Program Program Activities (if) Short-term Outcomes Short-term Indicators - Longer-term Long Term Indicators-

Intensions: and Resources (Inputs) (then) Outputs Outcomes Outputs

(if) (then)
Equip students to Activities: • Participants understand • # of community • There is a • # of positive
develop, • Guest speakers bridge who the different stakeholders change in responses from
maintain, and knowledge gap between community stakeholders identified by students Program community
participate in students and community are • # of participants able graduate stakeholders’
positive working stakeholders • Participants recognize the to distinguish dynamics interactions with
relationships with • Faculty works with I.T. to place difference between social between the social toward MWAWs
multidisciplinary learning materials on LMS and professional and professional community
teams and other • Faculty promote in-class relationships relationship partners, • # of client
individuals learning about different • Faculty and coordinator • # of participants who reflected in responses that
involved in client community partners using utilize LMS to promote have accessed LMS positive reflect feelings of
care. variety of teaching methods learning for the purpose of interactions trust and that they
• Administration establishes • Faculty and coordinator learning with have been
MOAs with stakeholders to apply variety of teaching • # of guest speakers community helped/supported
promote partnership methods/activities to obtained for the stakeholders by MWAWs
• Faculty provide in-class promote student purpose of
learning about professional understanding of positive promoting • There is a • # of community
relationships working relationships with understanding of change in partners that
• Best practices related to community partners community participant describe MWAWs
professional relationships are • Administration will have stakeholders understanding as having a high
introduced and discussed established MOAs and a • # of MOAs obtained of the level of
network of community by administration to professional professionalism
Resources: partners available promote relationship,
• Administrative support (MOAs) • Best practices become the collaboration with from an • # of MOAs
• 5-6 faculty cornerstone for learning students and inability to developed
• Program coordinator about what professional stakeholders distinguish between the
• I.T. Dept relationships are • # of identified Best the social/ MWAW Program
• Students Practices shared with professional and the
• Community organizations students context, community has
• Print and online learning towards increased by 20%
resources modeling over a 5-year
• Guest speakers professionalis period
• Learning spaces m
 • Time allocated for learning • # of community
Ensure students Activities: • Students have a clear • # of students that • There is a stakeholders that
contribute to a • Participants identify and expectation of their role clearly verbalize change in the identify a “high”
healthy and safe discuss the parameters and in different settings healthy and safe # of MOAs level of confidence
work environment limitations of their role as • Students actions change practices with in the MWAW’s
in a variety of MWAWs as they integrate safe and • # of noted actions by community ability to
mental health and • Students identify, describe, and healthy behaviour students related to stakeholders, contribute to a
addictions model ethical behaviour • Students recognize safe and healthy from fewer to healthy and safe
settings. • Faculty model healthy and safe healthy and safe practices more workplace
behaviour to students behaviour in faculty • # of healthy and safe
• Students read agency P&P • Students move from an practices completed • There is a • # of MWAWs who
related to safe practice in their unstructured response to by faculty that are change in describe a “high”
respective settings a standardized response identified by students MWAW ability level of
• Best practice frameworks are to address unsafe and • # of responses to contribute effectiveness with
provided (i.e. CPR/1st Aid, unhealthy practices applied by students to a healthy managing the
ASIST, and NVCI) to facilitate that reflect structure, and safe therapeutic
safe and healthy practices (based on best workplace relationship
practices) to address using best
Resources: unsafe and unhealthy practices • # of clients who
• Faculty behaviour describe MWAWs
• Students • There is a as “highly”
• LMS change in effective at
• Guest speakers from student skill managing the
community partners level to therapeutic
• Best practice learning materials establish and relationship
• Teaching materials for activities maintain the
• Structured time for learning client • # of mental health
• Learning spaces therapeutic and addiction
Establish and Activities: • A change in student • A change in the level relationship clients who report
cultivate in • Students participate in role- ability to apply TR skills of ability is noted, through feeling as though
play activities that nurture TR • A change in the level of moving from limited intentional they live in a
students,
skills student self-awareness to strong ability, as communicatio healthier
effective
• Students reflect on practices related to use of TR skills evidenced through a n skills community due to
interpersonal and document their reflections evidenced through self- rubric their interactions
through journaling reflective journals with a MWAW
and • Individual and group • An increase in application • # of TR skills • There is a
therapeutic frameworks are identified, of concepts by students is identified through change in • # of client family
discussed, and role-played with observed by faculty self-reflective health members who
communicatio
students • A change occurs in level journals by each perception identify living in a
n skills
• Student interactions are video of students’ student within the healthier
toward clients recorded so they can be understanding of applied • # of applied concepts community as community due to
based on best reviewed, dissected, and skills observed by faculty a result of the the availability of a
practices in analyzed • A change in the level of • # of completed peer presence of MWAW.
• Students provide peer feedback self-awareness evidenced feedback reports the MWAW
the field of
on interactions through reviewing shared with students
mental health
• Faculty provide students feedback and journaling that captures
and feedback on interactions language around
addictions. increased awareness
Resources: of concepts
• Faculty
• Students
• LMS
• Video recording devices
• Guest speakers from
community partners
• Best practice learning materials
• Teaching materials for activities
• Structured time for learning