Overview
This is the final fieldwork placement of the BSW course and it is expected to be the final unit the students completes within the BSW course. The student will complete 80 days x 7 hours (560 hours) of onsite, agency based interactions and learning activities supervised by an approved social worker. Students will participate in the range of activities, tasks and processes that the agency encompasses under supervision. Students should be able to integrate professional social work knowledge and skills acquired during their coursework and be able to participate meaningfully in the operations of the agency where they are placed. Student should be able to formulate their own model of practice as a beginning professional social worker. On completion of the placement students will be expected to meet the AASW practice standards for a beginning professional social worker. Attendance at the relevant residential school as well as participation in designated call back sessions during placement is a requirement. Students will be also required to undergo a pre placement interview to assess their suitability for fieldwork placement and preference for placements will be given to students who have successfully completed all other required coursework in the BSW. Students readiness for fieldwork will be assessed on the basis of their participation in a range of tasks and assessments completed during their previous years of coursework and fieldwork.
Details
Pre-requisites or Co-requisites
Prerequisites: (SOWK13009 and SOWK14005 and SOWK14006) or (SOWK13002 and SOWK19016 and SOWK19017) or Requires Departmental consent by the School, Corequisite: SOWK14010 Integrating Theory & Practice 2
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 18-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 37.5 hours of study per week, making a total of 450 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have your Say
Providing students with further instructions/information on SONIA
Provide a FAQ on Sonia for students and supervisors.
- Critically reflect on professional practice and construct opportunities to determine placement preferences and fieldwork learning contract.
- Display appropriate use of self and complex problem solving skills within the placement context.
- Generate appropriate self care strategies within the professional context.
- Promote cross cultural competency skills and knowledge including working in indigenous contexts.
- Conduct complex assessments of clients' needs and design and implement appropriate intervention strategies using social work theoretical frameworks.
- Promote work practices consistent with the AASW code of ethics, practice standards and organisational policies and procedures.
- Formulate a clear articulation and justification of a professional practice framework.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||||
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1 | 2 | 3 | 4 | 5 | 6 | 7 | |
1 - Written Assessment - 0% | |||||||
2 - Written Assessment - 0% | |||||||
3 - Group Discussion - 0% | |||||||
4 - Off-campus Activity - 0% | |||||||
5 - Written Assessment - 0% | |||||||
6 - Written Assessment - 0% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | |
1 - Communication | |||||||
2 - Problem Solving | |||||||
3 - Critical Thinking | |||||||
4 - Information Literacy | |||||||
5 - Team Work | |||||||
6 - Information Technology Competence | |||||||
7 - Cross Cultural Competence | |||||||
8 - Ethical practice | |||||||
9 - Social Innovation | |||||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Written Assessment - 0% | ||||||||||
2 - Written Assessment - 0% | ||||||||||
3 - Group Discussion - 0% | ||||||||||
4 - Off-campus Activity - 0% | ||||||||||
5 - Written Assessment - 0% | ||||||||||
6 - Written Assessment - 0% | ||||||||||
7 - Written Assessment - 0% |
Textbooks
Making the Most of Field Placement
Edition: 3rd (2013)
Authors: Cleak, H. Wilson, J.
Cengage Learning
South Melbourne South Melbourne , Vic , Australia
ISBN: 9780170222433
Binding: Hardcover
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Word
- Zoom - smartphone or laptop (not government based computer)
- Sonia
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
k.moore@cqu.edu.au
Module/Topic
Getting Started:
Revisiting - your Learning Agreement?
Placement orientation and induction Risk Assessment of
Placement orientation and induction
Risk Assessment of Placement
Chapter
1. Cleak and Wilson 3rd Edition
- Chapter 3: Getting Started - Student p. 26 -34
- Chapter 5: The Learning Agreement p.44
2. Review the Field Education Manual, CQU, 2017
Events and Submissions/Topic
Commence:
- Assessment 5 - Supervision feedback record: Your first supervision session will occur in week 1 or 2 of placement. You will commence recording and submitting this feedback in the moodle private forum area as per the course profile after each weekly supervision session.
