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SOWK14009 - Fieldwork Education 2

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 4
Credit Points 18
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.375
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2020

Term 2 - 2020 Profile
Online
Term 2 - 2021 Profile
Online
Term 2 - 2022 Profile
Online
Term 2 - 2023 Profile
Online
Term 2 - 2024 Profile
Online
Term 2 - 2025 Profile
Online
Term 2 - 2026 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
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%

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.

Past Exams

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Previous Feedback

No previous feedback available

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.

Source: SUTE
Feedback
Fieldwork is a fantastic way to learn. It is just unfortunate that it is 1000 hours of un-paid work. It add additional financial stress to an already stressful situation
Recommendation
The social work field education team appreciate that unpaid hours of work is challenging and we are always open to consider work based paid opportunities that sit within the ASWEAS guidelines to support students.
Action Taken
There is currently a strong campaign to address unpaid student placements. CQU is highly driven to support students into paid opportunities; however, the campaign is seeking to secure federal government funding to ensure all students receive a living allowance whilst in work-integrated learning.
Source: SUTE
Feedback
'Provided clear and knowledgeable explanations' and at times 'Make sure your feedback is clear and useable'
Recommendation
Feedback is important and we appreciate that for some we are clear and for others they require additional information for clarity. The Field Education team work hard to supply feedback to all students in a timely and clear manner.
Action Taken
There have been improvements this year to include focused feedback for each task that is relevant to their field-based learning rather than relying on practice feedback in the field to address some of this.
Source: SUTE
Feedback
All the CQU lecturers were very supportive, and the material was consistent and beneficial. Thank you.
Recommendation
Thank you we work hard to ensure your journey is successful.
Action Taken
In Progress
Source: SUTE
Feedback
Optional zoom catch-up's throughout the term would have been great. Even just to check in and see how the students were doing
Recommendation
We are introducing this in term 1 2024. We have avoided this as it adds extra pressure to attend for students and usually allowed this 'check-in' to take place through the liaison role. However, we will have zoom catch-up's for those who wish and are able to take part.
Action Taken
In Progress
Source: SUTE
Feedback
I think there needed to be clearer expectations for my placement organisation, as I was often treated more as a worker. There were certain comments made during the supervision for my mid placement review that very much solidified this.
Recommendation
Whilst this is generally thought to be undertaken through initial contact, we have now implemented formal meetings to ensure any new agency or supervisor is clear on their responsibility to the student as a learner.
Action Taken
In Progress
Source: SUTE
Feedback
I think the amount of expectations of assessment requirements are difficult on top of placement and other learning units.
Recommendation
Every year we explore ways to streamline tasks to evidence learning and have again addressed reduction in expectations in the form of number of tasks and sought to condense the tasks in order to reduce pressures.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Critically reflect on professional practice and construct opportunities to determine placement preferences and fieldwork learning contract.
  2. Display appropriate use of self and complex problem solving skills within the placement context.
  3. Generate appropriate self care strategies within the professional context.
  4. Promote cross cultural competency skills and knowledge including working in indigenous contexts.
  5. Conduct complex assessments of clients' needs and design and implement appropriate intervention strategies using social work theoretical frameworks.
  6. Promote work practices consistent with the AASW code of ethics, practice standards and organisational policies and procedures.
  7. Formulate a clear articulation and justification of a professional practice framework.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment • • • • •
2 - Written Assessment • • • • •
3 - Group Discussion • • • • •
4 - Off-campus Activity • • • • •
5 - Written Assessment • • • • •
6 - Written Assessment • • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
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 • • • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Written Assessment • • • • • • • •
2 - Written Assessment • • • • •
3 - Group Discussion • • • • •
4 - Off-campus Activity • • • • • •
5 - Written Assessment • • • • • • • •
6 - Written Assessment • • • • • • • •
7 - Written Assessment • • • • •