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The field experience component of social work training had to be quickly adjusted due to the COVID-19 pandemic, and various factors guided this process. This short essay briefly explores how information and technology, home visits, insurance and liability, and licensing and regulation have impacted the adjustment of social work field placements in Jamaica during the COVID-19 pandemic. It also highlights the different methods of field placements that have been used in light of the challenges.

During the unprecedented early stages of COVID-19, few protocols were established to support overall student wellness in social work field placements. In response to the overwhelming need for a contextual framework to promote wellness and determine the next steps in mitigating health risks, faculty developed a unique solution in a dynamic situation. Rooted in the university-sponsored dimensions of wellness, BSW and MSW students developed wellness plans that were integrated into the field placement course. These plans were intended to enhance students' ability to evaluate their well-being and encourage them to plan wellness activities. The wellness plan was critical in determining a student's ability to continue their planned learning activities amidst broad systemic factors, which impacted their social work field placement experiences. Developing the wellness plan encouraged students to articulate unmet needs and provided a mechanism for faculty to offer relevant university-sponsored resources. This model provides a framework with implications for social work education. The prioritization of student wellness during field placement creates a road map for the future. Given that wellness is an essential component of social work practice, social work students must have the tools to evaluate and implement wellness strategies, which can be applied throughout the student's social work career.

"Are you married?" It is my first day of field placement. I had prepared so carefully by moving the ring my lover gave me to my right hand and leaving my pink triangle earring at home. Dressed in "professional clothes," I knew that I could pass undetected. Now, confronted with this question, how do I respond?

Our concern in this article is how to transform learning experiences in international field placement into sustainable social work knowledge for future practice. International field placement provides unique experiences that contribute to contextual understanding of social work and prepare students for practice in a multicultural setting. We have used focus group interviews and seen international experiences in light of domestic ones. In analysing the knowledge transformation process of the learning experiences, we use experiential learning theories. We conclude that students' learning process from experience to theory and from theoretical knowledge to practice would benefit from following a transformation of knowledge cycle through the study programme.