Field Education

The Social Work Department at Nazareth University upholds the CSWE EPAS (2022) stating that “the baccalaureate and master’s programs in social work prepare students for professional practice at a generalist level” (p. 17). This preparation is accomplished through a planned, sequenced curriculum of which field instruction is a major component. The primary purpose of field instruction is to link classroom learning with practice experiences so the student can effectively utilize social work knowledge, values, and skills in the practice setting. Thus, the student can be prepared to conduct competent and ethical professional practice. 

Electronic Field (Intern Placement Tracking) System

The electronic system is specifically designed to support and monitor students placed in field practicum with various agencies. This system is used to track current placements and retain historical placement information.  At Nazareth, time sheets, field learning contracts, and field evaluations are done electronically. Training on the system is provided to students and field instructors at the beginning of the academic year and/or each semester as needed.

Undergraduate Field/Practicum Requirements

According to Accreditation Standard 3.3 (Field Education), the BSW Program’s field education program ensures generalist practice opportunities for all students to demonstrate the nine social work competencies (and any additional competencies added by the program) with all system levels: individuals, families, groups, organizations, and communities in field settings. The undergraduate practitioner is trained as a generalist. Generalist social work practitioners work with individuals, couples, families, groups, communities, and organizations in a variety of social work and host settings.  Generalist practitioners view clients and client systems from a strengths perspective in order to recognize, support, and build upon the innate capabilities of all human beings.  They use a professional problem-solving process to engage, assess, broker services, advocate, counsel, educate, and organize with and on behalf of client and client systems.  In addition, generalist practitioners engage in community and organizational development. Finally, generalist practitioners evaluate service outcomes in order to continually improve the provision and quality of services most appropriate to client needs. Generalist social work practice is guided by the NASW Code of Ethics and is committed to improving the well-being of individuals, families, groups, communities, and organizations and furthering the goals of social justice.  

Overview of Undergraduate Field Experiences I and II

Field Experiences I and II are field placements required of undergraduate junior students for the fall and spring semesters.  In conjunction with the field placement, an ongoing Social Work Practice I and Seminar (SWK 383) course is conducted at Nazareth for all students in placements in the fall. At least one class session per month is focused on field experiences. This concurrent theory and practice experience is repeated in the spring (Social Work Practice II and Field Experience II, SWK 384).

Undergraduate Seminar Objectives

The supportive seminar is part of Social Work Practice and Field Experiences I and II and is designed to aid the students in their personal and professional growth and to see and understand the relationship that occurs between their personal development, classroom knowledge, and professional experience.  The emphasis in the two semesters is on the student's observation of self with progression to more awareness and sensitivity to others, with the subsequent development of interpersonal effectiveness, forming the basis for genuine and trusting relationships. The student will be exposed to the process and content of building, strengthening, and then terminating trusting professional relationships.

Communication skills, both written and verbal, are critical to effective social work practice. The ability to express oneself clearly, effectively and honestly is stressed throughout the student’s educational experience. Through discussions, readings, journals, and the use of experiential exercises, the student will have a variety of experiences in building trust, giving and receiving constructive feedback, and in communicating ideas and feelings accurately and unambiguously.  The journal is used each semester to assist the student in expressions of attitudes and feelings, and to provide an opportunity for observation of self over time.  It also provides the instructor with a vehicle for providing feedback to the student concerning the student's personal and professional growth. Of course, evaluation of self is an ongoing process both intrapsychically as well as interpersonally. It is hoped that by the end of the junior year and two SWK 383 and 384 semesters, the student will have a better sense of self, with an increased understanding of strengths and needs, greater self-confidence, commitment to self-growth, and greater acceptance of self as well as others.  The student then may be able to use the total self in a purposeful and helpful way.

The purpose of the field placements is to familiarize the student with the placement setting, its purpose, and function, and to expose the student to social work practice.  These field experiences involve six hours per week for both semesters.  The field instructors support the students and offer supervision which provides them with adequate understanding, guidance and direction, and specific learning assignments.  In order to grow in knowledge, skills, and self-awareness, students will need a periodically scheduled supervision time with their field instructors to review events and discuss what they have been experiencing.

In order to maximize the student's usefulness to the placement setting while also providing a quality learning experience for the student, the student should be assigned to a specific supervisor.  This person, in conjunction with the Nazareth University faculty liaison and the student, will explore, at the beginning of the semester, various learning possibilities in order to define a definite though flexible role for the student. A student learning contract is required in order to clearly outline expectations of learning and responsibilities for both student and field instructor.  

The student will need to be oriented to the setting  and the specific roles in which the student will be placed.  This will help the student to become familiar with the history and development of the setting, as well as its present purpose/goals and methods of functioning.

As part of the learning experience, it is hoped that the student will be able to observe various staff performing various aspects of their jobs, and thus use these people as role models.  As the field instructor, student, and staff become comfortable together, it is hoped that this can progress into a "learning by doing" situation, rather than just observing.  As this occurs, most of the "doing" experiences should be handling relatively typical  (for the setting) situations – “impossible,” highly stressful, or crisis situations are usually not good learning experiences for beginning students. Students look forward to and need the opportunity for direct practice with client systems. Some examples might be provision of supportive relationships, program planning and implementation, special projects, information and referral, and advocacy.  To round out the educational experience, it is hoped that the student can sit in on staff meetings, case conferences, in-service training sessions, and any other similar events.

The field instructors complete, with the student, an evaluation at the end of the semester in order that the Department may have a report as to the potential which the student possesses for further study in the field of social work.  The Field Instructor's Evaluation of Student form is provided for this purpose. The faculty liaisons will also periodically check in with field instructors through a three-way conference with the student and field instructor each semester to ascertain the progress of the students and to help work through any difficulties which may arise. By the conclusion of these two semesters and the focus on personal and professional growth, as well as exposure to field placement experiences, the student and instructor will be able to mutually assess the student's abilities and readiness for social work as a career.

In the junior year, both Social Work Practice I & II and Field Experience I & II (SWK 383 and SWK 384) constitute an integral part of the required learning in the social work program. Each area stresses divergent aspects of learning necessary for a successful career in social work. A student must pass both components in SWK 383 and SWK 384 (Practice I and II and Field Experience I & II). A failure in either component constitutes a failure for the course as a whole. On the Field Experience I junior field evaluation for SWK 383, the student should receive a “3” (meets expectations) on each item. The student not attaining a “3” on each item must develop a plan of action with the director of field, the faculty liaison and field instructor to ensure the student receives a “3” on each item and meets expectations for SWK 384 Field Experience II, by the close of the junior year practice and field experience.  A student who fails to receive a “3” or higher on each item must consult with the director of field and BSW Program director and may be required to register for SWK 385 (one credit). To receive a satisfactory (S) grade in SWK 385, the student must successfully complete an additional 72 hours of junior field experience during the summer preceding and/or fall semester of the senior year.   If the student fails to meet these expectations, the student will receive an unsatisfactory (U) grade in SWK 385 and be reviewed by the Department regarding BSW Program status. 

