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/

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 

Impact of COVID on Occupational Therapy and Occupational Therapy Assistant Students

• In this recorded presentation, the impact of COVID on students is discussed along with recommendations to improve mental health of students during this time. 

Occupational Therapy Fieldwork Experiences in Virtual Contexts: A Population Health Approach

• In this recorded webinar, we discuss the requirements and traditions of fieldwork education experiences and consider creative solutions to the fieldwork placement challenges facing all of us. 

AOTA A Descriptive Review of Occupational Therapy Education 

 AOTA Specialized Knowledge and Skills of Occupational Therapy Educators of the Future

AOTA Value of Occupational Therapy Assistant Education to the Profession

NEOTEC OT Fieldwork Site Profile

NEOTEC OTA Fieldwork Site Profile

Collaborative Partnership Presentation

• Expanding and Strengthening the Fieldwork and Capstone Experience through Collaborative Partnerships

• Sample Collaborative Fieldwork Pacing Guide - 6 Week

Exploring Creative Solutions to Address Current Education System Challenges Presentation

• In this presentation, Elizabeth Richardson and Sara-Marie Wood share what has been learned through the discovery process and provide recommendations for and specific examples of strategies and programs that can be implemented by school systems and professionals independently or in collaboration with community or university partners.