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Full-Text Articles in Medicine and Health Sciences
Collaborative Fieldwork Supervision Model Supports Identified By Occupational Therapy Fieldwork Educators, Oaklee Rogers, Debra J. Hanson, Cherie Graves, Tamara Turner, Marilyn G. Klug
Collaborative Fieldwork Supervision Model Supports Identified By Occupational Therapy Fieldwork Educators, Oaklee Rogers, Debra J. Hanson, Cherie Graves, Tamara Turner, Marilyn G. Klug
Journal of Occupational Therapy Education
Within the occupational therapy (OT) profession, the collaborative fieldwork supervision model is considered a non-traditional approach to fieldwork education. Although supportive strategies for fieldwork education have been developed, there is little data to validate fieldwork educators' perspectives on the value and helpfulness of these supports for this model. Using a mixed-methods research design, this study aimed to identify what supports influenced fieldwork educators to use the collaborative fieldwork supervision model, what supports are valued when implementing it, and what supports would be considered helpful for those who have not used it. A total of 382 fieldwork educators completed the study, …
The Effect Of An Online Journal Club On Fieldwork Educators’ Perspectives On Student Professionalism, Nathaniel R. Dare, William Janes
The Effect Of An Online Journal Club On Fieldwork Educators’ Perspectives On Student Professionalism, Nathaniel R. Dare, William Janes
Journal of Occupational Therapy Education
This study examined the effect of an online journal club on fieldwork educators’ perspectives on student professionalism. Fieldwork educators participated in a five-week journal club on the topic of professionalism. Thirty-nine fieldwork educators completed the experience, which entailed a pre-posttest survey, reading one article, and participating in a weekly, asynchronous discussion. Ratings of confidence in supervising students who exhibit unprofessional behaviors increased at a statistically significant level from pretest to posttest. Qualitative themes are presented for pre-posttest questions, in addition to the weekly discussion responses. An online journal club for fieldwork educators increased self-ratings of confidence in supervising students who …
Exploring Fieldwork Educator Development: Preparation Methods And Support Tools, Pamela Karp, Kelly A. Lavin, Tara Collins
Exploring Fieldwork Educator Development: Preparation Methods And Support Tools, Pamela Karp, Kelly A. Lavin, Tara Collins
Journal of Occupational Therapy Education
Fieldwork education is a critical piece to professional development and competency in occupational therapy. As part of their core curriculum, all students enrolled in accredited occupational therapy programs must complete full-time fieldwork experiences under the direct supervision of a licensed occupational therapy practitioner. This component of the student’s education relies on the skills and training of the fieldwork educator. Academic programs are expected to support occupational therapy practitioners in their role as fieldwork educators in the form of resource provisions to enhance supervisory skills. However, there are no clear standards that describe how to vet, effectively disseminate, or implement the …
Occupational Therapy Student Readiness For Transition To The Fieldwork Environment: A Pilot Case Study, Pamela Karp
Occupational Therapy Student Readiness For Transition To The Fieldwork Environment: A Pilot Case Study, Pamela Karp
The Open Journal of Occupational Therapy
The classroom and the field represent diverse and unique teaching and learning environments that students are required to navigate successfully. Facilitating student success in these environments requires the efforts of educators and the students themselves. This qualitative pilot study sought to elucidate perspectives regarding student readiness from the viewpoint of occupational therapy academic and fieldwork educators. Data for the study was collected from interviews and a focus group. The results of the study revealed that academic and fieldwork educators value similar characteristics of student readiness for transition to fieldwork. However, there is a need for collaborative strategies between the academic …
Student Perspectives Of The Effective Behaviors Of Occupational Therapy Level Ii Fieldwork Educators, Leah S. Dunn, Stephanie Arias, Alexa Beyer, Elizabeth Hermes, Sydney Radcliff
Student Perspectives Of The Effective Behaviors Of Occupational Therapy Level Ii Fieldwork Educators, Leah S. Dunn, Stephanie Arias, Alexa Beyer, Elizabeth Hermes, Sydney Radcliff
Journal of Occupational Therapy Education
Occupational therapy students complete a period of clinical education, when they apply academic learning in clinical situations, supervised by a fieldwork educator. Fieldwork education supports the student in developing technical and clinical reasoning skills, engaging in evidence-based practice, and socialization to the profession. Despite the key role fieldwork educators play in occupational therapy student professional and skill development, evaluation of educator skills and the fieldwork experience are slight. This descriptive study explored occupational therapy fieldwork educator behaviors to determine those behaviors indicative of a quality experience from the student perspective, using the Clinical Teaching Effectiveness Inventory (CTEI). Student responses identified …
Development And Evaluation Of A Collaborative Model Level Ii Fieldwork Program, Annmarie T. Kinsella, Catherine V. Piersol
Development And Evaluation Of A Collaborative Model Level Ii Fieldwork Program, Annmarie T. Kinsella, Catherine V. Piersol
The Open Journal of Occupational Therapy
This project developed a Collaborative Model Level II Fieldwork (CM-FWII) program to evaluate the effect of the program on fieldwork educator and student understanding of the model and changes in knowledge, perceptions, and satisfaction. Four fieldwork educators (FWEd) were recruited from two pediatric and two adult practice settings. Eight occupational therapy (OT) students met participation criteria and agreed to participate. A pre/post design was used to evaluate change in knowledge and perceptions. Satisfaction with the collaborative model (CM) was examined after the 12-week fieldwork rotation. Analysis procedures included a priori coding, calculation of frequency distributions, and thematic analysis of transcribed …
Experiential Learning To Advance Student Readiness For Level Ii Fieldwork, Wendy P. Goldbach, Tiffany C. Stella
Experiential Learning To Advance Student Readiness For Level Ii Fieldwork, Wendy P. Goldbach, Tiffany C. Stella
Journal of Occupational Therapy Education
Occupational therapy (OT) students question their readiness for Level II fieldwork prior to their first placement. Many request more hands-on experiences with clients during their coursework, in preparation for the practice setting. As part of a two year Master of Occupational Therapy program, a fourth semester course was designed to address readiness for fieldwork and engage students in the OT process with actual volunteer clients. This course utilized the primary components of a clinical setting: client interaction, evaluation, intervention and outcomes review, clinical decision making, documentation, and communication, to promote student proficiencies as clinicians in preparation for fieldwork experiences. Weekly …