After successful completion of the junior-year field experience, students then complete their senior field practicum during their final year at Nazareth University.

Undergraduate Senior Practicum Requirements

Field Instruction (SWK 484 and 492), the senior practicum, is the basic experience of the professional year for social work majors. Field Instruction/Practicum (SWK 484 and 492) is a supervised placement in a setting appropriate to the student's knowledge and skills in social work practice. The practicum is open only to social work majors. One day of orientation is followed by two semesters in a field placement.  Students typically work in their field settings for two full days each week for approximately eight hours each day, for the fall and spring semesters.  The senior practicum totals 420 hours. Supportive and integrative seminars are held on campus on Mondays to provide the important linkages between the academic program and the field experience. Field placements differ in content and character because of the variety of services offered by agencies and the varieties of settings.  It is further realized that, in some agencies, a period of orientation, or learning and observing, is necessary before a student can comfortably begin any meaningful direct service.  Bearing such thoughts in mind, we ask the field instructor/agency to include in the student's experience:  

• A general profile of the organization and setting, its history, management, policy formation, sources of income, philosophy, scope of services, etc.

• An orientation to the necessary processes by which the setting’s  services are used and recorded, and an exploration of its relationship to the community.

• As many of the available learning and observing experiences as appropriate for the student's learning needs and level of professional training.  This would include lectures and seminars, in-service training, instruction in  technology, sessions with key personnel, as well as independent reading and observation and attendance at social work conferences and trainings.

• Opportunities for a variety of direct and indirect service experiences in which generalist social work skills may be learned, tested and evaluated.  The student needs to carry primary responsibility, under supervision, for interaction with client systems of different sizes and types: individuals, families, groups, organizations, and communities.  These would vary from agency to agency.  Opportunities for learning could include interviewing techniques, case management, problem-solving skills, social group work, community organization procedures, home visits, committee work, referrals, contact with administration, teamwork and research projects.

• Supervisory conferences on a regular and formal basis are one of the primary sources of the student's growth toward a professional who is reflective, self-evaluating, and knowledgeable.  Some tools to help in this process are:  simulations and role plays, process recording, videotapes,audiotapes or other recordings and analyses of student-client interactions, learning contracts, progress review and feedback, weekly agenda developed by student, student's written and oral self-evaluations, field instructor observation and written evaluation of student.

Early in the practicum, the student and field instructor complete the formal Student Learning Contract.  This learning contract provides the student with the opportunity to formalize learning goals and indicate how achievement of the goals will be identified.  It also addresses the nine competencies established by the Council on Social Work Education with identified behaviors and dimensions used to evaluate the student’s achievements (see Student Learning Contract). Field instructors will be asked to have at least two three-way conferences with the student and faculty liaison during the practicum to evaluate (midpoint and final evaluations) the student's experiences, assess progress, and identify learning goals (see Field Instructor’s Midpoint and Final Evaluation of Student).  A midpoint evaluation is held to identify whether a student is meeting expectations for achievement of the nine required competencies.  If a student is below a 3 in any competencies at midpoint, the student, field instructor, and the faculty/field liaison will develop a plan to improve the student’s  skill development in these areas for the remainder of the field placement.  At the time of the final evaluation, students are expected to demonstrate an ability to practice a significant majority of behaviors composing each of the nine competencies as designated by ratings of 3 or above on the field evaluation.  If the student fails to complete an action plan satisfactorily and continues to receive below a “3” on their behaviors associated with the competencies, then the student will be reviewed by the Department in a Student Review regarding their social work program status. It is acceptable during the first half of the practicum to have behaviors with associated competencies that cannot be evaluated. By the end of the practicum, all behaviors must be evaluated.  

Evaluations are a mutual process between student and field instructor with the provision for joint signing.  If the student is not in agreement with the final written evaluation by the field instructor, the student may write an addendum to indicate that the student is not in agreement.

Undergraduate Application Process Steps 

Junior Field Experiences I and II 

• Informational meetings are held with prospective undergraduate junior students – both Nazareth sophomores and interested transfer students – to acquaint them with the required placement process and paperwork and the expectations of the Social Work Department work for the prospective junior entering the junior field experience.

• After these informational meetings, students submit all required information and meet with the director of field education by deadlines specified in communication with the student via email. Transfer students who are admitted to the University during the spring and summer months submit required information  and are interviewed continuously and as quickly as possible during this time frame.   

• The director of field education begins to form a tentative list of student placements, reviewing the requests of the student and matching that with the needs and services of a field placement agency.

• Prospective field placement agencies and field instructors are then contacted to determine their interest in and willingness to interview a student for a junior-year field experience.  If they agree, the prospective student's materials are shared with the agency.

• On an ongoing basis, students  are contacted and informed of the proposed field agency and field instructor whom they are instructed to contact immediately to discuss the possibility of a field placement and arrange an interview.

• After completion of these interviews, the prospective student and field placement agency informs the other of acceptance (or not) of the placement. The director of field education must be  informed of the decision.  Confirmation emails  are sent to the student and the field placement (field instructor). Students must respond to related communication throughout this process in a timely fashion.

Criteria for Students Entering Senior Practicum 

• Successful completion of junior-year field experiences, totaling a minimum of 144 hours in a practice setting.

• Successful completion of all required social work courses with a grade of C or higher.  Exceptions must be approved by the Department.

• Completion of all remaining required courses for the social work major, including SWK 050, Mandated Reporter Training with the exception of SWK 452 (Senior Integrative Seminar), taken concurrently with the SWK 484 (Senior Practicum).

• A cumulative minimum social work GPA of 2.5.

• Demonstration of academic integrity and professional, ethical behavior. Absence of cheating, plagiarism, and any other activities which are designed to deceive an instructor in the evaluation of the level of the student's academic achievement and professionalism.

• Adherence to the Department’s Standards. Demonstrated commitment – through attitudes, feelings, and behavior seen in the classroom setting and field/practicum experiences – to professionalism as well as the mission, values and ethics of the social work profession as delineated by CSWE and NASW (see CSWE Competencies and NASW Code of Ethics).

Senior Practicum Application Process

• Informational meetings are held with junior students to acquaint them with the required placement process and paperwork and the expectations of the Social Work Department for the prospective rising senior entering the Senior Field Practicum.

