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Full-Text Articles in Occupational Therapy
Perceptions Of Academic Fieldwork Coordinators Regarding The Value Of Fieldwork In Emerging Areas Of Practice, Victoria G. Wilburn, Kate E. Decleene Huber, Julie Gahimer, Candace Beitman, Elizabeth S. Moore
Perceptions Of Academic Fieldwork Coordinators Regarding The Value Of Fieldwork In Emerging Areas Of Practice, Victoria G. Wilburn, Kate E. Decleene Huber, Julie Gahimer, Candace Beitman, Elizabeth S. Moore
The Open Journal of Occupational Therapy
This study investigated the perceptions of academic fieldwork coordinators (AFWCs) regarding emerging areas of practice as fieldwork experiences for entry-level occupational therapy (OT) students. Further, this study explored several aspects of fieldwork experiences in emerging areas of practice on student personal and professional development, academic curriculum, partnering community agencies, and the profession at large. A survey designed through Qualtrics®, an electronic survey system, was sent to 163 AFWCs of fully accredited master’s and doctoral entry-level OT programs. Forty-four participants (27%) completed the 16-question survey. Significance at p < .05 was found in higher levels of Bloom’s taxonomy student performance when compared to traditional areas of practice. Common perceptions found among the AFWCs related to emerging areas of practice fieldwork experiences included: improved student professional and personal skills, increased connections and collaborations across and in health care disciplines, an enhanced ability to define and understand OT. Continued opportunities for fieldwork in emerging areas of practice are essential as the profession contemplates new markets and avenues in a changing health care environment.
High-Fidelity Simulation In Occupational Therapy Curriculum: Impact On Level Ii Fieldwork Performance, Rebecca Ozelie, Catherine Both, Emma Fricke, Carolyn Maddock
High-Fidelity Simulation In Occupational Therapy Curriculum: Impact On Level Ii Fieldwork Performance, Rebecca Ozelie, Catherine Both, Emma Fricke, Carolyn Maddock
The Open Journal of Occupational Therapy
Simulation experiences provide experiential learning opportunities during artificially produced real-life medical situations in a safe environment. Evidence supports using simulation in health care education yet limited quantitative evidence exists in occupational therapy. This study aimed to evaluate the differences in scores on the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student of Level II occupational therapy students who received high-fidelity simulation training and students who did not. A retrospective analysis of 180 students from a private university was used. Independent samples nonparametric t tests examined mean differences between Fieldwork Performance Evaluation scores of those who did and did not …
Student Rating Of Skill Performance Opportunities In Faculty-Directed Research, Carrie A. Ciro, Mary Isaacson
Student Rating Of Skill Performance Opportunities In Faculty-Directed Research, Carrie A. Ciro, Mary Isaacson
The Open Journal of Occupational Therapy
The purpose was to examine the feasibility of creating a faculty-driven research-based fieldwork (FW) I experience and to examine whether students engaged in a research-based FW I would report equivalent skill performance opportunities as students engaged in traditional FW I experiences. Twenty-four first-year occupational therapy students were given the option of choosing either a research-based FW I experience with a faculty member (n = 5) or a traditional FW I site (n = 19). The students self-reported their opportunities to perform ACOTE standards of practice related to professionalism, professional reasoning, use of sciences, and experiential learning using a Likert scale. …
Investigating Student Approaches To Learning With Structured Or Unstructured Client Collaboration, Cara E. Masselink
Investigating Student Approaches To Learning With Structured Or Unstructured Client Collaboration, Cara E. Masselink
Masters Theses
As a profession, occupational therapists pride themselves on providing client-centered treatment. It is hypothesized that increased structured client collaboration as well as incorporating reflective journaling in the fieldwork setting (to meet the students at their level of learning) will improve student's critical thinking skills, and encourage them to seek deeper learning techniques to ensure they are providing 'best practice' occupational therapy for the client and his/her family. In this pilot study, the learning approaches of students in two existing University-based clinic programs were measured over the course of one semester. The treatment group was required to participate in structured, intentional …