- Assessment 2 Part A - Online Reflective Writing to commence.
Due:
- Placement Risk Assessment Form DUE
Module/Topic
Establishing a Supervisory relationship
What is critically reflective practice?
Chapter
Cleak and Wilson 3rd Edition
- Chapter 6: Critical Reflection for Teaching and Learning, p. 56-62
- Chapter 7: Developing good supervisory practices p.63 79
2. Review the Field Education Manual, CQU, 2017
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
Module/Topic
Finalise your learning plan
Learning Styles
Chapter
1. Cleak and Wilson 3rd Edition
- Chapter 8: Teaching and Learning Tools
2. Review the Field Education Manual, CQU, 2017
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
- A2 Part A - Online Reflective Writing to commence
Learning Agreement (no word count) Due: Week 3 Friday (27 July 2018) 11:45 pm AEST
Module/Topic
ASSESSMENT 3: CONTACT REVIEW MEETINGS
(sessions held over week 4, 5 and Week 6 , refer to schedule on moodle)
Chapter
Events and Submissions/Topic
CONTACT REVIEW MEETINGS COMMENCE (Assessment 3)
* Ensure you know the session details and which group you are in.
* Ensure you have read the ZOOM participant instructions.
Due:
- A5 - Supervision Record and action plan
Module/Topic
CONTACT REVIEW MEETINGS continue
Chapter
1. Cleak and Wilson 3rd Edition
- Chapter 9: Linking Learning and practice in placement
Events and Submissions/Topic
Organisation of Mid Placement Review - Check moodle for posts from Course Coordinator
Due:
- A5 - Supervision Record and action plan
- A2 Part A - Online Reflective Writing to commence
Module/Topic
Chapter
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
Module/Topic
Preparing for your Mid Placement Review
Chapter
Cleak and Wilson
- Chapter 16: Assessment and evaluation - students and supervisors
2. Review Moodle Echo Link:
"All you need to know about Mid Placement reviews"
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
- A2 Part A - Online Reflective Writing to commence
Module/Topic
Prepare for Mid Placement Review and/or attend Mid Placement Review
Challenging issues in supervision
Chapter
Cleak and Wilson
- Chapter 13: Challenging issues in supervision p. 138 - 149
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
Module/Topic
Mid placement reviews
Ethics and Legal IssuesChapter
1. Cleak and Wilson
- Chapter 15: Ethical and Legal issues p. 158 - 165
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
- A2 Part A - Online Reflective Writing to commence
Module/Topic
Mid Placement Reviews
Chapter
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
Module/Topic
Working with Difference
Self Care
Chapter
1. Cleak and Wilson
- Chapter 14: Working with difference p. 150-157
2. Moodle reading in "Week 9" tab (optional)
3. Watch Moodle Echo Link "Week 9 - Self Care"
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
- A2 Part A - Online Reflective Writing to commence
Module/Topic
Chapter
1. Moodle reading in "Week 11" tab
2. Watch Moodle Echo Link "Week 11 - Self Care"
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
Module/Topic
End of placement report due at end of placement with log of hours and final reflection
Chapter
Cleak and Wilson
Chapter 17: Finishing Well p. 179-182
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
- A2 Part A - Online Reflective Writing to commence
-
A2 Part B - Practice Framework
Practice Framework Due: Week 12 Friday (5 Oct 2018) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
Module/Topic
Chapter
Events and Submissions/Topic
Due:
- A5 - Supervision Record and action plan
- A2 Part A - Online Reflective Writing to commence
SOWK14010 is the co-requite for this unit. Please refer to the STUDENT HANDBOOK for SOWK14010 residential details.