• After these informational meetings, students submit the required information as specified in communication with the students.  At this time, students also meet with the director of field education.  Discussion focuses on specific settings and/or client populations at which they prefer to be placed, as well as learning needs and learning style.

• The director of field education begins to form a tentative list of student placements.  The needs, strengths, and interests of the student are matched with the needs and services of a field placement agency.

•  Prospective field placements and field instructors are contacted to determine their interest in and willingness to interview a student for a senior practicum.  If they agree, the prospective student's information and documents  are then sent to the agency.

• Students are given the name of the proposed field setting and field instructor whom they are instructed to contact for an appointment to discuss the possibility of a field placement.  After completion of these contacts and interviews, the student and field placement  inform one another of acceptance (or not) of the placement.  An outcome form for this purpose is provided for the field instructor and student. The director of field education must be informed of the decision. 

• Prior to the start of the senior practicum, an orientation is held, covering:

• Electronic system and related expectations 

  • • • Responsibilities of the Social Work Department, field agency, field instructor, and student

      • Learning contracts with explanation of the 9 competencies

      • Role of faculty liaison/three-way meetings

      • Evaluation of student's performance with explanation of expectations for students to meet a significant majority of behaviors associated with each of the nine competencies with a rating of 3 or above

      • Student's evaluation of field instructor an agency/setting

      • Evaluation of faculty liaison by field instructor

      • Overview of senior seminar and assignments

      • Small group discussion – possible issues or problems arising during senior practicum

      • Open question-and-answer session

      • Establishment of a collaborative learning environment

      • HIPAA expectations and requirements

• As part of orientation, students receive training in suicide assessment/intervention.

Additionally, within SWK 452 and SWK 383, all students take an on-line course in Child Abuse and Neglect Mandated Reporter training.

Undergraduate Field Schedule

Students follow the Nazareth academic calendar, unless they make other arrangements with the faculty liaison/Social Work Department prior to entering field placement.  Such arrangements must be incorporated into the Student Learning Contract. An example of this would be for students placed in a school setting who would need to return to the placement setting after the winter break in early January.  Field placements should be completed following the  spring semester academic calendar date (or as otherwise specified by the Social Work Department). If the student continues at the agency in a volunteer capacity, this is not to be viewed as an extension of the field placement.

Graduate Field/Practicum Requirements

According to Accreditation Standard 3.3 (Field Education), the MSW Program’s field education program ensures specialized practice opportunities for all students to demonstrate the nine social work competencies (and any additional competencies added by the program) with one or more relevant system levels in field settings for each area of specialized practice. The program identifies the relevant system level(s) for each area of specialized practice. For each area of specialized practice, the program describes how its field education program ensures that specialized practice opportunities are provided to students to demonstrate social work competencies within each area of specialized practice in field settings with each identified system level. In the 60-credit program, field instruction involves one generalist field placement (400 hours) and one advanced field placement (500 hours). In the 36-credit program, field instruction involves one advanced field placement (500 hours) focusing on advanced interprofessional and collaborative practice.  The generalist and advanced level field placements provide students with opportunities to integrate social work knowledge, values, and skills in the application of professional practice at progressive levels. 

Graduate Generalist Level Field Practicum

Students enrolled in the 60-credit MSW Program will complete a generalist field placement.  The generalist year field practicum requires 400 clock hours.  Most commonly this practicum extends over two semesters, the final fall and spring of the generalist curriculum, for fifteen weeks each semester, or 400 clock hours. Students complete this placement at the same agency for both semesters. The semester break between semesters is typically followed and any exception to this is made through arrangements with the field education office and the student’s field instructor.

Monitoring and integration of the experience for students is through SWK 504: Generalist Practicum and Seminar I (fall semester) and SWK 505: Generalist Practicum Seminar II (spring semester). The student is registered for, and continues with, the same instructor and section of field and seminar for both semesters.

In the generalist year field practicum, the application of generalist knowledge and skills is emphasized through the integration of the problem-solving process. Ecological, systems, and strengths-based empowerment models of practice are utilized. Generalist year field education objectives serve as the reference points for students and field instructors as they collaborate together to develop the students’ learning contracts. The generalist year field education objectives provide clear practice and evaluation goals for the field practicum. The faculty liaison serves as a resource for field instructors and students by providing guidance and feedback to them regarding the congruence of the learning contracts and field education outcome objectives. At the conclusion of the field practicum, students complete an agency and field instructor evaluation. Students are required to earn a minimum average of 3.0 Points to receive a letter grade of Satisfactory (see field practicum evaluation form and field seminar /practicum syllabi for explanation of quality points). Students are required to earn a letter grade of “S” or “Satisfactory” to continue in the social work curriculum.

Graduate Advanced Level Field Practicum

Students enrolled in the 36-credit and 60-credit MSW Program levels will complete an advanced year field practicum placement. The advanced year field practicum requires 500 clock hours. Most commonly this practicum extends over two semesters, the final fall and spring of the advanced curriculum, for 15 weeks each semester, or 500 clock hours. Students complete this placement at the same agency for both semesters. The semester break between semesters is typically followed and any exception to this is made through arrangements with the field education office and the student’s field instructor.

Monitoring and integration of the experience for students is through SWK 608: Advanced Practicum and Seminar I (fall semester) and SWK 609: Advanced Practicum Seminar II (spring semester). The student is registered for and continues with the same instructor and section of field and seminar for both semesters. Students are required to earn a minimum average of 3.0  Points to receive a letter grade of Satisfactory (see field practicum evaluation form and field seminar /practicum syllabi for explanation of quality points).  Students are required to earn a letter grade of “S” or “Satisfactory” to continue in the social work curriculum.

The interprofessional and collaborative practice model in the advanced curriculum of the MSW Program builds on the generalist perspective. Expected competencies are: the ability to synthesize and apply a broad range of knowledge, the ability to practice with a high degree of autonomy and skill, and the ability to refine and advance the quality of professional practice and that of the larger social work profession. The outcome objectives of preparing practitioners who can analyze, intervene, and evaluate in ways that are highly differentiated, discriminating and self-critical assure coherence between the generalist curriculum and the advanced curriculum, the latter of which promotes advanced integrative practice. Within the advanced curriculum, students’ course work and field practicum experiences provide knowledge and skill development focusing on interdisciplinary team leadership and conflict resolution. Field education objectives in the advanced placement provide the basis for students and field instructors as they work together to develop learning contracts. The faculty liaison serves as a resource for field instructors and students by providing guidance and feedback to them regarding the congruence of the learning contract with field education outcome objectives. The field outcome objectives further provide clear practice and evaluation goals by providing the framework for the field practicum evaluation, promoting advanced integrative practice. In addition, at the conclusion of field practicum, students complete an agency evaluation. They are asked to rank opportunities provided in the field practicum in terms of how well these opportunities meet the required field practicum objectives.

