Transcript bfdgd - Portland State University

PHE 504:
GRADUATE INTERNSHIP
(“FIELD EXPERIENCE”)
Orientation & Answers to
Frequently Asked Questions
What is the purpose of the Field
Experience?
• To demonstrate and apply knowledge and skills gained
during program in a real-world setting
• To integrate theory and practice in a supervised, applied
setting
• Socialization into field of public health
• To reflect on your learning competencies in the context of
your field experience
What is PHE 504?
• “Field experience” vs. “Internship”
• A culminating experience for students in the OMPH
Health Promotion track
• 6 credits total (200 hours), over 1 or 2* terms
• *If over two terms, register for 3 & 3 credit hours; will be assigned
“I” grade for first term until placement is complete
• All core & track required classes must be completed
before beginning your field experience
• To be completed at conclusion of program
• All students in the OMPH Health Promotion Track must
register for PHE 504
What does the Field Experience involve?
• Participation in a project addressing a public health issue,
with guidance of preceptor
• Applying classroom experience, knowledge, and skills
• Daily journaling of work experience and reflections about
the field experience
• Bi-weekly communication with Coordinator
• Completing Reflective Summary Report, Evaluation, and
providing examples of products developed
• Demonstrably meeting measurable learning, track, and
program competencies
What are the Prerequisites?
• Complete all core and track required courses
• Meet with advisor to discuss interests and possible sites
• Meet with Coordinator to discuss details and approval
processes, as needed
• Complete Application and Learning Contract form;
complete Field Experience Agreement (as required);
provide copies of both forms to advisor and preceptor
• Develop measurable learning competencies addressing,
at minimum, HP Competencies 1, 3, 4, 8, 9, and 10
• Note: Some sites may require background checks and
vaccinations
How do I find a Field Placement?
• Research, informational interviews, exploration
• OMPH, PSUMPH, SCH listservs and websites
• Personal contacts and connections
• Faculty and advisory consultations
• www.idealist.org
Some variables to consider…
• Issue interests
• Professional goals
• Skills to apply and competencies to meet
• Work environment
• Opportunity logistics
• Other restrictions or needs
• Qualifications of preceptor
• Must work on site (cannot work at PSU or home)
• Must not drive clients in personal care
• No clinical activities
• Places you may want to work someday, as well as at those you may
not!
What is the role of the Preceptor?
• Helps shape and agrees to facilitate implementation of the
Learning Contract
• Supervises and guides the student through the Field
Experience
• Completes the Student Evaluation Form (provided, with
due date, by student), and returns it to the School of
Community Health
• Debriefs with faculty advisor or field experience
coordinator regarding student’s performance, as
necessary
What are the minimum qualifications for
Preceptors
• Public health credentials, by virtue of training and/or
experience, for purposes of mentoring and evaluating the
student in the application of the public health skills and
knowledge developed during the MPH degree program
• PSU faculty may not serve as preceptors
What are preceptors looking for?
• Preceptors commonly evaluate students on their
demonstration of:
• Confidence in communication and demonstration of skills
• Initiative, and ability to ask questions
• Working well both independently and as part of a team
Position Descriptions
• The Field Experience Application and Learning
Agreement packet must include a formal position
description
• Work with preceptor to develop a formal position
description if one does not exist
• Should include:
• General description of project you will be joining
• Placement responsibilities
• Required Skills
• Terms of placement (location, start/end dates, etc.)
• Description of placement site
• Preceptor contact information
Two Key Questions for Determining
Suitability of Field Experience Site
1. Is the project “public health” in nature, such that I will be
able to apply public health tools and techniques to the
issues I am to address?
2. Is the preceptor of a background that s/he can guide me
in the specific application of the public health tools and
techniques I have learned in this program?
Where have students been placed?
• State Public Health Division
• County Health Departments
• Other public agencies
• Health voluntaries, not-for-profit organizations
• Condition-specific organizations
• Population-specific organizations
• Advocacy organizations
• Insurance companies
• School districts
• Colleges/Universities
…Etcetera…
What duties do interns perform?
• Community organizing
• Project development and/or implementation
• Evaluation
• Report development and writing
• Media work
• Research
• Volunteer training
• Public education
• Development of health promotion materials
• Advocacy
• Policy work
…And much more!
Why is the Learning Contract important?