1 Written Assessment
Learning Agreement
Focus Statement
The learning agreement is the cornerstone of some of the most important learning relationships you will ever encounter in your professional career; shaping the educational relationships with field educators who offer to guide your learning journey into the human services sector. This document provides a framework for determining whether the practice standards, competencies and student attributes have been accomplished during Field Education 1. It is imperative that you achieve the deadlines stated in this submission as the Learning Agreement clarifies and articulates roles, goals objectives tasks and strategies, methods of evaluation that will drive your field education experience. Consolidating these agreements by the due dates (stated above) an important preventative measure maximising your successful completion.
Several key documents must be synthesised into the Learning Agreement including the Practice Standards for the Australian Association of Social Workers, the AASW Code of Ethics, organisational codes of conduct, CQUniversity's Student Charter, Student Misconduct policy, IT policies and occupational health and safety policies.
The balance of practice standards from field education 1 will need to be completed in field education 2. In consultation with your field educator you will need to determine which additional practice standards such as those for Indigenous practice, child wellbeing, mental health and cultural sensitivity are also relevant.
Your Roles
You will need to take a proactive approach to drafting your learning agreement in the first week of field education in collaboration with your field educator. In some instances you will be with on site and off site field educators and you will need to coordinate liaison so that all perspectives are included and approved in the final agreement.
NB: The learning agreement should not be an regarded as an agreement confined to you and your host organisation. The learning agreement as below, contains standards of practice that are related to your ongoing agreement with CQ University.
Learning agreements must be signed and uploaded to moodle.
Products/Performance
Your learning agreement is a unique plan that articulates your journey towards professional entry. The document will need to demonstrate the conceptualisation and organisation of your learning needs, learning agendas, and methods for demonstrating competency.
Use the following checklist in conjunction with the assessment criteria grid to scaffold your submission. All learning agreements need to include:
- A detailed cover sheet including student identification on all subsequent pages; page numbered; street address of the organisation; contact details of field educator assigned; contact details of operational supervisors if applicable (see CQU BSW Field Education Manual 2017)
- Articulation of initial learning needs on entry of field education 2, (summary of assessments reached on placement readiness process) (see CQU BSW Field Education Manual 2017)
- Evidence of discussion about the role of social work students in the team and/or organisation in the general sense.
- Articulation of learning goals for field education
- Articulation of learning objectives for field education
- Articulation of social work or welfare roles to be learned.
- A list of tasks and skills to be undertaken and learned.
- The methods of evaluating goals, objectives, roles, tasks and skills.
- The methods of recording standards or competencies achieved.
- Personal development goals (strengths and weaknesses)
- The time, place and frequency of supervision (inclusive of any external supervision / liaison arrangements)
- The roles and responsibilities of the student, the field educator and the organisational supervisor for the field education sessions.
- Processes for addressing difficulties, tensions and conflicts in the field education relationship, other members of staff and University staff, ( see Field Education Manual 2016)
- A record of student provisions (desk, phone, internet access etc)
- Agency working arrangements such as start and finish times, dress code, confirmation that the code of conduct or similar documents have been noted, confirmation that the student charter of CQ University have been noted.
- Signatures of field educator/s
PLEASE NOTE: Students are required to manage an ongoing record of learning and supervision that will be attached to the final assessment of log of hours.
Managing changes/revisions to your learning plan during the placement:
- The learning agreement is not a living document, it should reflect the goals to be achieved and must be done in collaboration with your field educator.
- Any significant revision of the Learning Agreement that departs from the original document should be communicated to the Field Education Coordinator within (3) working days.
- You are encouraged to use your learning agreement at each scheduled field education session with your supervisor.
Further Action to be taken by student:
You will be required to provide the field education liaison person with a copy of your learning agreement either prior to your mid placement review or on the day of your review.
Submission:
- You will need the learning agreement signed by; supervisor/s (external and internal - if this is the case) for submitting to moodle - PDF VERSION
- The learning Agreement must be submitted to moodle using A WORD DOCUMENT
- Therefore, two submissions; one in PDF with signature and one in WORD so that feedback can be given.
