été identifié à partir des données, à la fois en tant que thème particulier et thème général. En tant que thème général, les rapports entre enseignants et étudiants sont marqués par chacun des autres thèmes puisque les participants ont interprété leurs expériences du processusd’évaluation par le biais de leurs rapports avec leurs mentors. Un modèle théorique a découlé de ces résultatset la description du modèle est présentée.  \nKeywords  \nfield placements, pre-service e","cbCaiulLXq8K3hbi","https://ap.wps.com/l/cbCaiulLXq8K3hbi","pdf",438601,18,"English","# Abstract\n## Study focus and participants\n## Identified themes and findings\n## Theoretical model","[{\"question\":\"What method does the paper use to explore competency assessment in field placements?\",\"answer\":\"It uses a qualitative case study based on qualitative interviews with twenty-three field advisors representing education, nursing, and social work.\"},{\"question\":\"What were the primary themes emerging from the interview analysis?\",\"answer\":\"Five themes emerged, with the main concern being the professional competency achieved by practicum students, alongside themes about accountability and protecting reputations.\"},{\"question\":\"How does the teacher-student relationship contribute to the paper’s theoretical model?\",\"answer\":\"The teacher-student relationship appears as both a stand-alone theme and an umbrella theme that permeates the other themes through participants’ interpretations of assessment experiences via mentor relationships.\"}]","Determining Student Competency in Field Placements: An Emerging Theoretical Model - Article 5 | PDF",1792081474,45]