•
Specifies learning competencies that determine the
placement, and how they relate to track competencies
•
Identifies activities and roles you will fulfill
•
Lists the products you will develop during placement
•
Provides information about the site
•
Projects date of completion
=> Note: this is a CONTRACT. Failure to satisfactorily
complete what is specified in the contract will result in
not passing the placement.
What are the Health Promotion
Track Competencies?
1. Apply theory in the development, implementation,
2.
3.
4.
5.
6.
and evaluation of health promotion interventions,
programs, and policies
Develop interventions and programs to effect change at
multiple levels, including individual, community,
organization, and policy
Design and implement strategies to promote health
Solicit and integrate input from community and
organization stakeholders
Design and deliver health communication messages
Evaluate and interpret results from program evaluations
and other research
What are the Health Promotion Track
Competencies? (continued)
7. Define research problems, frame research questions,
design research procedures, and outline methods of
analysis
8. Apply ethical principles that govern the practice of
public health
9. Enact cultural competency in diverse social and
cultural communities
10.Develop a substantive Area of Emphasis
How do I write Learning Competencies?
• Note: Competency vs. Objective
• Ensure they are SMART:
specific, measurable, appropriate, realistic, time-limited
• Use “Who will do How Much of What by When” format
• Describe the performance of a major cognitive skill relative
to your specific project activities
• Identify the intended outcome or product, not the process
• Develop only one competency for each skill
• Create at least one Learning Competency for each
identified Track Competency
• Use “action verbs”
Note on Learning Competencies and
Learning Activities
Remember:
• This is your first opportunity to bring to bear all competencies from across the program in
one “real world” setting; even developing competencies is a learning activity.
• It is not expected that it will be completely “ready to go” on the first submission.
• All projects are different – scope of work, context, final products, etc.
Therefore:
• Plan for guidance and the possibility of revisions. Reviewing a draft of the matrix and job
description with coordinator during the 3rd week of the term can be really helpful!
• All Competency Matrices are different – what works for your colleagues may not apply for
you
• Do not copy, transpose, or otherwise base your competencies or contract on someone
else’s.
• Do develop your own specific, measurable, realistic, appropriate, and time-limited
competencies based on the terms and deliverables of YOUR project.
Are Field Experiences paid positions?
• Neither required nor expected
• Paid position may be negotiated between preceptor and
student
• University is not involved in arrangements
What is Field Experience Agreement?
(if required)
• A signed interagency agreement between PSU and field
placement site
• Delineates roles, responsibilities, and institutional terms of
placement
• Not in handbook; will be provided by Field Experience
Coordinator
• Tailored to each placement
• If required for your placement, must be complete and on
file prior to start date
• Contact Lucy or Nicole to see if your placement requires
this agreement.
How do I register for PHE 504?
• Different than registering for other classes
• Application and Learning Contract is signed by student, preceptor,
and faculty advisor
• Field Experience Agreement (if required) is signed by site agency,
faculty advisor, and PSU
• Copies of both the completed Application and Learning Contract and
Field Experience Agreement (if required) should be provided to
preceptor and Field Experience Coordinator
• Student completes goldenrod colored Special Registration Form,
available in SCH. Receives departmental stamp upon Field
Experience Coordinator approval
• Manual registration; please allow few extra days for processing
• Registration is not sufficient in the absence of required
documentation, which must be complete and on file by the start date
of the placement – and vice versa.
How do I complete the Field Experience?
• Demonstrably meet all of the measurable Learning
Competencies that support learning of OMPH Track
Competencies
• Submit in hardcopy both the reflective Summary Report &
Evaluation Report by Monday of the 9th week of the term in
which the placement will be complete.
• Submit in hardcopy examples of work completed (cleaned)
• Request that Preceptor complete the Student Evaluation Form
and return it to Field Experience Coordinator.
• Note: form and due date (end of week 9) to be provided to preceptor
by student
• Complete and submit signed PHE 504 Checklist
• Meet with advisor to debrief, as recommended
Bi-weekly reports
• Brief activity reports are due at the end of the first two weeks of
the placement, and are due in two week intervals until the end
of the placement, irrespective of term breaks.
• Must consist of concise yet sufficient detail describing work
completed during the two weeks just passed, as well as
planned activities for the subsequent two weeks. Note that
approvals for activities not included in the contract must be
gathered prior to that work beginning.