MSW Field Education Goals

It is expected that the graduate field practicum will provide students with:

• Practice opportunities that enhance student learning by integration of previous classroom experiences and direct application of social work knowledge and skills within a community-based practice setting.

• Opportunities for collaborative learning and practice through a variety of professional interdisciplinary settings that offer direct experiences at the micro, mezzo, and macro levels of practice.

• A learning environment that allows student development and maturity within the framework of professional values and ethics.

• An experiential setting that allows students to explore their professional utilization of self to promote change.

• An environment for practice that enhances the value of diversity and social justice.

• On-site supervision by an experienced MSW field instructor who is a licensed social work practitioner in the sMState.

• Opportunities for student exploration of the professional context of practice including: social welfare policies and programs, agency structure and policies for operation, utilization of current research, and advocacy for populations-at-risk.

• Opportunities for application of evaluation methods to practice and/or program effectiveness.

Graduate Field Application Process

Field Placement Assignment

The Nazareth University MSW Director of Field Education, upon review of the student’s field application, has the responsibility to negotiate field practicum opportunities for each student. Within the established procedures, the MSW Field Director, in consultation with the student, will arrange for agency placement. Under no circumstances will students negotiate their own practicum placement.

The Nazareth University MSW Field Director uses an electronic Field Placement Application process. 

Field Placement Planning

For both the generalist and advanced year field placements, assignment is made by the program’s field office. Students eligible for field practicum may have a phone, Zoom, or in-person consultation with the MSW Director of Field Education to discuss possible field placement opportunities. These consultations occur after the completion of the online application and submission of required documents.  Field placement assignments will be made by the field office and take into consideration the student’s field of practice interests, previous work experiences, and educational plan. Generalist level placements are structured to provide generalist level practice experiences and advanced level placements are structured to provide advanced level practice experiences promoting advanced integrative practice.

The Process for Field Assignments

• Students complete an online application and all required information directly to the MSW Field Director.

• A phone, Zoom, or in-person consultation will be scheduled with the Field Education Office.

• Following this consultation, the field office will select an appropriate placement site to send the student’s relevant information. 

• If the placement agrees to interview the student for a field placement, the student will be notified and will set up the interview.

• Following the interview, the student notifies the Director of Field of the decision/outcome. 

• After the interview, the placement  notifies the student and the field office of the decision.

• In the event that the student is not accepted for the internship, the Director of Field Education or designee will discuss the reasons for the decision with the placement. The field education office will discuss the reason for the placement decision with the student, and as necessary, assist students to identify potential barriers impeding field placement assignment.

• Students may decline a field placement offer only for compelling reasons and should discuss these reasons with the Director of Field Education in advance.

• A Generalist level student typically interviews at one placement setting at time.

• Students turned down by a placement will be allowed to interview at another placement; however if the student is declined by two placements, a student review will be scheduled.

• It is the responsibility of the field office to make the final pairing based on student educational plans, placement ability to provide a quality field practicum, and program needs. 

Field Learning Contract

At the beginning of the placement, the student must develop a learning contract with input, discussion and review with the field instructor. The learning contract is to be submitted via the electronic field system to the faculty liaison as defined in the field seminar course syllabus. The learning contract is designed to facilitate the contracting process. It provides a framework for ensuring that all field learning is in relationship to the competencies and corresponding behaviors by identifying specific field practicum activities or tasks that will provide the student with the opportunity to demonstrate the behaviors and achieve competence in each core competency domain. The learning contract is directly linked to the evaluation process and ensures that all students are given the opportunity to fully actualize the educational opportunities required. The document is designed to be relatively fluid over the course of the field placement, and should be amended and re-submitted to the faculty liaison when substantive changes are made. The faculty liaison reviews, comments (recommends changes), and approves the learning contract. The final spring semester learning contract is submitted to the field office by the faculty liaison electronically. 

The learning contract includes the following components

• Determining appropriate learning activities and assignments.

• Link learning activities and assignments to specific competencies and behaviors.

• Clarify specific performance expectations that may be relevant (refer to field evaluation for performance criteria developed by program).

Grading

A minimum of 3.0 rating or higher on each competency is considered passing for work for the MSW field practicum/field seminar courses. Students receiving 3.0 points or higher on each competency on the field evaluation are given a letter grade of “S”  in field seminar/practicum courses. The S letter grade represents a Satisfactory Grade. Satisfactory letter grades are used to measure student achievement in specified designated courses.. Students earning below 3.0 on any  competency on the field evaluation are given a letter grade of “U” in field seminar/practicum courses. U letter grades represent an “Unsatisfactory” grade. Credit hours are earned for satisfactory work but such grades are not included in the grade point average.

The faculty liaison is formally responsible for determining the student's grade in consultation with the field instructor. It is expected that generally there will be consistency between the field performance and the seminar performance. To the degree that there is discrepancy in these areas, the faculty liaison/seminar instructor makes the final decision regarding the student's grade. 

A student who receives an unsatisfactory or “U” grade in a field practicum/seminar course will require an automatic Student Review and cannot progress in the field placement or program. 

In rare circumstances, a student may be given a grade of “In Process” (IP). This is usually indicated when a student’s field hours are being extended as part of their learning agreement. The “IP” grade must be converted to an “S” satisfactory grade within six weeks of the end of semester grading cycle and prior to the beginning of the next semester. The grade of “IP” cannot be used as a substitution for a failing grade (U grade). A student cannot progress in the field placement experience, linked courses and  program (including from SWK 504 to SWK 505 or SWK 608 to SWK 609) unless the grade of “IP” is resolved.

A grade of “I” for incomplete work will be arranged through the student and faculty liaison. This grade is given only in extenuating circumstances such as family or personal emergencies that have occurred late in the semester and preclude course completion. Consistent with University policy on incomplete grades, students are eligible for an incomplete grade only if they have completed a major portion of the course work requirements. A student cannot progress in the field practicum experience and linked courses (including from SWK 504 to SWK 505 or SWK 608 to SWK 609) unless the grade of “I” is resolved by the beginning of the next semester.  

Graduate Field Schedule

The graduate field schedule typically follows a fall and spring semester sequencing.

