Fieldwork Educators

AOTA Documents and Resources

A Descriptive Review of Occupational Therapy Education (Member)

AOTA Self-Assessment Tool for Fieldwork Educator Competency

Fieldwork Level II and Occupational Therapy Students (Member)

Occupational Therapy Fieldwork Education: Value and Purpose (Member)

Specialized Knowledge and Skills of Occupational Therapy Educators of the Future

Value of Occupational Therapy Assistant Education to the Profession (Member)

Designing A STUDENT FIELDWORK MANUAL

In this short model, you will find a description of the role competencies of a Fieldwork Educators and the purpose and recommended components of a Fieldwork Manual.

Here is a list of the recommended items for your Fieldwork Manual.

You can access AOTA recommended content for a Student Fieldwork Manual here.

OT STUDENT CONFIDENCE SURVEY

To help students prepare for fieldwork in your setting, and to support their transition from student to clinician, the VAOTEC has developed the following surveys to support student reflection on their confidence in their practice knowledge and skills. You might find it helpful to request that students complete the survey prior to and throughout their placement.

Books of Interest

Costa, D. M., & Meyers, S. K. (2007). Clinical supervision in occupational therapy: A guide for fieldwork and practice. Bethesda, MD: AOTA Press. https://myaota.aota.org/shop_aota/product/900442U

Costa, D. M. (Ed.). (2015). The essential guide to occupational therapy fieldwork education: Resources for educators and practitioners (2nd ed.). AOTA Press. https://myaota.aota.org/shop_aota/product/900366

Davis, L., & Rosee, M. (2015). Occupational therapy student to clinician: Making the transition. SLACK Incorporated. https://www.slackbooks.com/occupational-therapy-student-to-clinician-making-the-transition/

DeIuliis, E. D. (2017). Professionalism across occupational therapy practice. SLACK Incorporated. https://www.slackbooks.com/professionalism-across-occupational-therapy-practice/

Eisner, D. (2016). The clinical success formula: How to reduce anxiety, build confidence, and pass with flying colors. Dan Eisner Consulting. https://www.amazon.com/Clinical-Success-Formula-Anxiety-Confidence/dp/099767573X

Meeks, L. M., Jain, N. R., & Laird, E. P. (2021). Equal access for students with disabilities: The guide for health science and professional education. Springer Publishing. https://www.springerpub.com/equal-access-for-students-with-disabilities-9780826182227.html

Napier, B. (2011). Occupational therapy fieldwork survival guide: A student planner (2nd ed.). AOTA Press. https://myaota.aota.org/shop_aota/product/1253

Sladyk, K. (2002). The successful occupational therapy fieldwork student. SLACK Incorporated. https://www.slackbooks.com/the-successful-occupational-therapy-fieldwork-student/

Taff, S., Grajo, L., & Hooper, B. (2020). Perspectives on occupational therapy education: Past, present, and future. SLACK Incorporated. https://www.slackbooks.com/perspectives-on-occupational-therapy-education-past-present-and-future/

Articles of Interest

Campbell, M. K., Corpus, K., Wussow, T. M., Plummer, T., Gibbs, D., & Hix, S. (2015). Fieldwork educators perspectives: Professional behavior attributes of level II fieldwork students. The Open Journal of Occupational Therapy,3(4). https://doi.org/10.15453/2168-6408.1146

Daniels, N. (2010). Peer interactions and their benefits during occupational therapy practice placement education. British Journal of Occupational Therapy,73(1), 21-28. https://doi.org/10.4276/030802210x12629548272664

Everly, J. S., Poff, D. W., Lamport, N., Hamant, C., & Alvey, G. (1994). Perceived stressors and coping strategies of occupational therapy students. American Journal of Occupational Therapy, 48(11), 1022-1028. https://doi.org/10.5014/ajot.48.11.1022

Gat, S., & Ratzon, N. Z. (2014). Comparison of occupational therapy students’ perceived skills after traditional and nontraditional fieldwork. American Journal of Occupational Therapy, 68(2), e47-e54. https://doi.org/10.5014/ajot.2014.007732

