Learning group work in practice: a qualitative study of social work students’ experiences in group facilitation during field education

This qualitative study explored social work students’ experiences in learning group facilitation during field education in Nepal, focusing on how practical engagement fosters professional skills, confidence, and readiness for practice. Semi-structured interviews were conducted with 25 students and 10 field instructors across urban and semi-urban settings, including youth programs, women’s groups, and disaster resilience initiatives. Thematic analysis revealed four key themes: experiential engagement in group facilitation, challenges and barriers, reflective learning and supervision, and development of professional competencies. Findings show that hands-on facilitation, iterative practice, and structured reflection bridge theory and practice, enhancing communication, leadership, conflict management, ethical decision-making, and cultural sensitivity. Despite challenges such as limited supervision, resource constraints, and cultural nuances, students reported significant growth in professional identity and confidence. The study highlights the importance of integrating experiential learning systematically in social work curricula to prepare competent, adaptable practitioners capable of navigating complex, culturally diverse contexts.