concepts through a practice experience that is relevant to students’ areas of specialization.
The field experience is a required component for all students in the MPH program. This
requirement provides students with practical experience allowing them to apply and incorporate skills and knowledge learned from the classroom in a public health setting. Students participate in a population-focused field experience following the completion of the majority of their coursework. The Capstone Project, also a requirement of the MPH program, and described fully in section 2.5, is often closely tied to the field work because many students base their Capstone Project on the field experience.
Selection of sites
The MPH program maintains a list of field work opportunities on its website. Sites are listed based on student interest, community organization or site interest in hosting students, and student satisfaction with the placement site, based on past student evaluations. To be included on the field work opportunity website, a designee for the site has been approved through a process which included a review and approval by the MPH Curriculum Committee. Each site has also completed an official affiliation agreement with the MPH program and University. Students are encouraged to peruse the field work opportunities website to determine an appropriate placement that appears to meet the student’s educational and professional goals and desired placement environment.
If an MPH student chooses to complete a field placement at a site that is not on the opportunity website, the site’s designee or preceptor completes a form that includes information about the site and proposed graduate level projects, along with the designee’s resume or CV. This information is reviewed and acted upon by the MPH Curriculum Committee. The designee becomes the preceptor for that site, and thus, serves as the point of contact for the students and the MPH program, and as a mentor and guide for students during the field placement. Following the approval of the site or organization, the MPH program office works with the student and site to secure a standard affiliation agreement between the site and the University.
Methods for approving preceptors
Skilled public health practitioners, who serve as preceptors, represent a critical component of the student field experience. Preceptors are persons who engage the student in their work, have substantial experience in public health (or related discipline), have the ability to engage the student and spend mentoring time with the student, and provide constructive feedback and
2.4.a. Description of the program’s policies and procedures regarding practice placements, including the following: selection of sites; methods for approving preceptors; opportunities for orientation and support for preceptors; approaches for faculty supervision of students; means of evaluating student performance; means of evaluating practice placement sites and preceptor qualifications; and criteria for waiving, altering or reducing the experience, if applicable.
guidance to the student. All site preceptors are required to submit their resume/CV and qualifications to the Curriculum Committee for review and approval.
Preceptors are members of the student’s Capstone Committee and oversee the student’s field experience work on site. Preceptors provide guidance and feedback regarding the student’s performance during their field experience. As necessary, they consult with the MPH program’s Community Engagement Coordinator regarding problems and questions that may arise during the course of the field experience. At the end of the field experience the preceptor completes a written evaluation of the student’s work and shares it with the student.
A preceptor, who does not hold an appointment with the University, may be appointed as a preceptor by the MPH program. A preceptor appointment is a formal zero-dollar, volunteer appointment with the University that provides recognition of the individual’s involvement in the educational and professional development of MPH students and requires no specific percentage of time commitment, and carries no promise that the MPH program can provide salary or space allocation at any time in the future. Appointment as a preceptor entitles individuals to a
faculty/staff identification card, which permits access to the University’s (Internet) off-campus installation, and to University facilities such as recreation facilities, libraries, and student unions. A CV and social security number are required for appointment.
Opportunities for orientation and support for preceptors
Prior to beginning as a preceptor, the Community Engagement Coordinator meets with the preceptor to discuss the MPH program in general and the requirements, expectations, roles and responsibilities of the preceptor. The MPH program engages the preceptors through a listserv and meets periodically with them at the semi-annual Public Health Symposia, held each academic year.
Approaches for faculty supervision of students
A Field Learning Agreement (FLA) is mutually developed by the student and the preceptor. In almost all cases, a University faculty member or Capstone Committee member participates in the development of the experience, particularly when the field work is linked to the capstone project. The agreement, which serves as a learning contract, identifies the specific assignments the student will have at the placement, any tangible products that will be developed, interactions with and knowledge of other employees and their functions, and contact with other organizations to which the agency relates. The MPH program’s Community Engagement Coordinator reviews and approves the agreement. This agreement also serves as an authorization by the MPH program for the student to proceed to register for the field experience and begin the placement. The Field Learning Agreement is typically completed and returned to the MPH program office 4-6 weeks prior to beginning a field placement.
The Capstone Committee members are helpful in planning a successful field placement, particularly in the cases when the capstone project is related to the field placement. The Capstone Committee consists of three individuals – a faculty member who is the capstone committee chair, the field work preceptor, and another Public Health program faculty member. Capstone Committee members, particularly the chair of the Committee, guide and assist the student during the field placement. Students identify the capstone committee chair prior to the field placement, particularly if the student must obtain IRB approval for the field work project.
The Capstone Committee members play an important role during the successful completion of the Capstone Project. The Committee members provide guidance and advice for the capstone project and communicate throughout the development and completion of the project. The chair plays an integral role in the development of products resulting from the work, including papers, manuscripts, posters, and presentations.
