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Full-Text Articles in Medicine and Health Sciences
Fee-For-Placement In Level Ii Fieldwork: Prevalence And Context, Brenda M. Coppard, Yongyue Qi, Lisa Bagby, Julia Shin
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
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
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, …
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
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 …
Supporting The Professional Reasoning Of Students From Fieldwork To Practice, Vanessa D. Jewell, Lou Ann Griswold, Sarah Phillips
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, …