Occupational Therapy Commons^™

Student Emotional Intelligence And Fieldwork Success: Current Evidence, Practical Implications, And Student Trends In Occupational Therapy Education, Katherine Toon, Alyssa Farrell, Kim Morgan, Terri Grundy, Katelyn Brady

Occupational Therapy Faculty Scholarship

The correlation of emotional intelligence and success for OT and OTA students during Fieldwork II has been minimally explored, but has been shown to be positively associated. To begin to better understand this relationship, which includes cultural humility and adaptability, this preliminary literature review of current research and exploration of Fieldwork Performance Evaluation related trends is designed to lay a framework for further studies.

The Relationship Between Alternative Fieldwork Approaches And Student Competence And Confidence For Occupational Therapy In Behavioral Health, Kathryn Beckstein, Elizabeth Britton, Codee Colby, Kathleen Melei, Emily Rehmel, Sara Best

Student Journal of Occupational Therapy

Purpose: The purpose of this case-series study was to assess the relationship between three instructional methods that fall within the parameters of the revised Accreditation Council for Occupational Therapy Education fieldwork objective C.1.9 and perceived student competence and confidence in providing therapy services in a behavioral health setting.

Methods: The study included a convenience sample of (n=49) graduate students enrolled in an entry-level Doctor of Occupational Therapy program and a Doctor of Physical Therapy program in the Midwest. The participants attended a presentation on bipolar disorder and were randomly assigned to engage in one of three instructional methods: …

Self-Efficacy Of Professionalism: Online Modules To Improve Implementation On Level Ii Fieldwork, Leigh Leonard, Otd, Ms, Otr/L

Department of Occupational Therapy Faculty Papers

Professionalism is a fundamental component of occupational therapy. The American Occupational Therapy Association (AOTA) has many official documents that reference professionalism including the Occupational Therapy Code of Ethics, Standards for Continuing Competence, Standards of Practice for Occupational Therapy, and the Occupational Therapy Practice Framework: Domain and Process, 4th ed. There are high professional expectations of occupational therapy students, however, the definition of professional behaviors varies among fieldwork educators, faculty, and occupational therapy students. The literature revealed four themes of professionalism that were consistent across all stakeholders. Online education has increasingly become the norm for many programs and there is strong …

Fee-For-Placement In Level Ii Fieldwork: Prevalence And Context, Brenda M. Coppard, Yongyue Qi, Lisa Bagby, Julia Shin

Journal of Occupational Therapy Education

Occupational therapy (OT) education has utilized fieldwork experiences to develop professional identity and clinical competency of entry-level OT practitioners since 1923. Level II OT fieldwork is viewed as a necessary and valuable experience by students, clinicians, and academicians. Despite the significant role fieldwork has in the formation of the future workforce, some educational programs report a shortage of OT fieldwork placement sites and the emergence of fee-for-placement fieldwork sites. The purpose of this study was to examine the prevalence and context of fee-for-placement for Level II OT fieldwork in the United States. Investigators surveyed master’s and doctoral level OT programs …

The Kawa Model’S Value For Level Ii Occupational Therapy Fieldwork Students, Terri Blakely, Marie-Christine Potvin, Michael Iwama

Journal of Occupational Therapy Education

Fieldwork (FW) plays a crucial role in occupational therapy (OT) education by fostering students to become competent entry-level practitioners. Reflective journaling promotes increased competence in OT FW students. The Kawa Model can be used as a journaling framework that uses metaphorical illustrations to self-reflect. It has been described as useful in multiple contexts. No study has yet investigated the use of the Kawa Model as a self-reflection tool with OT FW students. Video self-reflections of their Kawa Model drawings and audio recorded semi-structured interviews were used to explore Level II FW students’ perceptions of the usefulness of the Kawa Model. …

Exploring How Integrative Seminars Contribute To Students’ Readiness For Level Ii Fieldwork, Robyn Wu, Chi-Kwan Shea

Journal of Occupational Therapy Education

The integrative seminar is an evidence-based teaching-learning approach that has recently been used to help prepare occupational therapy students for Level II fieldwork. Integrative seminars provide a dedicated context for students to synthesize their learning across various subjects in a professional curriculum. The seminars also focus on practical application of didactic learning. To explore the students’ self-perceived effectiveness of this innovation in occupational therapy education, post-fieldwork survey feedback was collected from a recent cohort of students who participated in a four-course integrative seminar series. Most students indicated that the integrative seminars contributed to their critical thinking, communication/reporting skills, interpersonal skills, …

Supporting The Professional Reasoning Of Students From Fieldwork To Practice, Vanessa D. Jewell, Lou Ann Griswold, Sarah Phillips

Journal of Occupational Therapy Education

The Occupation-Centered Intervention Assessment (OCIA) was created to assist occupational therapy practitioners and students to apply knowledge of the core theoretical constructs of occupation from didactic education to clinical practice. This study investigated how the OCIA influenced students’ professional reasoning and supported students’ transition from academic education to clinical practice during fieldwork. Using an inductive qualitative approach, researchers analyzed master’s level students’ (n=61) reflection on using the OCIA to analyze an intervention they had reported providing during fieldwork. Collaborative data analysis produced 48 initial codes. Ongoing peer briefing led to grouping of coded data into three themes and 15 subthemes, …

The Occupation-Centered Intervention Assessment: Bridging Theory And Practice In Fieldwork Education, Erin Main, Carolyn Michaud, Amelia Kellar, Kate Wondra, Vanessa D. Jewell, Taylor Wienkes, Brenda M. Coppard

Journal of Occupational Therapy Education

Occupational therapy’s identity is grounded in occupation-centered care. However, evidence suggests external factors in the healthcare system burden practitioners’ time and resources, reducing attention directed toward occupation-centered practice and student learning and transfer of theoretically grounded knowledge. The departure from theory-based practice can threaten the identity and viability of the profession. The Occupation-Centered Intervention Assessment (OCIA) was designed for practitioners or students to self-rate the degree to which interventions are occupation-based or occupation-focused, creating an occupation-centered framework. In this pilot explanatory sequential mixed methods study, Level II fieldwork educators and fieldwork students in Alaska completed OCIA training and utilized the …