Means of evaluating student performance
During the field experience, there is regular communication between the student, the preceptor and the Capstone Committee members regarding the student’s progression in the field work. As an illustration, during the field experience period, the Community Engagement Coordinator
contacts the preceptor to discuss the student’s progress and collaborates to make any mid-course corrections that are needed. In addition, 3-4 weeks before the field experience concludes, the Community Engagement Coordinator distributes the evaluation forms to both the preceptor and the student: (1) student’s evaluation; and (2) preceptor’s evaluation. Evaluations are completed and returned to the Community Engagement Coordinator on the final day of classes for the semester in which the field experience is taken.
The Community Engagement Coordinator determines and enters the final grade for the field experience based on the preceptor’s evaluation of the student, the completion of the student documentation requirements, the student’s evaluation and any other relevant information. Student grades for the field experience are based on the following criteria:
• Preceptor’s Evaluation of the Student Experience = 50% • Self-Reflections = 20%
• Participation in on-line discussions = 10% • Summary report = 20%
Students are graded on the standard A – F university grading scale. Means of evaluating practice placement sites and preceptor qualifications
All students in the MPH program complete a student evaluation of the preceptor and the placement site. Whereas it is not a part of the final grade, the student evaluation provides the MPH program with information that contributes to the overall evaluation of the quality and effectiveness of the field placement sites and preceptors. It is the goal of the program that all placement sites provide students with an educationally sound experience. The information provided by the student in the evaluation remains confidential and is not shared with the
preceptor. The student evaluation is sent to the student approximately two weeks prior to the end of the semester or session. The student evaluation and accompanying paper work is completed and returned to the MPH Program Office.
In addition, if there are problems or issues between the preceptors, practice sites, and/or students, students are encouraged first to work it out between the two parties and then consult the Community Engagement Coordinator. At times the Community Engagement Coordinator works with the student and preceptor/site to reach a mutually amenable solution to the conflict.
In the event that a preceptor or placement site receives consistently low evaluations, the Community Engagement Coordinator offers to meet with the preceptor and or site to determine the extent of the issue and whether through additional guidance at can be improved. In the event that it is determined that the preceptor simply does not have or can take the time for the student education, or the placement site is not conducive to an educationally sound experience, the preceptor and site are taken off the Field Work Opportunity listing. Sometimes this occurs at the request of the site (preceptor) that determined an inability to mentor or supervise students. Criteria for waiving, altering or reducing the experience
Students who have had at least five years of full-time professional public health experience at a responsible level prior to entering the program, may petition to waive the fieldwork requirement. The request must be submitted by the end of the first semester of studies and be accompanied by a report, in the form of a 10 page evaluative paper, which discusses the work experience and the current employment organization in terms of the quality of its products and processes, makes recommendations for improvement, and analytically discusses the lessons that have been drawn from that work. In addition to the report, students submitting a waiver include a copy of a resume or CV that specifies the positions and employment dates that justify the waiver.
Students receiving a waiver of the field work requirement must substitute other course work in order to fulfill credit requirements for the degree. Students who waive the field experience are still required to complete a capstone project.
Table 21. Students Completing Field Work and/or Capstone Projects Fall 2012 – Summer 2013 Note: First Person Named on Capstone Committee Served as Preceptor and is highlighted in yellow
Student Field Placement Site Capstone Committee
Capstone Topic/Title Amaza, Iliya Department of Family
Medicine, SMPH
Aleksandra Gzierska, MD
Rich Brown Marlon Mundt
Screening and Brief Interventions for Unhealthy Drug Use in Primary Care
Awoyinka, Lola Urban Health Milwaukee – Group Placement
Eric Gaas, PhD Mark Edgar Barbara Duerst
A Collaborative Approach to Health Assessment: Developing a
Community Health Assessment for Milwaukee County
Cavanagh, Bradley
DHS: Nutrition, Physical Activity & Obesity Program
Amy Meinen, RD, MPH
Paul Kelleher Barbara Duerst
Examining Wisconsin Afterschool Care: Creating Evidence-Based Nutrition and Physical Activity Recommendations for Obesity Prevention
Centeno, Mariela Quesada
Farley Center for Peace and Sustainability
Janet Parker, MSW Alfonso Morales Lori DiPrete Brown
Gaining Ground: Farm Incubator Curriculum to Minority Small Scale Farms
2.4.b. Identification of agencies and preceptors used for practice experiences for students, by specialty area, for the last two academic years.
