The Perspectives of Fieldwork Educators Regarding Level II Fieldwork Students

ABSTRACT

Ten occupational therapists employed in pediatric and adult rehabilitation settings participated in focus groups to discuss their perceptions of the benefits and drawbacks in working with occupational therapy students. Participants identified professional values, opportunities for continued professional development, recruitment of future employees, and pride in learning experiences available as incentives for working with students. Fieldwork educators who had supervised students lacking foundational communication, problem-solving, and clinical skills were cautious about accepting future Level II students. Time constraints and lack of preparation for the educator role were perceived as barriers to working with students. Fieldwork educators expected the academic institution to provide efficient support, including training for the educator role, information regarding the expectations of the academic program, and ongoing communication over the fieldwork experience. Strategies for strengthening the ties between academic programs and fieldwork sites were explored.     

Predictors to Private Practice Occupational Therapy Fieldwork Opportunities in Canada: New Evidence suggests New Solutions

Abstract

The study examined predictors to increasing and enhancing fieldwork education opportunities provided by occupational therapists working in private practice. A cross-sectional design that used a self-administered questionnaire was provided to Canadian occupational therapists in private practice. Participants receiving funding from the workers’ compensation sector, those with between 11 and 20?years of work experience, and therapists working full-time hours were more likely to accept a student in fieldwork placement. Respondents who indicated that physical space and resources were not barriers to taking students on placement were more likely to accept students. Therapists more comfortable with the criteria and methods for appropriate and effective student teaching and supervision were also more likely to accept a student for fieldwork placement. The study findings can inform academic programs on how best to support preceptorship and guide university fieldwork coordinators’ strategies for outreach and education for private practitioners.     

Collaborative Learning Applied to Fieldwork Education

SUMMARY

Occupational therapists of the 21st century must be educated to provide intervention within health, education, community, and policy-making areas. Therapists need to solve complex problems, often in collaboration with numerous stakeholders. This article proposes that preparing occupational therapists for current practice requires a fundamental change in our educational beliefs and that a collaborative approach among students and fieldwork educators is most congruent with the interactive environments of current practice. The philosophical principles of collaborative learning are reviewed and practical considerations to apply the principles to Level II fieldwork programs are described.     

The Collaborative Model of Fieldwork Education: A Blueprint for Group Supervision of Students

ABSTRACT. Historically, occupational therapists have used a traditional one-to-one approach to supervision on fieldwork. Due to the impact of managed care on health-care delivery systems, a dramatic increase in the number of students needing fieldwork placement, and the advantages of group learning, the collaborative supervision model has evolved as a strong alternative to an apprenticeship supervision approach. This article builds on the available research to address barriers to model use, applying theoretical foundations of collaborative supervision to practical considerations for academic fieldwork coordinators and fieldwork educators as they prepare for participation in group supervision of occupational therapy and occupational therapy assistant students on level II fieldwork.     

Emotional Intelligence,Self-Efficacy,and Occupational Therapy Students’ Fieldwork Performance

ABSTRACT

This study explored the relationship of emotional intelligence level and self-efficacy to fieldwork performance for occupational therapy students. Occupational therapy students (n = 199) from 36 occupational therapy programs in the United States completed the two surveys, the Mayer-Salovey-Caruso Emotional Intelligence Test and the Student Confidence Questionnaire, during their professional Level 2 fieldwork placements. The surveys were compared to the Fieldwork Performance Evaluation for the Occupational Therapy Student completed by the fieldwork educators. Results showed that degree of emotional intelligence, having a choice in the fieldwork setting, and having professional experience in a related setting were positively correlated to Fieldwork Performance scores. Students’ self-efficacy was not related to Fieldwork Performance scores. This suggests fostering students’ emotional intelligence and capacity for accurate skill appraisal supports fieldwork success.     