Gutman, S. A., McCreedy, P., & Heisler, P. (1998). Student level II fieldwork failure: Strategies for intervention. American Journal of Occupational Therapy, 52(2), 143-149. https://doi.org/10.5014/ajot.52.2.143

Herzberg, G. L. (1994). The successful fieldwork student: Supervisor perceptions. American Journal of Occupational Therapy, 48(9), 817-823. https://doi.org/10.5014/ajot.48.9.817

Hughes, M., Mason, J., Howland, K., & Horton, A. (2020). Supporting occupational therapy students with disabilities during fieldwork. AOTA. https://www.aota.org/Publications-News/otp/Archive/2020/fieldwork-students-disabilities.aspx

James, K., & Musselman, L. (2006). Commonalities in level II fieldwork failure. Occupational Therapy In Health Care,19(4), 67-81. https://doi.org/10.1300/j003v19n04_05

Kornblau, B. L. (1995). Fieldwork education and students with disabilities: Enter the Americans with disabilities act. American Journal of Occupational Therapy,49(2), 139-145. https://doi.org/10.5014/ajot.49.2.139

Mattila, A. M., & Dolhi, C. (2016) Transformative experience of master of occupational therapy students in a non-traditional fieldwork setting. Occupational Therapy in Mental Health, 32(1), 16-31. https://doi.org/10.1080/0164212X.2015.1088424

Mitchell, M. M., & Kampfe, C. M. (1990). Coping strategies used by occupational therapy students during fieldwork: An exploratory study. American Journal of Occupational Therapy, 44(6), 543-550. https://doi.org/10.5014/ajot.44.6.543

Nicola-Richmond, K., Butterworth, B., & Hitch, D. (2017). What factors contribute to failure of fieldwork placement? Perspectives of supervisors and university fieldwork educators. World Federation of Occupational Therapists Bulletin, 73(2), 117-124. https://doi.org/10.1080/14473828.2016.11.49981

Ozelie, R., Janow, J., Kreutz, C., Mulry, M. K., & Penkala, A. (2015). Supervision of occupational therapy level II fieldwork students: Impact on and predictors of clinician productivity. American Journal of Occupational Therapy, 69(1), 6901260010p1-6901260010p7. https://doi.org/10.5014/ajot.2015.013532

Roberts, M. E., Hooper, B. R., Wood, W. H., & King, R. M. (2015). An international systematic mapping review of fieldwork education in occupational therapy. Canadian Journal of Occupational Therapy,82, 106-118. https://doi.org/10.1177/0008417414552187

Role Competencies for an Academic Fieldwork Coordinator (Roles** Document). (2003). American Journal of Occupational Therapy,58(6), 653-654. https://doi.org/10.5014/ajot.58.6.653

Specialized Knowledge and Skills of Occupational Therapy Educators of the Future. (2009). American Journal of Occupational Therapy. https://doi.org/10.5014/ajot.63.6.804

Stutz-Tanenbaum, P., Hanson, D. J., Koski, J., & Greene, D. (2015). Exploring the complexity of the academic fieldwork coordinator role. Occupational Therapy In Health Care,29(2), 139-152. https://doi.org/10.3109/07380577.2015.1017897

Stutz-Tanenbaum, P., Greene, D., Hanson, D. J., & Koski, J. (2017). Professional reward in the academic fieldwork coordinator role. American Journal of Occupational Therapy,71(2). https://doi.org/10.5014/ajot.2017.022046

Thompson, K., Clune, D., Eckstein, L., Valenta, A., & Delbert, T. (2020). Overcoming obstacles: Healthcare students with disabilities on fieldwork. American Journal of Occupational Therapy,74(4_Supplement_1). https://doi.org/10.5014/ajot.2020.74s1-po9029

Vogel, K. A., Oxford Grice, K., Hill, S., & Moody, J. (2004). Supervisor and student expectations of level II fieldwork. Occupational Therapy in Health Care, 18(1-2), 5-19. https://doi.org/10.1080/J003V18N01_02

Wooster, D. (2004). An exploratory study of web-based supports for occupational therapy students during level II fieldwork. Occupational Therapy In Health Care,18(1-2), 21-29. https://doi.org/10.1080/j003v18n01_03