Field Instructor Requirements

Every effort is made to place the student with a field instructor who has a social work degree and promotes the generalist perspective.  In rare situations, however, where agencies offer educational experiences that provide the student with a generalist experience but cannot offer professional social work supervision, the Social Work Department will arrange for supervision for the  student. A “Task Supervision” model is used in settings in which the day to day supervisor does not meet field instructor requirements when there is a qualified placement-based field instructor available to provide weekly formal supervision in collaboration with and in oversight of the day to day task supervision received by the student.

Additionally, there are occasions in which a quality field learning experience is identified in a setting that does not have a social work trained field instructor but can provide a quality day to day “task supervision” and meets all other field requirements.  In order to consider these sites for placement approval,  the model for these settings is provision of an “Itinerant Field Instructor.”  The itinerant field instructor is a social worker who meets all field instructor requirements but is not employed by the field placement..  They hold an MSW degree from a CSWE accredited program, with at least two years post-MSW degree practice experience, and have a record of successful field instruction supervision. The selected itinerant field instructors receive  a  contract from Nazareth University to provide weekly field instruction to specific students placed in these settings to ensure students receive a social work perspective.

In settings in which a faculty member or itinerant field model is in use, the field placement  must be in agreement with  this arrangement and have a qualified day to day task supervisor willing to collaborate with the faculty member and itinerant field instructor and faculty liaison to ensure continuity of competency-based learning.  The field faculty liaison works closely with faculty members and itinerant field instructor and task supervisor to ensure appropriate progression of the student’s learning contract to assure opportunities for students to demonstrate the competencies. 

Student Availability for Field Hours 

All students should expect that field placements require daytime availability. Although some courses are held in the evenings to accommodate working professionals and other needs, students should recognize that daytime field placements may be required. In the MSW Program, field sites typically require students to complete their field hours during the normal business hours of the agency (typically 8-5, Monday-Friday) when LMSW or LCSW field instructors are available, and client appointments and staff meetings are scheduled.

Field Hour Exception for an Extended Semester

The expectations and exception process is detailed in the Field Hour section of this document.  A typical exception request is to extend the semester by no more than two to three  weeks to complete the required number of hours. Students would use the Field Hour Exception Request form to request an extended semester, or some other written request related to the general expectations. 

• Requirements for Approval: In order for an Extended Semester Field Placement Exception to be granted by the Office Field Education when the placement is confirmed, the field instructor must be in agreement that the practicum extended semester provides continuity and quality field learning opportunities congruent with  the competencies and behaviors. The plan, with dates and field hours clearly listed, must be approved by both field instructor and Faculty Liaison. If approved, the exception plan and associated updates are added to the electronic system.  

• Grading: Students approved for an Extended Semester Field Placement Exception receive an “In Process” grade (IP) at the end of the traditional semester. The IP grade is converted to a final grade by the faculty liaison (Field Seminar Professor) upon the student’s completion of the required field hours and field practicum evaluation. All IP grades must be converted to a final grade at a satisfactory level (see field grading) before the student begins the subsequent  field practicum. Please note: The IP grade does not remain on the student’s transcript and is replaced by the final semester grade.

Interruption of Field Placement

Under certain circumstances, a given field placement experience may need to be interrupted and changed (i.e., due to environmental or situational factors). In this event, in order to ensure that the student receives an adequate orientation to the new field practicum context, the equivalent of an additional two weeks of field internship with the new placement agency will be required. Students may apply for an extended semester field placement exception in order to support their successful completion of the field practicum.

Termination

A student may be removed from field placement at the request of the field placement or agency/field instructor, the student, and/or the faculty liaison/Social Work Department. This decision is typically a mutual one, involving all three parties (as noted above). 

A field placement reserves the right to dismiss at any time any student whose condition or conduct jeopardizes the safety and/or well-being of the staff or clients of the agency.  Unless unusual circumstances occur, such dismissal should not occur without prior consultation with the Social Work Department. The Social Work Department has the responsibility for termination of a student's field experience. Reasons for dismissal or removal may include but are not limited to:

• unprofessional conduct (e.g., timeliness, dress code, adherence to policies);

• physical, emotional, or mental health challenges which impair the student’s professional functioning;

• poor performance or incompetence of the student;

• irresponsibility of the student;

• unsuitability of the field instructor and/or field placement agency for the student;

• legal or ethical violations including violation of the NASW Code of Ethics.

When a student is terminated from a placement, a Review involving the student, Director of Field, Program Director and/or the Chair is held. A representative from the agency, practicum supervisor, task supervisor, and/or seminar instructor may also attend the Review if it is pertinent to practicum concerns. All potential Review outcomes described in the Review section of this Handbook are possible, including Program dismissal. 

Employment as Practicum Site

The Social Work Department permits field placements in an organization in which the student is employed, adhering to the guidelines established in the 2022 CSWE EPAS (3.3.7, p. 23). According to these guidelines, the following criteria must be met: “student assignments and employee tasks may qualify as field hours when directly linked to the nine social work competencies (and any additional competencies added by the program) and level of practice (generalist or specialized). Field education supervision may be provided by the same supervisor if field education supervision is distinct from employment supervision and the supervisor meets the requirements of Accreditation Standard 3.3.6.”  

Requests to use employment as a practicum site are reviewed on a case by case basis. Students must submit a proposal to the Director of Field; the proposal must clearly and thoroughly explain how the following criteria are met: 

• student roles and responsibilities are directly linked to the nine social work competencies (and any additional competencies added by the program) and level of practice (generalist or specialized);

• field education supervision is distinct from employment supervision time, even when provided by the same supervisor; and

In the proposal, the student must also state that the student will immediately report change(s) to the field liaison and Director of Field such as responsibility changes and/or becoming unemployed in an organization where field education has co-occurred with employment. The student acknowledges in writing that  the student must then work with the Director of Field regarding completion of practicum hours, field forms, and to secure a new placement. 

If the proposal is accepted, it will be shared with the faculty field liaison and other relevant faculty to ensure compliance throughout the field placement.  

Students are not allowed to accept or pursue employment in the same agency in which they are in a field practicum during the period of the field placement without the expressed permission of the Field Education Director. Students must notify the Field Education Director before pursuing or accepting such employment.

Safety Guidelines and Risk Reduction Strategies 

The Social Work Department provides safety training to students prior to practicum entry. The Department expects that the field instructor will also discuss the safety policies of the setting/agency regarding home visiting, safety policies and procedures,, any policies regarding emergency situations, and guidelines on how to de-escalate a client who is potentially agitated and/or violent.. Students are expected to abide by all standards and policies of the field placement setting/agency.  Students should feel free to discuss any safety concerns with both the field placement agency and the Social Work Department. Students always need to inform the field instructor and/or faculty liaison of any unsafe or threatening situations. Remember, it is not possible to eliminate risks, but strategies can be employed to reduce threats to personal safety. Safety responsibilities and components also include:

• The agency must provide the necessary measures to protect the safety of the student.  At a minimum this should include: how to conduct oneself when in the field, how to interact with potentially dangerous individuals, unsafe locations to avoid, and other generally accepted actions to be followed in specific situations. The agency will insure that students are appropriately partnered with agency staff for home visits in the community or client appointments which may present risk.  

