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Field Education Contract & Agreement Examples

A-1: DEMONSTRATE ETHICAL AND PROFESSIONAL BEHAVIOR

•  Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;

Students will apply the NASW Code of Ethics when asked to make decisions at/for OSHO.

Students will learn about relevant laws in Oklahoma and how they pertain to senior housing, home health, home care, hospice, rehab, medical equipment, and hospitalizations. Student will learn who CMS is and their regulations in healthcare.

Student will utilize their knowledge (of the above) to make ethical decision-making for themselves, individuals, families, and the community. 

Students will learn the laws about nonprofits and the requirements for having a Board of Directors. Students will use their knowledge of these laws to observe the ethical behavior of the board members and reflect their findings in their logs.

•  Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;

Student will practice self-reflection on an on-going basis throughout their practicum experience and document it in their logs. Student will use self-reflection to monitor their development skills, professionalism, and manage personal values.

•  Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;

Student will dress appropriate for different engagements. Student will coordinate with different professionals using professional speech and written communication and adjust their learning skills to mirror clients. Student will document a minimum of 3 experiences in logs.

•  Use technology ethically and appropriately to facilitate practice outcomes; and

Students will use technology to track goals, objectives, outcomes, research, and communication. Student will use technology ethically by maintaining confidentiality and being discrete when it comes to patients, staff, and community information. Student will document methods they use to keep this information private and secure.

•  Use supervision and consultation to guide professional judgment and behavior

Students will use supervision as an opportunity to ask professional questions, request feedback, and accept positive criticism. Student will use supervision for professional and emotional support as they develop their skillset and set goals. Student will document in logs.

B-1: ENGAGE DIVERSITY AND DIFFERENCE IN PRACTICE

•  Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;

Student will interview OSHO's Board of Directors, networking groups, and volunteers for an understanding of  how the following shape micro, mezzo, and macro level social work: ethnicity, education, gender, age, religion, life experiences, and service delivery. 

•  Present themselves as learners and engage clients and constituencies as experts of their own experiences; and

Student will document their findings of diversity within OSHO’s patients. Student will document  findings of diversity within groups (ex: networking events, educational events, fundraisers...).

•  Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Student will shadow OSHO staff, volunteers, and community partners  and attend events. Student will engage with patients, Board of Directors, and the community by taking mental notes of professionalism as it pertains to the Code of Ethics, ethical decision making, and the mission of the agency. Student will engage by sharing her own experiences in logs that align with her personal values. 

Student will study implicit biases and take the quizzes to help guide student’s self-awareness. Student will document in logs.

C-1: ADVANCE HUMAN RIGHTS AND SOCIAL, ECONOMIC, AND ENVIRONMENTAL JUSTICE

•  Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and

Student will participate in various committees, events, and programs of OSHO in order to understand social, economic, and environmental justice  of patients. Student will apply their learned understanding of laws, ethics, and frameworks to advocate for individuals, caregivers, and the community. Student will document in logs.

•  Engage in practices that advance social, economic, and environmental justice.

Student will engage in social, economic, and environmental justice by participating in committees that address factors that relate to homeless outreach, substance use outreach, aging outreach, caregiver outreach, and educational outreach.

D-1: ENGAGE IN PRACTICE-INFORMED RESEARCH AND RESEARCH-INFORMED PRACTICE

•  Use practice experience and theory to inform scientific inquiry and research;

Student will research different types of research methods and determine how to apply them to OSHO’s programs.

•  Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and

Student will research quantitative and qualitative questions and 5 point scale to conduct data as it relates to OSHO's mission statement and services. 

•  Use and translate research evidence to inform and improve practice, policy, and service delivery.

Student will use quantitative and qualitative questions to measure the reduction of harm  OSHO has prevented. Student will use this information to  improve a policy or program and present  a presentation to the Board of Directors, a committee, or department at OSHO.

E-1: ENGAGE IN POLICY PRACTICE

•  Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;

Student will identify 3 policies relating to syringe exchange, and/or Narcan either in the United States or in another country. Student will document the impact these policies have on the well-being of individuals, the family, and the community. Student will document how these syringe exchange and Narcan can reduce harm in Oklahoma.