Active Participation in Fieldwork Level I: Fieldwork Educator and Student Perceptions

ABSTRACT

Fieldwork experiences bridge the gap between a student's education and entry-level practice. Academic programs, faculty members, and fieldwork educators are challenged to prepare occupational therapy students for entry-level practice. The Accreditation Council for Occupational Therapy Education (ACOTE) standards advocate for both active participation and guided observation in Level I fieldwork experience (. Students report their most meaningful learning experiences, which include performance of clinical skills and participation in clinical reasoning. However, many students enrolled in the author's entry-level master's program and the other schools within a regional consortium report their Level I fieldwork experience is primarily observation. This article describes the results of a survey administered to fieldwork educators and occupational therapy students eliciting their perceptions of active participation in Level I fieldwork. Results indicate that perceptions of the groups are dissimilar. Recommendations and implications for increased active participation in Level I fieldwork are discussed.     

Differentiating Fieldwork Settings: Matching Student Characteristics to Demands

Abstract

Academic fieldwork coordinators (AFWCs) face the challenge of matching students to Level II fieldwork (FW) sites. This study surveyed 301 fieldwork educators (FWEs) from 30 states to explore how important it was for students to possess 25 characteristics or abilities to enable success at the educators’ individual work sites. The top three characteristics and abilities overall were as follows: (1) time management, (2) ability to communicate with supervisor when help is needed, and (3) overall professional behavior. Using Mann–Whitney U-tests for ordinal data, statistically significant differences (p?≤?.01) were found between settings with acute care having the highest expectations of students. Overall results support the value of FW coordinators matching students’ abilities to demands of settings prior to Level II FW placements. Top ranking items may also guide schools on admissions criteria and skill development throughout curriculum.     

The Betty Project: Jump-Starting Clinical Observation Skills in an OTA Curriculum

SUMMARY

In the practice environment of many therapy practitioners today, fieldwork educators may have limited time for instructing students in applying basic theoretical concepts. Educators are therefore challenged to develop students who have the tools necessary to be successful in the clinical world.

Based on input from fieldwork educators, the “Betty Project” was developed to provide opportunities for occupational therapy assisting students to hone clinical observation and documentation skills while still in a classroom setting. This modified role-play project gives students an opportunity to treat, make clinical observations, and learn to process and prioritize data for effective documentation.

After implementation of this project, student performance in these areas on Level II fieldwork was markedly improved, as evidenced by scores on the FWE as well as fieldwork educator comments.     

The Reindeer of Hope: An Occupational Therapy Program in a Homeless Shelter

SUMMARY

This article describes a successfully designed and implemented program created for mentally ill homeless men by Level II occupational therapy students from Eastern Kentucky University. Outcomes for the clients, the staff and the students were extremely positive and have contributed to the appreciation and acceptance of occupational therapy as a discipline that can contribute to the health of this underserved population. This model demonstrates the effectiveness of University sponsored fieldwork in introducing occupational therapy to the community, creating awareness of what occupational therapy has to offer and developing a climate to bring needed services to clients and provide community-based employment for occupational therapists.     

Factors Influencing Occupational Therapists' Decision to Supervise Fieldwork Students

The purpose of this study was to identify factors that influence the decision to supervise a Level II occupational therapy fieldwork student. A survey was sent to occupational therapists identified from licensure boards and alumni rosters, including those who have and have not supervised students (n = 548). The results identified both positive and negative influences along with predictive factors of supervising a student. While positive factors included continuing education units, education on fieldwork expectations, their own fieldwork experiences, shared supervision, and access to educational resources, negative influences consisted of: job responsibilities, caseload, productivity standards, working part-time, and fear of failing a student. The discussion focuses on how to address the needs of the clinician and facilitate fieldwork placement.     