Week 3 Friday (27 July 2018) 11:45 pm AEST
Submitted online through Moodle
Week 5 Monday (6 Aug 2018)
Feedback via moodle
The Grading Rubic can be accessed via moodle.
- Critically reflect on professional practice and construct opportunities to determine placement preferences and fieldwork learning contract.
- Generate appropriate self care strategies within the professional context.
- Promote cross cultural competency skills and knowledge including working in indigenous contexts.
- Conduct complex assessments of clients' needs and design and implement appropriate intervention strategies using social work theoretical frameworks.
- Promote work practices consistent with the AASW code of ethics, practice standards and organisational policies and procedures.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Reflective Practice - Online Reflective Postings
Focus statement
Reflective tools are utilised within this unit to provide you and your Field Education Coordinators with a process and evidence of your capacity to integrate theory to practice and demonstrate the attainment of practice standards and social work practice suitable to meet the eligibility criteria as set out by the Australian Association of Social Workers and the Bachelor of Social Work (Hons) graduate learning outcomes.
Your Role
You are to demonstrate creativity and professional presentation of all required elements. You will be required to submit fortnightly reflective postings in a forum and weekly supervision feedback, reflection and action planning. You are encouraged to maintain a personal reflective journal during your placement however, this will not be submitted and should form part of your own reflective practice writing.
ONLINE POSTINGS (Fortnightly & Final Summary)
You will make online postings in Moodle each fortnight, making professional links from theory to practice, discussing your learning and providing support to your peers. Please ensure that confidentiality of any participants and/or organisations are upheld. Your final summary will be undertaken in your final week of placement and will reflect on your overall learning.
Due fortnightly submissions with a FINAL SUMMARY is due the Friday of your last week of your placement.
Dependent on individual student submission timeframes based on a 16 week placement.
Grading rubric is available at: Grading Rubric - Assessment 2
- Display appropriate use of self and complex problem solving skills within the placement context.
- Generate appropriate self care strategies within the professional context.
- Promote cross cultural competency skills and knowledge including working in indigenous contexts.
- Promote work practices consistent with the AASW code of ethics, practice standards and organisational policies and procedures.
- Formulate a clear articulation and justification of a professional practice framework.
- Communication
- Critical Thinking
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Off-campus Activity
This is the third contact you will have with academic staff or their representatives at the field placement review, that will take place about mid way through the placement. This usually involves a face to face meeting, although sometimes this can be through ISL, Teleconference or Skype, depending on the availability of the organisations. You will receive a visit from academic staff or a social worker in your local district contracted to represent the University. Whilst the University endeavours to make this review as close as possible to midway, this is not always possible, and it could occur earlier or later than mid way. The field education review is a pivotal to your progress in Field Education 2. It provides opportunities to identify the practice standards, competencies and student attributes that have been attained. The visit also provides the opportunity for any person involved to convey concerns about the progress of the learning experience in order to provide you with the opportunity to make necessary changes required for successful completion.
Your Role:
-
You are responsible for regular moodle contact in order to receive announcements related to the coordination of mid field education visits
-
Consult with the staff member visiting and provide the street address of the meeting, any special directions, parking arrangements, and any other relevant information that may impact on the scheduled visit.
-
Provide a copy of your learning agreement and supervisory record to the member of staff who will be facilitating your review either prior to the visit, or on the day.
-
Determine with your field educator whether the entire review will include all parties or whether they wish to speak with the academic member of staff prior to meeting with you.
You will be responsible for taking notes during the mid placement review.
Product/Performance You as the student will be responsible to submit your the mid placement review report (this is available on moodle) The report is a template and you will complete the overall feedback from both the supervisor and the liaison person as well as your own input, it must have a documented action plan attached to the review report if significant changes or departures from the original Learning Agreement. This should be submitted to moodle within 7 days of your review. Focus of the Mid Placement Review The Learning Agreement is the core document used to determine whether practice standards, competencies and student attributes have been accomplished. The supervision record will compliment this document to provide evidence and ongoing evaluation of your learning needs, practice competence and student role in the field.