Table 21 Continued. Students Completing Field Work and/or Capstone Projects Fall 2012 – Summer 2013
Student Field Placement Site Capstone Committee
Capstone Topic/Title Clements, Erin Public Health Madison
and Dance County
John Hausbeck, MS Marty Kanarek Lori Severtson
Educating Seniors About Air Pollution in Dane County, Wisconsin
Coleman, Michele Lunga-Lunga, Kenya Lori DiPrete Brown , MS, MTS
Araceli Alonso Mark Edgar
Assessing Family Planning Needs in Lunga-Lunga, Kenya: Surveying the Attitudes, Knowledge, and Behavior Attributing to Family Planning Use in Southeastern Kenya
Deyo, Bri Rural Health Evaluation – Group Placement
Candace Peterson, PhD
John Eich Mark Edgar
Assessment and Screening for Alcohol Use and Misuse in Edgerton, Wisconsin
Egan, Julia Wisconsin State Laboratory of Hygiene
Charles Brokopp, DrPH
Delores Severtson Tracy Hanke
Assessing Trends in Environmental Health Quality with Changing
Agricultural Practices in Dane County, Wisconsin
Fields, Christa Walnut Way Conservation Corp, Milwaukee
JoAnne Sabir, MSW John Frey
Frosch, Jessica Wisconsin Division of Public Health
Gwen Borlaug, MPH Ajay Sethi
Nasia Safdar
Implementation of Communication Protocol and Educational Materials for the Prevention of Carbapenem- resistant Enterobacteriaceae (CRE) in Acute and Long-term Care Facilities Gartner, Jessica Wisconsin Department of
Health Services, DPH
Angela Rohan, PhD Murray Katcher Barbara Duerst
A Survey of the Public Health and Midwife Experiences with Plainclothes Communities and Newborn Screening in Wisconsin / Plainclothes
Communities and Newborn Screening in Wisconsin Golembiewski, Ann Josie Department of Population Health Sciences Ana Martinez-Donate, PhD Amy Meinen Kristen Malecki
Evaluation of a Restaurant and Grocery Store Intervention to Improve the Food Environment and Promote Healthy Eating
Grogan, Brittany Rural Health Evaluation – Group Placement
Candace Peterson, PhD
John Eich Mark Edgar
Preventing Childhood Obesity in Rural Communities
Hertz, Amber Urban Health Milwaukee – Group Placement
Eric Gaas, PhD Mark Edgar Barbara Duerst
Milwaukee Health Assessment: Working With a Community to Strengthen a Community Hogan, Kendra UW School of Veterinary
Medicine
Tony Golberg, DVM, PhD
Developing Improved Standards and Practices for Obtaining Medical Informed Consent
Holtzman, Julian Clean Wisconsin Daniel Tyson Cook, MS
Marty Kanarek Charles Brokopp
Building an Action Plan to Address the Environmental Soundness and Public Health Impacts of Frac-Sand Mining
Jacobson, Laura Mbarara University of Science and Technology/Uganda Francis Bajunirwe, PhD Ajay Sethi Jim Conway
Real Time Surveillance of Maternal and Child Health: A Cue to Action for Local Health Decisions-Makers in Rural Uganda
Jaehnig, Emily WI DHS Nutrition/ Physical Activity Program
Jon Morgan, MS Delores Severtson
The Active Communities Toolkit: Information Dissemination
Table 21 Continued. Students Completing Field Work and/or Capstone Projects Fall 2012 – Summer 2013
Student Field Placement Site Capstone
Committee
Capstone Topic/Title Keuler Cain,
Megan
Downtown Health Center Pediatrics Clinic, Milwaukee, MCW
Susan Brixley, MD Tim Corden Barbara Duerst
Prescription Safety: An Injury prevention Initiative for High-Risk Milwaukee Children
Kleinmaus, Ellen Department of Pediatrics, SMPH
Elizabeth Cox, MD Jamie Weissburg
Assessment of Needs and
Experiences among Type 1 Diabetes Day Campers / Planning,
Implementation and Evaluation of Camp Endeavor: A Day Camp Targeted to Children with Type I Diabetes
Koske, Sarah WI DHS Bureau of Communicable Diseases
Rachel Klos, DVM, MPH
Ajay Sethi Ron Gagnon
Assessment of Non-O157 Shiga Toxin – Producing Escherichia Coli Infection and Surveillance in Wisconsin Kroll, Stephanie Rural Health Evaluation –
Group Placement
Candace Peterson, PhD
John Eich Mark Edgar
Creating a Work Plan to Decrease Obesity in Jackson County
Lee, Mee-La Department of Surgical Science, School of Veterinary Medicine Robert Thiboldeaux, PhD Kurt Sladky Lindsey Long/Sean Strom
Risk Assessment for Human Consumption of Waterfowl of the Sheboygan River
Lehman, James WiCPHET Mark Edgar, PhD Patrick Remington Paul Hunter
Training for Boards of Health: A Tool- Kit
