Rural Social Work Practicum Models: A Scoping Review of Implementation Strategies, Barriers, and Workforce Implications

Background and Purpose:

Rural communities in the United States face persistent shortages in the social work workforce, contributing to service gaps across health, behavioral health, and social service systems. Field education is a central component of social work training and plays a critical role in preparing students for practice; however, rural practicums are often difficult to implement due to supervision shortages, geographic isolation, and limited agency capacity. Although prior research has examined aspects of rural field education, the literature remains fragmented across empirical studies, program descriptions, and grey sources. The purpose of this scoping review is to map and synthesize the existing U.S. literature on rural social work practicums, with a focus on how placements are structured, delivered, and supported. This review asks: What is known about the design and implementation of rural social work practicums in the United States?

Methods:

This study follows a scoping review methodology informed by PRISMA-ScR guidelines. A comprehensive search strategy was developed in collaboration with a social work librarian and applied across multiple databases, including APA PsycInfo, Social Services Abstracts, Scopus, Web of Science, ERIC, and ProQuest Dissertations and Theses, along with targeted grey literature searches. Studies were eligible if they addressed social work field education with a rural component in the United States and included information on practicum structure, supervision, implementation strategies, barriers, facilitators, or outcomes. Two independent reviewers conducted title and abstract screening and full-text review using Covidence, with discrepancies resolved through consensus. Data extraction focuses on practicum models, supervision structures, implementation strategies, reported outcomes, and barriers and facilitators.

Results:

Preliminary screening and ongoing full-text review suggest that rural social work practicums are implemented through a range of models, including cohort-based placements, satellite campus approaches, blended and distance education formats, and agency-based supervision structures. Early patterns indicate that supervision availability is a consistent challenge, with programs increasingly relying on off-site and technology-supported supervision models to address workforce constraints. Common barriers emerging across studies include geographic isolation, limited agency capacity, and difficulty securing qualified supervisors. At the same time, several facilitators are consistently identified, including strong university–agency partnerships, cohort-based models, and “grow your own” workforce strategies that support student placement in their home communities. While outcome reporting varies across studies, initial findings suggest that rural practicums may strengthen generalist practice skills and support rural workforce recruitment and retention. Final synthesis will further refine these themes and identify gaps in evaluation and implementation.

Conclusions and Implications:

This review highlights both the diversity of rural practicum models and the persistent structural challenges that shape their implementation. Findings underscore the need for more consistent evaluation of educational and workforce outcomes, as well as greater investment in supervision infrastructure and institutional support. Implications for social work education include strengthening university–agency partnerships, expanding supervision models, and supporting rural workforce pipeline strategies. This synthesis contributes to ongoing efforts to address rural workforce shortages and to develop more accessible, sustainable, and context-responsive field education models.