• The agency allows the student sufficient exposure to and participation in agency training and in-service opportunities to ensure the student is knowledgeable of policies and safety issues. 

• The agency provides staff for regular and timely individualized supervision where additional issues can be addressed regarding safety concerns in client situations in which the student has direct involvement. 

• Insurance covering professional liability is part of the agency affiliation agreement. Both the agency and Nazareth University provide each other with proof of professional liability insurance in order to enter into actual field placements for any students. 

Each student should complete a safety checklist with their field instructor. The student is asked to review the completed checklist in field seminar to ensure that the student has solid knowledge of the agency’s safety plan and is looking out for the student’s safety as a number one priority.  The safety checklist includes the following:

• fire drills and escape routes

• active shooter plan

• aggressive client plan

• trainings for de-escalation or restraining as appropriate  

• if home visits, home visit policies and procedures (e.g., pairing up, communication with 

     agency)

• agency protocol for signing out for home visits and reporting back

• parking plans and safety (eg, walk to car after dark with on site security)

• hazardous materials handling and exposure policy

• infectious diseases protocols

• how to avoid bed bugs and similar pests/rodents on home visits or off site

• agency policy regarding being alone in the building or a room with a client

• 911/211 protocol for the agency

Safety is the starting topic for all field seminars. Prior to the first class, students are asked to review relevant resources  around the topic of safety to prepare for the discussion.   This leads to a class discussion on safety in the first seminar meeting including safety in the practice setting generally as well as in home visitation, in the office and in other aspects of the workplace. Safety is brought up in the field seminar throughout each semester.  Students are asked to share their experiences and their concerns on a regular basis as they develop into social work practitioners.  Students are reminded that safety cannot be taken for granted no matter how much experience a social worker has. Continual awareness of settings, spaces, behaviors, neighborhoods, and client history are to be considered and taken seriously. If a student is involved in a safety-related incident in the placement, the faculty liaison includes this experience in the discussion during the site visit, unless it is critical to discuss immediately with the student and the field instructor. The agency process for debriefing after a safety-related incident is discussed. 

Late Submission of Field Information Documents 

Finding a right match for students in the field setting is a thoughtful and time-consuming process.  Impacting the field planning process is the volume of students from other BSW and MSW Programs  that also need field placements. Therefore, it is imperative that field documents are submitted and associated steps are completed on or before each deadline.

Any student who submits field information documents after deadlines communicated by the respective Director of Field will not have a field placement and therefore cannot be enrolled in relevant courses (e.g., undergraduate and graduate courses requiring a linked field practicum).. 

After a deadline has passed, in order to be able to participate in these courses, the student must must petition in writing the respective Program Director and Director of Field Education before the beginning of the semester; this process requires an explanation of why the required forms and steps were not completed on time. The Program Director and Director of Field Education will advise the student if they can continue in the program and/or practice courses.

It is imperative that the student contacts the prospective field instructor within one week of receiving relevant  communication from the Director of Field Education. The student must arrange for an interview as soon as possible (even if the interview is scheduled for weeks later). Because of the volume of social work and similar programs searching for field placements, students should not anticipate that the Department or an agency will hold a possible placement for them indefinitely. The student is responsible to contact the Director of Field Education after the interview and to respond to all communication promptly so that the field placement arrangements can be finalized.

Field Education Responsibilities 

Nazareth University Social Work Department 

• The selection of an agency field instructor will be by joint agreement of the agency, the University and the Department. The field instructor is expected to possess a BSW or MSW degree from an accredited program in social work.  In the rare situation where the field instructor does not have these social work degrees, the Social Work Department will arrange for MSW supervision.

• Selection and screening of social work faculty to be used as field liaisons is the responsibility of the Department. Field liaisons monitor the student's placement, plan for learning, and performance evaluation.

• Selection and screening of social work students to be placed in the agency; the Department holds responsibility for sending to the agency the student's resume and other placement papers as well as provision of training in Child Abuse and Neglect Mandated Reporting and HIPPA Compliance.  

• Development and instruction of the integrative seminars to be offered concurrently with the experience in the field. Coordination of site visits for all students in field, details of which vary by year and level of placement.

• Planning for meetings and  professional development of  agency field instructors and social work faculty on current issues in social work practice, field instruction, social work education, and curriculum in the programs.

• Determination of satisfactory/unsatisfactory grade for all students. 

• Termination of a student's field practicum when either the student or the agency is in violation of Department expectations and their respective responsibilities and contracted agreements.

• Determination of length of field practicum or required number of hours to be completed by the student and suggested vacation days according to the Nazareth University calendar. 

Field Instruction Agency 

• A description of the tasks, responsibilities, and experiences planned for the student in the agency and the community. Appropriate tasks vary with the program and level of the student.

• Identification of an agency field instructor prior to accepting a student for a social work field placement. The field instructor's training and experience must meet requirements of the Social Work Department.

• Provision of a minimum of one hour formal weekly field supervision.

• Provision of workspace and other necessary supports, e.g., equipment and supplies, for the student in field placement.

• Agency support of attendance by agency field instructor and/or other designated agency staff at agency/Department meetings, orientations, workshops, and seminars planned by the Social Work Department.

• Interviewing interested student(s) in the agency as a potential field student.  Reporting back to the student and the Social Work Department regarding acceptance, or not, of the student.

• Agency support of other educational and professional development resources in the agency, such as staff meetings, in-service trainings/seminars/conferences.

• Completion of all University affiliation and agency agreements and related documents.

Agency Field Instructor 

• Preparation of agency/relevant staff for student's arrival.

• Provision personally, or in conjunction with other agency staff/resource persons, of an orientation to the setting, staff, and community.

• Provision of weekly formal supervision for the student in keeping with the needs of the student; helping the student develop and monitor progress toward fulfillment of their learning contract; establishing roles and assignments to meet the CSWE competencies and associated behaviors.

• Joint responsibility with the student for development and writing a learning contract, stating the tasks and responsibilities of the student in the setting/agency as well as times for supervision, plans for monitoring student's performance, and stated learning goals of the student.