• Reports are one opportunity to problem-solve and specify
issues that have surfaced during the course of the placement.
Always contact the FE Coordinator with problems requiring
immediate attention.
Changes to Competency Matrix
• Bi-weekly reports provide the opportunity to identify
challenges during the Field Experience
• Often changes to Learning Competencies and Learning
Activities are required
• All changes must be made to the Competency Matrix
using “track changes” and submitted to Field Experience
Coordinator and Preceptor
• Students must fulfill all Learning Competencies as they
relate to the OMPH Track Competencies
Reflective Summary Report Components
• This reflective report should be a minimum of 6 pages,
typed, single-spaced, and should contain the following
information:
• Title Page (not in page count)
• Introduction
• Evaluation of Learning Competencies (start each assessment with
a statement of your related learning competency)
• Conclusion and Recommendations (i.e., reflections on specific
experiences)
• Appendices with final products (not in page count)
• Attach: Evaluation Report (not in page count)
• Please: No paper or plastic folder, covers, or binders
What is the purpose of an
Evaluation Report?
• To clearly demonstrate how your specific Learning
Competencies are reflections of the required OMPH Track
Competencies by addressing each activity in the matrix.
• To reflect on the overall experience of the placement
• To identify the challenges and successes of the
experience
• To provide ideas on how the field experience can be
improved
• To assist with future placement of students
What is the purpose of the Preceptor’s
Student Evaluation form?
• Allows the preceptor to comment on the student’s
performance
• Provides feedback to the student on his/her contributions
to the organization (integrated into total feedback)
• Provides additional information to advisor and field
experience coordinator regarding student performance
• Provides useful process information for the faculty advisor
as s/he places students in the future
How is the PHE 504 grade determined?
Placement products are reviewed by both your academic
advisor and the FE Coordinator.
• Pass:
• Demonstrable accomplishment of ALL learning competencies
• Preceptor’s Student Evaluation form submitted with favorable
reviews
• Required paperwork (including summary report, examples of work,
FE checklist) complete and submitted
• Not Passed:
• Learning competencies not demonstrably met
• Required paperwork not complete and/or submitted
• Poor preceptor Student Evaluation
Establishing a placement, step-by-step
• Step 1: Orientation
• Step 2: Preliminary thinking
• Step 3: Meet with Faculty Advisor
• Step 4: Research potential sites
• Step 5: Communicate with FE Coordinator about plans
• Step 6: Contact sites, discuss, decide; begin draft of
Application and Learning Contract
• Step 7: Bring draft to Coordinator; begin risk management
procedures, FE Agreement, and/or IRB procedures (as
required)
• Step 8: Revise and submit approved Application, Agreement,
and any additional required documentation no later than the
Monday of the 5th week of term prior to planned field work
term,1 full term prior if international placement.
Timeline
Attend
Orientation &
download
Handbook
Meet w/Advisor;
Meet w/FEC (if
international)
All: schedule
with FEC;
Documentation
due (if
international) Documentation
due (domestic)
Approvals
Received
5 wks
-2 terms
Register
for PHE
504
-1 term
5 wks
(Monday)
Meet w/ FE Coordinator
to review draft project
description and matrix
(recommended)
Assignments
Due
Bi-weekly
updates
Wks 2,4,6,8
Start
Placement
End
Monday
Week 9
Summary of paperwork to be completed
Before placement
• Application & Learning Contract (includes position description)
• Field Experience Agreement (as required)
• Other risk management, travel, or IRB documentation (as required)
During placement
• Bi-weekly email communication with Field Experience Coordinator, for
duration of placement
At conclusion of placement (in hardcopy)
• Reflective Summary Report
• Evaluation Report
• Examples of final products for site (cleaned)
• Preceptor’s Student Evaluation Form
• Graduate Field Experience Student Checklist
To prepare in advance
• Update your resume
• Have career objectives in writing
• Think about skills you would like to augment before
graduating when selecting a field experience
Other processes
• Human Subjects approval (if research placement)
• International travel approval
• Other off-campus activities approvals, depending upon
nature of placement
Further information
• For more information, please refer to the Graduate Field
Experience handbook at:
http://www.pdx.edu/sch/graduate-field-experience
• Questions?
Lucy Cunningham
Field Experience Coordinator
[email protected]
Nicole Iroz-Elardo
Field Experience Assistant Coordinator
[email protected]