-
During the mid field review your field educator will be asked to confirm if you are accomplishing the terms set out in the Learning Agreement at a pass or fail standard. This confirmation will determine the remaining process of the visit.
-
Students and field educators will be asked for their verbal evaluation of the following four issues;
-
An overview of the field education experience so far including learning highlights and challenges, the student will be encouraged to discuss how they have or are overcoming challenges.
-
A verbal account on the progress of the Learning Agreement and discussion about any changes needed.
-
Interpersonal skills, how does the student manage themselves in a team environment; discuss how they are developing in supervision and how do they utilise and respond to feedback. Give an example of feedback being taken; and how it made a difference.
-
Insights into the students learning style; how does this compare and contrast with the field educators learning style and how have they managed this
PLEASE NOTE: STUDENTS ARE RESPONSIBLE FOR TAKING NOTES DURING THE MID PLACEMENT REVIEWING MEETING, AND AUTHORING THE MID PLACEMENT REVIEW. This document must be submitted in moodle using Microsoft Word Document. Outcome of Mid Placement Review The mid placement review is graded as a Pass or Fail. Students will continue placements with a successful mid placement review evaluation. This outcome is inclusive of minor amendments or adjustments to the learning goals or tasks.
Should a mid placement review result in a fail grade, several actions will be discussed. These include:
Action 1:
An action plan is developed to provide focus to address particular learning goals, tasks or issues . A clear and reasonable time-frame should form part of this action. The Unit Coordinator will lead this process in conjunction with relevant liaison / supervising staff. 2. The action plan will specify a review date to determine whether the goals have been achieved during the time-frame identified. A recommendation for continuation or termination will be made following the review. The grade will be finalised as either a Pass or Fail at this time. The Unit Coordinator will liaise with all parties in the event of a termination decision.
Action 2:
After consultation with all parties, it may be determined that it is unreasonable to continue the placement or that the learning needs / placement issues are unable to be addressed or resolved in the remaining period of the placement. A decision to terminate the placement can be made by Unit Coordinator / placement organisation at this time. A post termination meeting is offered with the student to discuss the termination decision.
Mid Placement Review will occur preferably between Week 7 and Week 9 of placement. The report should be submitted no later than (5) days after the review is conducted.
Feedback will be given at the review, and if required in moodle following submission of the mid placement review assessment
Assessment criteria for Field Education Review/Mid Placement Review (MPR)
The Learning Agreement is the core document used to determine whether the practice standards identified in Field education 2 are being accomplished.
At the outset of the field education review your field educator will be asked to confirm whether you are accomplishing the terms set out in the Learning Agreement. This confirmation will determine the remaining process of the visit.
Assessment Criteria
Students must provide evidence through the assessment of the mid placement review that they are achieving to a satisfactory level the outcomes below:
1. Demonstrate evidence of developing student attributes (discussion of student values and beliefs) and how this integrates into social work practice
2. Select and apply appropriate use of self and problem solving skills as a student social worker within an organisation
5. Analysis and articulation of client's needs using social work theories and evaluation of intervention strategies
6. Work within the AASW Code of Ethics, Practice Standards, and organisational policies and procedures
7. Evaluate elements of professional practice framework
8. Demonstrates achievement of learning goals to a satisfactory level
9. Understands and applies self-care
10. Demonstrates social work values and ethics when communication and professional communication skills and accountability through supervision and the receipt of feedback from all members of the field education supervision team
Students must achieve a pass in at least 7 of the 10 criteria to pass the mid placement review and continue placement.
- Display appropriate use of self and complex problem solving skills within the placement context.
- Generate appropriate self care strategies within the professional context.
- Promote cross cultural competency skills and knowledge including working in indigenous contexts.