• Selection of the workload for the student so that it is attuned to the setting, taking into consideration factors including but not limited to the student's capacities, culture, interests, past experiences, learning style, and goals of the Department. Student responsibilities and activities should insure the student's exposure to the agency/setting, client systems, and the community.

• Helping the student integrate their educational foundation  with social work knowledge, values, and skills.

• Contacting the faculty liaison or field director when there are challenges with the student's adjustment or performance or if the agency/setting is unable to meet expectations of the Social Work Department.  

• Attending at least two meetings with the faculty liaison and student at appropriate intervals in relation to the student's professional development, progress in meeting goals and competencies of learning contract, and performance evaluation. Evaluation of student's learning and performance with a final written, electronic evaluation to be submitted to the Social Work Department at the end of each semester.  Evaluations are a mutual process between the field instructor and student. In the interest of standardization, the required Department form should be completed; the field instructor and/or the student may also add an addendum.  Evaluation forms are co-signed by student, field instructor, and faculty liaison.

• Attending at least one meeting (orientation, workshop or seminar) during the academic year offered by the Social Work Department.

• Monitoring and signage of student's field hours electronically for this purpose. 

• Periodically completing an evaluation of the Faculty Liaison and the Field Education process.

Student in Field Instruction 

• Act professionally and responsibly in all activities undertaken in the field setting/agency, acknowledging confidentiality and loyalty to the setting/agency, staff, and clients. Adhere to and reflect social work values and the NASW Code of Ethics and HIPAA confidentiality guidelines.

• Complete assigned tasks and responsibilities on time and in a professional manner. 

• Act as a representative of the setting/agency and the social work profession through behavior and appearance appropriate to the setting.

• Accept and abide by setting/agency policies and regulations. Do not openly or inappropriately criticize agency policy and personnel unless the meaning of the policy is fully understood and discussed responsibly with setting/agency personnel and the faculty liaison.

• Be open-minded about new experiences; be creative and use initiative in problem-solving and performance. Attempt to gain experience in working with all types and sizes of client systems. Integrate research and theory into practice.

• Participate fully in activities planned for students, including professional development, meetings, conferences, seminars, training sessions, and orientations.

• Assume an active and responsible role in planning the learning experiences and specific responsibilities in the field placement with the field instructor and faculty liaison.  Complete the learning contract for the field placement in a timely fashion, meeting associated deadlines,with the field instructor and faculty liaison.

• Keep the faculty liaison informed of field learning experiences through open communication and assignments (such as reflections and journals), which should also respect confidentiality of clients, agency, and field instructors.

• Contact field instructor if problems within the setting arise which need clarification and response and cannot wait until the next scheduled supervision conference. When the field instructor is unavailable, the student should contact the faculty liaison or other designated agency staff or Department faculty in the absence of the field instructor.

• Cooperate with other students in the placement and with the entire staff of the agency.

• The student is expected to report to the agency every placement day and follow agency/setting guidelines regarding starting and leaving times. If for some valid reason a student is unable to report to the agency, the student must notify the agency, field instructor and the faculty liaison as soon as possible.  The student is expected to make up any time missed for illness, inclement weather, and the like.  The student is expected to keep track of field hours on the Department’s electronic system.  

• The student is entitled to the regular academic calendar  leave granted by the University. Exceptions include the student completing a field placement in a school or similar setting; the student abides by the holiday schedule of the setting.  

• Assume responsibility for evaluative conferences and preparation of the student evaluation form.  This is a learning opportunity and a mutual process with the field instructor.

• Assume responsibility for preparation for weekly supervision meetings, bringing relevant  materials, questions, and issues for discussion. Developing and using supervision agendas can help in this preparation and provide a record of learning for the field experience.

• Complete evaluations of self, the field experience, and field instructor. The student is expected to actively participate in the process of self reflection, growing professional self-awareness, and effective use of self in practice.

Faculty Liaison 

• Explains linkages between the University, the Department, the agency/setting, and the student – between the agency/setting and the student, between the student and the Social Work Department, and between the agency/setting and the University. Provision of interpretation of policies and expectations among and between these parties.

• Acts as mediator in resolution of problems/conflicts between student and field instructor and/or other agency staff, and between students. In consultation with the field instructor, student, and Director of Field Education, determine whether a student needs to be reassigned to another field practicum and agency. The final decision for termination of a student from a placement typically lies with the Social Work Department.

• Acts as monitor of the student's learning experience to ensure the student is working and progressing on individualized learning needs and goals and the CSWE competencies, as well as the objectives of the field experience.

• Provision of consistent contact with the field instructor and student through a visit to the agency at least one time each semester as well as contact via email, phone and potentially Zoom during the experience. Participates in a final evaluation meeting with the student and field instructor to assess the student's professional development and performance. Assigns the student grade for the field practicum as satisfactory or unsatisfactory. Completes a written description of field visits through the Department’s electronic system. 

• Offers evaluation of the field agency and field instructor, strengths and weaknesses as a field instruction setting, and makes recommendations for continued use of the agency/setting and field instructor.

• Assists students with the integration of classroom learning with field learning. 

• Works in collaboration with the “Itinerant Field Instructor,” if  assigned, for the agency, especially as it relates to construction of the student’s Learning Contract and Final Field Evaluation. 

• Ensures completion of all learning contracts, time sheets, and evaluation forms.

Director of Field Education 

• Identify and dialogue with agencies/settings willing to offer field placements.

• Distribute and collect field placement information forms from potential placement agencies.  Maintain a current listing/database of available placement opportunities that will provide students with a more detailed view of agency/setting expectations and likely role and responsibilities.

• Distribute and collect from students necessary forms including the completed field placement preference forms, resume/vita forms, and signed policy agreement forms. Offer informational and orientation meetings regarding field placement planning and responsibilities as students.

• Follow up with personal contact, face to face, phone, email and/or Zoom, and review the student information provided in returned forms.

• Match students and agencies/settings, referring students for interviews to finalize placements; complete all required correspondence to students and agencies.

• After securing placements, notify field instructors to locate electronic placement forms, including but not limited to learning contracts, evaluation forms, time sheets. 

• Each semester, maintain a field placement database/roster listing each student, placement agency, type of service, field instructor, faculty liaisons and corresponding contact information (addresses, email, and phone numbers).

• Update and revise as needed the relevant sections of the Department Handbook and other related documents.

• Plan or co-plan and implement each academic year at least one professional development offering (e.g., orientation,  workshop/educational program) for field instructors.

• Support end of year events to recognize students completing field practicum and graduating. .

• In conjunction with the faculty liaisons, participate in orientations and other meetings/informational sessions offered by the Department.

• Collaborate with and support the seminar instructors/faculty liaisons and field instructors or other agency personnel.