Impact of the changing health care environment on fieldwork education: perceptions of occupational therapy educators

To investigate how clinical fieldwork educators and academic fieldwork coordinators view the impact of the changing health care environment on student fieldwork education, current practice, and future of the profession, a 48-item questionnaire assessing the influence of recent changes in the health care system on fieldwork education was sent to 125 occupational therapy fieldwork educators and coordinators (response rate 62.4%). Differences between fieldwork educators and coordinators were analyzed statistically using nonparametric methods. Alpha level was set at p < 0.01 for all statistical comparisons. Fieldwork educators and coordinators agreed productivity expectations, number of hours worked, and time spent in documentation have increased, while job security, time for continuing education, and quality of patient care under the current reimbursement system have decreased, but diverged on several other issues. Fieldwork educators believed reimbursement issues did not affect their ability to accept fieldwork students, whereas academic coordinators believed declining reimbursement had negatively affected fieldwork educators' ability to accept students. Factors thought to facilitate the fieldwork shortage included cost reductions, changes in reimbursement, and increased productivity demands on clinicians.     

New Doors: A Community Program Development Model

SUMMARY

The need to provide occupational therapy services across a continuum of care has stimulated interest in moving into community-based arenas of practice. Limited job opportunities and lack of awareness of the benefits of occupational therapy are common barriers to this movement. This case study illustrates the “New Doors Model” and describes how a partnership between the university, master clinicians, students, and community agencies can result in (1) expanding occupational therapy services to facilities that have not historically interacted with occupational therapy, (2) training occupational therapists and occupational therapy students, and (3) promoting employment of occupational therapists by community organizations, and (4) a scholarship of practice that studies and supports the development of occupation based practice in community settings. The New Doors Model begins with exposing new sites to occupational therapy through level I fieldwork, progressing to level II fieldwork, and ending with creation of permanent occupational therapy positions     

Informing fieldwork design: Key elements to quality in fieldwork education for undergraduate occupational therapy students

Aim:  In this current climate of escalating student fees, students as paying consumers expect a quality fieldwork experience. However, the ability of universities to deliver quality fieldwork programs is compromised by the increasing pressure experienced by fieldwork educators to meet productivity targets in the face of diminishing resources. This paper details how one university, Monash University, sought input from stakeholders to design a fieldwork program.
Methods:  This qualitative study utilised focus groups to inform the researchers of stakeholders' perceptions of what constitutes quality fieldwork education. A total of five focus groups were held, involving 47 occupational therapists practising in Victoria.
Results:  The major findings include the need to provide ongoing professional development for fieldwork educators, the need to develop tangible strategies in recognition of their contribution towards fieldwork education, and the imperative for closer collaboration between universities and fieldwork educators.
Conclusions:  Based on literature and in response to the focus group discussions, Monash University has implemented a number of measures to ensure the successful implementation of quality fieldwork education. These include providing ongoing professional development for fieldwork educators to enhance their role, addressing fieldwork educators' concerns about project placements and supporting students with fieldwork relocation. Most importantly, this study demonstrates the need for educational institutions to take the lead in dialogue with the profession to enhance a collaborative response to constant changes in health-care directions. The importance of ongoing research to inform quality fieldwork education is critical to moving the profession forward.     

Differences and similarities in therapeutic mode use between occupational therapists and occupational therapy students in Norway

Background: The Intentional Relationship Model (IRM) is a new model of the therapeutic relationship in occupational therapy practice. Two previous studies have focused on therapist communication style, or ‘mode’ use, but to date no group comparisons have been reported.

Aim: To explore differences between occupational therapists and occupational therapy students with regard to their therapeutic mode use.

Methods: The study had a cross-sectional design, and convenience samples consisting of occupational therapists (n?=?109) and of second-year occupational therapy students (n?=?96) were recruited. The Self-Assessment of Modes Questionnaire was the main data collection tool. Group differences were analysed with independent t-tests.

Results: The occupational therapists responded more within the collaborative and empathizing modes than the students did. The students responded more within the advocating and instructing modes than the occupational therapists did.

Conclusion and significance: There may be systematic differences between occupational therapists and students concerning their therapeutic mode use. Some modes, such as the collaborating and empathizing modes, may be viewed as requiring more experience, whereas other modes, such as the advocating mode may be related to more recent rehabilitation ideologies. These factors may contribute to explaining several of the group differences observed.     