- Conduct complex assessments of clients' needs and design and implement appropriate intervention strategies using social work theoretical frameworks.
- Promote work practices consistent with the AASW code of ethics, practice standards and organisational policies and procedures.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Cross Cultural Competence
- Ethical practice
4 Group Discussion
PRACTICE FRAMEWORK (Due last week of placement)
A visual representation or metaphor of your Professional Practice Framework (PPF) and concise articulation of the key components in your framework is to be available for presentation at all times throughout your placement. Your PPF will continually develop and is part of your supervision agenda.
The final product is to be completed by the last week your placement. This written summary should outline the key elements of the PPF and identify and explain the relevant theories, methods, values, skills and practice contexts comprising your PPF.
Week 12 Friday (5 Oct 2018) 11:45 pm AEST
Exam Week Friday (19 Oct 2018)
Via moodle.
Professional Practice Framework
|
- Display appropriate use of self and complex problem solving skills within the placement context.
- Generate appropriate self care strategies within the professional context.
- Promote cross cultural competency skills and knowledge including working in indigenous contexts.
- Promote work practices consistent with the AASW code of ethics, practice standards and organisational policies and procedures.
- Formulate a clear articulation and justification of a professional practice framework.
- Communication
- Critical Thinking
- Team Work
- Cross Cultural Competence
- Ethical practice
5 Written Assessment
Supervision Action and Feedback Plan
Focus statement
As a student on your first field education experience, you will have an opportunity to further develop your skills and knowledge in reflective and reflexive practice and how to utilise supervision effectively. Student supervision undertaken during your placement is one of the important professional spaces where this in-depth reflection occurs. Feedback is also a vital part of the reflection cycle where your supervisor will provide guidance, support and identify and evaluate your practice in order to assist you to incorporate this into your activities during placement. It is therefore important to develop the techniques and skills involved to successfully record, integrate, apply and reflect on this process.
Student role
You are required to complete a written supervision recording after each weekly supervision session with your relevant social work supervisor.
Product
This written record will succinctly (no more than 600 words) record the following details:
- Date and time of supervision including length
- Topics for discussion
- Feedback / evaluation provided to you from your supervisor (strengths, limitations, areas to further develop, critique of social work practice etc)
- Your reflection and analysis of the feedback provided to you
- Agreed upon action plan to integrate feedback to your practice and activities and how this will be evaluated or re-visited
- Any other aspects of supervision you found helpful or challenging
This assessment will be uploaded on a weekly basis and is submitted for viewing by the Field Education Coordinator. Feedback, where required will provided to you in the private forum area on moodle.
This is a weekly private forum post submitted after each supervision session in line with your placement schedule.
Feedback via Moodle when required and MPR
- Display appropriate use of self and complex problem solving skills within the placement context.
- Generate appropriate self care strategies within the professional context.
- Promote cross cultural competency skills and knowledge including working in indigenous contexts.
- Conduct complex assessments of clients' needs and design and implement appropriate intervention strategies using social work theoretical frameworks.
- Promote work practices consistent with the AASW code of ethics, practice standards and organisational policies and procedures.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
6 Written Assessment
Log of Hours (560 hours)
Focus statement
You are required to keep an accurate log of the hours that you spend in formal field education activities. You must complete 560 hours.
Your role
Complete log of hours entered into *SONIA and approved by INTERNAL/ONSITE supervisor in SONIA.
Product/performance
The Field education Log begins on your first day.
These activities/events constitute as placement hours:
- It records the hours you spend in the agency,
- meeting attendance (agency/placement associated),
- training in relation to the organisation directed by your supervisor to attend
- contacting or networking with external agencies where directed by your supervisor
- compulsory/mandatory training relating to the organisation (e.g. Queensland Health pre-placement mandatory training)
- and the time it takes you to travel to and participate in the contact review meeting and any supervision sessions.