• Facilitate sessions on field education topics for interested field instructors.

• Select (in consultation with social work faculty) and arrange for speakers for various events including but not limited to training and orientation sessions.

• Periodically facilitate evaluation of faculty liaisons by the field instructors. 

Criteria for Selection

Selection Process for Practicum Sites

The field experience should maximize development of the social work professional and practice skills. The selection of appropriate sites is based on the desire to have excellent educational practice opportunities available for student learning. Agencies and organizations contribute substantial resources to student education through the provision of teaching and the creation of learning situations that foster integration of knowledge and skill development. The agency/organization needs to be able to provide distinct learning opportunities and activities that are consistent with the goals, values, and missions of the programs, University, and profession. The agency must be able to provide a qualified field instructor and experiences that align with each program’s learning outcomes across student levels. 

To be considered as a field instruction site, the setting must have:

• a commitment to excellence in the provision of services to its client systems and practice settings.

• a commitment to undergraduate and graduate social work education and the professional development of students.

• recognition of the value of the agency-based experience for students and educational activities are developed within a supportive (learning) environment.

• a willingness to offer the student a significant and supervised practice experience at the micro, mezzo, and macro levels of intervention for the student’s required number of field practicum hours, as required by the Department. Learning opportunities are designed to expand student participation within various systems and at different system levels.

• the ability to offer students a minimum of one hour weekly of formal and purposeful supervision and opportunities to participate in appropriate auxiliary functions within the agency/setting such as workshops, staffings, in-service training. The student’s regular and timely individualized supervision, ideally takes place with an experienced MSW licensed as an LMSW or LCSW in the State of New York.

• the ability to offer, in some form, an orientation to the student addressing the purpose and function of the agency/setting as well as support for the student’s maximum exposure to and participation in agency training and in-service opportunities.

• the ability to provide an appropriate work space and other supports (such as equipment and supplies) necessary for carrying out assigned responsibilities.

• a willingness to comply with the policies of the Social Work Department and engage in a "partnership" approach to learning with the student and Social Work Department’s faculty liaison.

• the desire to participate regularly in communication and evaluation processes.

• a willingness to share with the Department up-to-date information on agency services, policies, and student placement procedures and opportunities.

• the ability to provide  the necessary measures to protect the safety of the student including.  generally accepted precautions and actions to be followed in general as well as specific situations.

• integration of values and ethics of the profession, demonstrated through agency structure and functions. A commitment to competent and ethical practice should exist, guided by the NASW Code of Ethics with no involvement in any legal suit or disputes involving unethical and unprofessional practices or violations of clients’ rights.

Selection of Field Instructors 

The field instructor is seen as a valued contributor to the educational accomplishments of the student. The student - field instructor relationship provides a unique opportunity in the learning process. The learning environment is the field and the the learning process  shifts to an interactional action-based process. The field instructor becomes pivotal in guiding students’ skill development and refinement. Field instructors are expected to have:

• an attitude toward professional social work education that fosters a positive relationship for agency-based, experiential learning.

• a commitment to the missions and goals of the BSW and MSW Programs as well as the 

     competencies developed by the Council on Social Work Education.

• a commitment to the values and standards of the social work profession and practice 

     guided by the NASW Code of Ethics.

• a willingness to abide by the field policies designed by the Social Work Department.

• a willingness to design a learning contract based on the strengths and learning needs of 

     the student in addition to the service needs and goals of the agency/setting.

• a willingness to maintain open communication and enter into a three-way partnership 

     with the student and faculty liaison.

• a willingness to attend field instruction orientations, workshops, and seminars organized by the Department and the ability to attend at least one orientation offered to field instructors. 

• a willingness to complete all paperwork required by the Department and University.

• a willingness to be involved in three-way meetings with the student and faculty liaison throughout the student’s placement.

• the capacity to act as a positive role model for the student and assist the student in 

    analyzing the use of self, application of social work knowledge, development of 

    practice skills, knowledge of community resources, and to enhance the student's 

   professional growth and personal self-development.

• the ability to offer students a minimum of one hour weekly of formal and purposeful supervision;  support of student participation in professional development opportunities; a willingness to be available to the student beyond the required formal supervision.  

• a willingness to provide placement experiences which would enable the student to integrate social work knowledge, skills, and values, cultural humility, justice and all other "classroom learning" with social work practice experience.

• a desire and ability to create a learning environment that recognizes student differences and provides for the student a professional educational setting that enhances individual strengths and challenges development of new skills. 

• a desire to participate in a collaborative effort to offer a sound educational experience for the student by providing feedback and input regarding new practice directions and trends.

• a willingness to provide a learning contract, formative feedback and a final written evaluation of the student's learning and      

     performance.

• no sanction levied against them by NASW or any other professional or client advocacy group. 

• a BSW or MSW from an accredited social work program with a minimum two years post-degree experience and be licensed to practice social work in NYS. It is recommended that the field instructor have at least one-year experience at the agency site. If the field instructor does not have the BSW or MSW degree, the Social Work Department will arrange for MSW supervision.  A degree in social work is not always required for the undergraduate junior student.

• a commitment to engage students in discussions of anti-racism, diversity, equity and inclusion as well as social justice issues and their impact on client(s), field instructor and student.

• an ability to distinguish field practicum learning and evaluation from staff performance expectations and incorporate these differences in the evaluation process of the student.

• an ability  to recognize and accommodate teaching and learning responsibilities across educational levels (e.g., at a generalist and advanced level of practice).

Reciprocity for Field Instructors

The Social Work Department of Nazareth University typically offers field instructors the following types of opportunities:  

• Workshops and orientations planned by the Social Work Department.

• A reception in late April or early May for field instructors of graduating students.

• Significant discounts for CEU workshops. 

Insurance Coverage 

Liability Insurance

Nazareth University of Rochester maintains both general liability and professional liability insurance with limits of $1,000,000 per occurrence and $3,000,000 in the aggregates, with insurers reasonably acceptable to the site. 

Health Insurance

Students are responsible for having their own medical insurance during fieldwork as personal medical expenses NOT covered by worker’s compensation through their fieldwork site or the University’s insurance policies. Students are personally responsible for all of their health care expenses. Neither the University nor any of the fieldwork sites are responsible for any medical expenses that may occur while enrolled in the program. 

Students are required to immediately report any injuries that occur during a field placement to the site supervisor and the Director of Field in their respective (BSW or MSW) Program within the Department of Social Work. 

Transportation to Field Placement Sites

It is important for both students and field instructors to know policies related to driving and the field placement. The student shall assume full responsibility for field practicum traveling, parking and associated expenses. Students are not permitted to transport clients.