Perceptions towards rural and remote practice: A study of final year occupational therapy students studying in a regional university in Australia

Background/aim: Rural and remote health education during undergraduate training is a strategy to alleviate the shortage of rural health professionals. Undergraduate rural exposure can be beneficial in improving students’ perceptions towards rural and remote practice as well as their decision to work rurally. This study examined James Cook University (JCU) final year occupational therapy students’ perceptions towards rural and remote practice and if their perceptions had changed over the course of their study. Methods: Questionnaires were administered to 58 final year occupational therapy students at JCU during a block class. Quantitative data analysis was performed on responses. Results: The change in the students’ career intentions from not considering to considering rural and remote practice over the duration of their study was found to be significant (exact P = 0.003). The influential factors identified in students considering rural employment included the rural location of their close family and friends (exact P = 0.006), the overall occupational therapy programme (U = 171.5, P = 0.045), good fieldwork experience (U = 144, P = 0.039) and inspiring fieldwork supervisors (U = 135.5, P = 0.01). The course curriculum was not found to influence the students’ perceptual change. Conclusion: This study has found that students’ perceptions towards rural and remote practice changed over the course of their university programme. A greater focus on the academic staff and fieldwork supervisors’ perceptions towards rural and remote practice may be required in the development of rural undergraduate programmes. Identification of students who have family/close friends living in rural and remote areas may encourage occupational therapists to work in rural areas.     

Communicating with Employers: Experiences of Occupational Therapists Treating People with Musculoskeletal Conditions

Purpose Many employed people with musculoskeletal conditions rely on healthcare practitioners, including occupational therapists, for work-related advice and support. Good communication between healthcare practitioners and employers is considered vital in facilitating work retention and return to work. The purpose of this study was to explore the experiences of occupational therapists in communicating with patients’ employers. Methods Qualitative data were collected from the responses of occupational therapists to ten statements/open questions in a questionnaire survey of UK occupational therapists. Data were copied verbatim into word documents and analysed thematically. Results A total of 649 comments were made by 143 respondents. Five themes were identified that were associated with communicating with employers: patient-dependent; employer-dependent; therapist-dependent; extrinsic factors; methods of communication. Conclusion This study has identified that communication between occupational therapists and employers is influenced by a number of factors, including those which are outside the therapists’ control. These need to be acknowledged and addressed by therapists, their professional organisation, employers, commissioners, therapy service managers, educators and employees in order to support return-to-work and work retention of people with musculoskeletal conditions.     

A Course in Autoethnography: Fostering Reflective Practitioners in Occupational Therapy

This paper describes an academic course designed to lay the foundation for reflective practice in occupational therapy. In this course, students conduct highly personalized research based on experiences in Level II fieldwork that leads to writing an autoethnography. The paper describes autoethnography, details its use in occupational therapy literature, and discusses the design and outcomes of the course. Students' experiences with this autobiographical genre of qualitative research are illustrated. In the writing process, students find clinical stories that must be told and learn to “move around” in their stories. The outcomes of the course include integration of personal and professional experiences, closure to academic preparation, and deep reflection about what it means to be an occupational therapist.     

An Exploratory Study of Web-Based Supports for Occupational Therapy Students During Level II Fieldwork

SUMMARY

Occupational therapy students often experience high levels of anxiety about transitioning from the academic student role to the fieldwork student role. The separation from their classmates and the geographical relocation may isolate some students. Additionally, the quality and quantity of on-site supports available to individual students vary with each placement.

A web-based resource was designed to assist occupational therapy students from the University of South Alabama with the transition from student role in an academic environment to level II fieldwork in off-campus work environments. Participation was voluntary and no grades were assigned. Students were invited to participate as needed with their classmates for support and information sharing. Resources were provided asynchronously so students could access them whenever and wherever they could gain access to the Internet.

Quantitative and qualitative analysis of the data was conducted. Data analysis included frequency of web-based communication, analysis of emerging themes based on the communication, outcome of student fieldwork performance, and students' perceptions based on their participation.

The information gained during this exploratory study could be useful to other faculty in developing similar web-based resources to promote student success. Additionally, the technology skills gained by the students are hoped to improve their confidence to participate in web-based professional list serves and distance education opportunities in the future.