 

Student will identify 3 policies relating to caregivers in other states and other countries. Student will document how those policies could reduce harm for Oklahomans. Student will find Oklahoma policies and document the pros and cons. 

 

Student will identify 3 agencies that do medical recycling and document how it benefits the world and reduces harm. 

Student will identify 3 agencies in Oklahoma that serve the well being of individuals, the families, and the community. Student will document the barriers/limitations to obtaining their services.

•  Assess how social welfare and economic policies impact the delivery of and access to social services;

Student will research the top 3 economic policies in the United States and document the impact on poverty and healthcare. 

•  Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Student will interview 1 hospital case manager, 1 social service coordinator at a skilled nursing facility, 1 case manager from the Medicaid Advantage program, and 1 case manager at a homeless shelter. After interviewing, student will document how social welfare & economic policies impact service deliveries. Students will document pros & cons of policies and state whether the policies are agency-related, state-related, or federally mandated. 

Student will research current bills being proposed in Oklahoma and identify at least 3 that would affect OSHO, for better or worse. Student will document if it is proposed by the House or the Senate, who is representing the bill, what political party they are from, and why it is important for OSHO to support/not support the bill, and counter the bill with a different policy. 

F-1: ENGAGE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS AND COMMUNITIES

•  Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and

Student will engage in committees, outreach, and educational events.

Student will practice using different frameworks and Maslow's Hierarchy of Needs in simulation to determine which stage she believes participants may be living in and provide supporting evidence.

•  Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Student will use empathy, reflection, and interpersonal skills when providing outreach services.

G-1: ASSESS INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS AND COMMUNITIES

•  Collect and organize data, and apply critical thinking to interpret information from clients and constituencies;

Student will collect and organize the information from referrals to identify the potential of harm as it relates to medical conditions, caregiver support, and end-of-life planning. 

Student may use the information to apply for grant proposals as a way to advocate for service delivery.

•  Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;

Student will apply their knowledge of biopsychosocial and psychosocial assessments when speaking to individuals, families, and groups of people. 

•  Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Student will use common themes found from the collection of  biopsychosocial and psychosocial assessments and prepare a list resources to meet those needs for future patients.

H-1: INTERVENE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS AND COMMUNITIES

•  Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;

Student will identify different needs in the community  that individuals and families face. Student will  brainstorm educational events to that will enhance the capacities of the community.

•  Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;

For each educational event, the student will create a 5 pre-questionnaire to measure individuals knowledge, participate in the educational open forum in the group, and then hand out a post-questionnaire.

•  Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;

Student plan an educational event with a panel of experts to host the educational event and invite the community to attend.

•  Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and

Student will network with other healthcare professionals and offer outreach visits to the patient, the family unit, and insurance in order to make referrals for advocacy. Student will use negotiation, mediation, and social work frameworks to guide service delivery.

•  Facilitate effective transitions and endings that advance mutually agreed-on goals.

Student will identify goals of individuals, families, and groups through a biopsychosocial assessment in order to provide referrals and agreed upon end results. 

I-1: EVALUATE PRACTICE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS AND COMMUNITIES

•  Select and use appropriate methods for evaluation of outcomes;

Student will measure the reduction of harm by using the P.I.G format and/or other appropriate formats as it relates to medical care, caregiver support, and end-of-life planning.

•  Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;

When the student evaluates the data collected from their research, they will also identify the corresponding frameworks associated with the outcomes in order to apply their knowledge to practical application.

•  Critically analyze, monitor, and evaluate intervention and program processes and outcomes; and

Student will create measurable interventions to ensure the Mission of OSHO is being met. Student will create and monitor interventions for strategic planning and appropriate mile markers to keep OSHO on track of goals.  Student may use information for grant proposals.

•  Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Student will use the data collected from programs, mission, and strategic plans and analyze how it reduces harm on the micro, mezzo, and macro levels. Student will utilize the information gathered to create future goals and objectives for OSHO. and then  present it to the Board of Directors at the end of the semester. 

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