Madura, Casey American Family Children’s Hospital
Nan Peterson, RN, MS
Susan Zahner Tim Corden
Think First: A Brain Injury Prevention Program
McCall, Ann WI Partnership Program Mary Jo Knobloch, MPH-CHE
Parents Perceptions of the Care that their Children with Special Health Care Needs Receive at School
Merle, Agathe Agence Regionale de Martinique
Julie Calvet-Coiffard, MS
Barbara Wolfe Lori DiPrete Brown
Martinique at a Glance: A study of socio-economic and health indicators with mapping representation for the island of Martinique, FWI
Mroz, Sarah American Family Children’s Hospital
Nan Peterson, RN, MS
Susan Zahner Tim Corden
Improving Cultural Sensitivity in Health Care and Hospice Settings for
Culturally Diverse Patients and Families
Olsen, Danna UW Hospital and Clinics Erica Gill, BS Marty Kanarek Sam Dennis
Improving the Hospital Built Environment with Healing Gardens
Pace, Elizabeth Urban Health Milwaukee – Group Placement
Eric Gaas, PhD Mark Edgar Barbara Duerst
City of Milwaukee Community Health Assessment
Papsun, Amy Candace Peterson,
PhD Rich Brown Sarah Davis
Screening, Brief Interventions and Referral to Treatment (SBIRT) in Wisconsin: Suggested Solutions to Billing Privacy Related Barriers Resop, Cecile USGS Wildlife Center Erik Hofmeister, PhD
Lori Severtson Dominique Brossard
Questioning Questions: Creating a Survey for Audience Analysis at the USGS National Wildlife center
Table 21 Continued. Students Completing Field Work and/or Capstone Projects Fall 2012 – Summer 2013
Student Field Placement Site Capstone Committee
Capstone Topic/Title Riley, Megan WI Division of Public
Health
Jim Vergeront, MD, MPH
Ajay Sethi
HIV and Chronic Condition
Comorbidities: Assessing the Current Spending Structure and
Recommendations for the future Roitstein, Melissa UWSMPH, Department of
Surgery
Shaun Hernandez, MPA
Barbara Duerst Donna Friedsam
Efficacy of Patient Navigation in Breast Cancer Care: Does Navigation Reduce Barriers to Care, Improve Patient Satisfaction and Improve Adherence to NQF Measures? Sachs, Jane UW Population Health
Institute
Alison Bergum, MPA Bridget Catlin Barbara Duerst
Evaluating What Works for Health: Who uses it and how?
Sanger, Elizabeth Community Advocates Public Policy Institute
David Riemer, JD Geof Swain Sarah Davis
Transitional Jobs for Health in Wisconsin
Stjepanovic, Natasa
Wisconsin Alliance for Women’s Health
Sara Finger, BS Tom Oliver Emma Hynes
The impact of policy on birth outcomes and women’s’ health
Sweeney, Jessica Rural Wisconsin Health Cooperative
Tim Size, MBA Ana Martinez-Donate Susan Zahner
Rural Wisconsin Hospital Cooperative and the Baby-Friendly Hospital Initiative
Thompson, Mike DPH, Bureau of Communicable Disease
Lorna Will, RN, MS Caitlin Pepperell Chris Olson
People and Animals: A Tuberculosis Protocol for Wisconsin’s Response to Inter-species Transmissions Events Veazie, Stephanie UW Population Health
Institute
Nancy Eberle, MPH Paul Moberg Angela Rohan
An Evaluation of the Cultural and Political Back Drop that Impacts Infant Mortality Rates in Milwaukee
Walsh, Andrew UW Population Health Institute, Department of Population Health Sciences Patrick Remington,MD, MPH Karen Timberlake Amy Meinen
State-based Childhood Obesity Prevention Approaches
Wang, Xinyi UW Carbone Cancer Center
Jeanne Strickland, MA
Ana Martinez-Donate Paul Smith
Factors Associated with Primary Care Teams Continuing to Meet and Perform Quality Improvement Two Years After a Primary Care redesign Program Weeth-Feinstein, Lauren Wisconsin Comprehensive Cancer Control Program Amy Conlon, MPH Patrick Remington Nathan James
Beyond Mammography Rates: What provider beliefs and health system interventions can teach us about improving breast cancer screening in Wisconsin
Wente, Hannah SHOW (Survey Health of Wisconsin)
Kristen Malecki, PhD, MPH
Survey of the Health of Wisconsin: A tool for surveillance, health data, dissemination and capacity building for Community Transformation Grant Xiong, Donny UW SMPH Caitlin Pepperell, PhD
Corinne D. Engleman Jennifer K. Meece
Blastomycosis in the Hmong Population: A Health Needs Assessment
Xiong, Phia UW SMPH Elizabeth Jacobs, MD Mark Edgar
Mai Chou Lor
Enhancing Cancer Prevention Services to Limited English