These activities do not constitute as placement hours:
- Any activities beyond the Learning Agreement will be deemed personal and will not be considered to be a component of Field education 2.
- Travel to and from work
- travel to and from personal appointments attended during placement hours
- personal appointments attended during placement hours
- sick days/leave days
- Assessments relating to this unit undertaken in out of office hours.
The log can be called on at any time by the University. Ensure you have reviewed the Field Education Manual to confirm hours of work appropriate to your placement
PLEASE NOTE: Students must not accrue toil while on placement and should not log more than 40 hours per week max due to health and safety requirements. Should there be an extraordinary requirement for over time, this must be approved by the Unit Coordinator.
You must complete 560 hours - this is recorded as a ‘pass’ or ‘fail’.
*SONIA is a database, instructions regarding use will be on the moodle site and sent out by the school administration officer.
Weekly via SONIA
Not returned to students.
Field Education Log of Hours is submitted in full with no significant departures from reasonable working hours in accordance with the Field Education Manual and assessment outline.
- Display appropriate use of self and complex problem solving skills within the placement context.
- Generate appropriate self care strategies within the professional context.
- Promote cross cultural competency skills and knowledge including working in indigenous contexts.
- Conduct complex assessments of clients' needs and design and implement appropriate intervention strategies using social work theoretical frameworks.
- Promote work practices consistent with the AASW code of ethics, practice standards and organisational policies and procedures.
- Formulate a clear articulation and justification of a professional practice framework.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
7 Written Assessment
End of Placement Report by Supervisor/s
Focus Statement
The end of placement report is an evaluation and assessment of the student social worker's attainment and application of social work practice standards, ethics, integration of theory to practice and approach to supervision, feedback and learning.
Your role/responsibilities
- Students are responsible for respectfully reminding their supervisor two (2) weeks prior to the completion of their field education placement that the report is due seven (7) days (max) after a placement has been completed.
- Students should be proactive in terms of scheduling the final supervision around the report and ensuring the supervisor does have a copy of the template. It is your responsibility to ensure that your supervisor has a copy for completion - a copy can be found on the unit moodle site.
- Students are responsible for uploading this report to moodle (unless a supervisor requests to deliver the report directly to the unit coordinator)
Product/Performance
This report is completed by the supervising social worker (internal or external) and is the responsibility of the supervising social worker. A template of this report is available on the unit moodle site and is provided to your supervisor at their commencement. The final report should be planned in advance of completion with most reports finalised in the last two weeks of placement. This allows time for the supervisor/s to discuss the evaluation report with the student prior to completion. Each relevant practice standard should have been completed and signed before submission.
Please Note
Grades cannot be completed until the final report has been received and graded. In regards to your final grade the end of placement report is carefully considered, however the Unit Coordinator is responsible for awarding the students final grade.
Students are strongly advised to keep a copy of their end of placement report; as it may be required by their field educator in the students final placement.
This is due in the final week of placement, however field educators have one week post placement to complete and email to the student to upload to moodle. Please note that delays in the submission of your final report can impact on graduation timeframes due to the extended placement period. Should you have not received your final report at the completion of your placement it is your responsibility to contact the supervisor to follow up. If there are any concerns or issues about this process, please contact the Field Education Coordinator promptly.
Not returned
Meets the requirements of the AASW Practice Standards 2013.
Important aspects of this assessment:
- The recommendation of your field educator is given significant weight and is incorporated as part of the overall assessment of your attainment of graduate attributes and practice standards. The University awards the final grade.
- Field Educators reserve the right to assess your performance according to the developments made since the mid placement review and overall placement performance.
- SOWK14009 report contains work to be completed and assessed by your field educator and the fieldwork coordinator. Passing grades must be obtained for all assessment items in order to be awarded the grade of PN (Pass non-graded) for SOWK14009.
- Your grade cannot be finalised until this report and all outstanding assessments are received.
For further information please refer to the Field Education End of Placement Report template on the moodle site.
- Communication
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.