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Fieldwork Educator Fundamentals

Adapted from the 2022 presentation “Fieldwork Nuts & Bolts” by

Sara Clark, AFWC,

Western Michigan University: OTD/OTA Programs

Anne Crites, AFWC

Mott Community College: OTA Program

Julie Jacobs, Program Director

University of Michigan – Flint: OTD Program

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Today’s Presenters

Angie Smith, OTD, OTRL, AFWC

Clinical Assistant Professor University of Michigan-Flint

Ashley Moblo, COTAL, BS

Professor, AFWC Baker College OTA Muskegon/Owosso

Pennie Wysocki BS, COTAL

Professor, AFWC Macomb Community College

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Today’s Topics

Purpose & Goals of Fieldwork
Student Supervision
Student Preparation
Onboarding Process and Educator Preparation
Fieldwork Performance Evaluation
Student Evaluation of the FW Site & Educator

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Fieldwork Abbreviations

ACOTE = Accreditation Council of Occupational Therapy Education
AOTA= American Occupational Therapy Association
FWE = Fieldwork Educator
AFWC = Academic Fieldwork Coordinator
FWPE = Fieldwork Performance Evaluation
SEFWE = Student Evaluation of Fieldwork Experience
NBCOT = National Board for Certification in Occupational Therapy
EBP = Evidence-Based Practice

Ashley

Today I’m going to walk through several important abbreviations you’ll see throughout your OT/OTA supervision and career. These aren’t just terms to memorize they each play a major role in your journey from educator and practioner.

ACOTE (Accreditation Council for Occupational Therapy Education)� ACOTE is the organization responsible for accrediting OT and OTA programs.

AOTA (American Occupational Therapy Association)� AOTA is the national professional organization for occupational therapy practitioners. They provide resources, continuing education, and advocate for the profession.

FWE (Fieldwork Educator)� A Fieldwork Educator is the clinician who supervises you during your fieldwork experience. They are responsible for teaching you hands-on clinical skills, guiding your learning, and providing feedback.

AFWC (Academic Fieldwork Coordinator)� The Academic Fieldwork Coordinator is a faculty member at your school who organizes and manages your fieldwork placements.

FWPE (Fieldwork Performance Evaluation)� The FWPE is the standardized tool used to evaluate student performance during fieldwork. It assesses areas like professionalism, communication, and clinical reasoning. You must meet a minimum score on this evaluation in order to pass your Level II fieldwork, so it is a critical component of your success.

SEFWE (Student Evaluation of Fieldwork Experience)� The SEFWE is completed by the student, at the end of fieldwork, evaluates your experience and provide feedback about the site and your supervisor. This feedback is important because it helps improve fieldwork placements for future students.

NBCOT (National Board for Certification in Occupational Therapy)� NBCOT is the organization that administers the certification exam after you graduate.

EBP (Evidence-Based Practice)� Evidence-Based Practice means using the best available research, your clinical expertise, and the patient’s preferences to guide treatment decisions.

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Purpose & Goals of Fieldwork

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Purpose of Fieldwork

Image courtesy of chatgpt

American Occupational Therapy Association (2022). Occupational therapy fieldwork education: Value and purpose. American Journal of Occupational Therapy, 76(supplement_3). doi: https://doi.org/10.5014/ajot.2022.76S3006

Ashley- �Today we will review the roles and expectations of OT and OTA students in fieldwork, with a focus on how Level I and Level II experiences differ. As fieldwork educators, understanding these roles helps support appropriate supervision, expectations, and student growth across the continuum of learning.

-Remeber OT/OTA students are functioning as a student not necessarily a seasoned clinician

-Educators are trying to bridge the gap from student to practioner through fieldwork expierence

-OTR (3) level 2, COTA (2) level 2s that start over all the skills they just learned

-Remember you are trying to teach them to become their own professional identity and not just a model of you and what you do as a practioner

-Fieldwork is designed to support the transition from didactic learning to clinical practice.

-From the educator standpoint, the goal is to progressively develop a student’s clinical reasoning, professional behavior, and entry-level competence.

-Students should be guided to apply classroom knowledge, develop safe and ethical practice habits, and grow in independence over time. Fieldwork educators play a key role in shaping not only skills, but also professional identity and confidence.

-Level I fieldwork students are in an introductory learning role. At this stage, their primary function is exposure to practice settings and client populations.

-Students at Level I are expected to observe and begin connecting theory to practice. They may assist with basic tasks such as preparing materials, engaging in simple client interactions, or supporting group activities under close supervision.

-Their role is not independent clinical performance, but rather guided participation and observation. They are also developing foundational communication skills and beginning to understand the roles of the OT/OTA and interprofessional team.

-For educators, this level requires structured supervision, modeling, and frequent feedback. Students should be treated as learners who are still forming clinical understanding.

� -Level II fieldwork students transition into a developing practitioner role. While still learners, they are expected to perform as entry-level clinicians under supervision.

-Level II, students should be increasingly active in client care. This includes participating in or leading evaluations, implementing interventions, contributing to treatment planning, and completing documentation.

-They are expected to demonstrate clinical reasoning, time management, professionalism, and effective communication with clients and the healthcare team. Over time, they should progress toward managing a partial caseload with decreasing supervision.

-For educators, the expectation is to support graded independence—starting with more direct supervision and gradually stepping back as competence increases.

-Fieldwork educators are responsible for scaffolding student learning across both levels.

In Level I, this means providing structured observation opportunities, clear expectations, and frequent reflection-based feedback.

In Level II, this shifts toward coaching, allowing students to problem-solve, make clinical decisions, and learn from mistakes within a safe and supported environment.

-The educator role is to balance patient safety with student growth.

� -Level I students are primarily observers and assistants focused on learning the “what and why” of practice.

-Level II students function as entry-level practitioners focused on the “how” of practice, including performance and clinical reasoning.

-Level I requires high supervision and structured learning experiences, while Level II involves decreasing supervision and increasing independence.

-Understanding student roles in fieldwork helps educators appropriately tailor supervision and expectations. Level I is foundational exposure, while Level II is progressive clinical performance.

**According to AOTA, “the purpose of fieldwork education is to propel each generation of occupational therapy practitioners from the role of student to that of practitioner.” (pg. 1). Throughout FW, OT students are applying the OT process and providing evidence based interventions as they work to achieve competence as future entry-level practitioners.

FW also helps students to develop their professional identities as occupational therapy practitioners. It also provides opportunities to develop advocacy, leadership, and interprofessional and managerial skills within a variety of practice settings.

Level 1 FW occur concurrently with academic coursework, and the goal is “to introduce students to the FW experience, to apply knowledge to practice, and to develop understanding of the needs of clients” - Level 1 FW is also designed to enrich the academic coursework through direct observation and participation in selected aspects of the OT process.

Level II FW is “designed to develop competent, entry-level, generalist practitioners” - Have a clear understanding of what is considered entry-level at your site. You can share specialized knowledge but do not expect competence.

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Fieldwork Education Process

ACOTE

Academic Program

Fieldwork Site

Standards for fieldwork education

College/University objectives

Site-specific objectives

Penni

ACOTE sets educational standards for all academic programs, including fieldwork education standards. ACOTE states “The fieldwork experience is designed to promote professional reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism and competence in career responsibilities.” ACOTE details very specific standards related to the entire FW process, from establishing sites to evaluation of student performance. There is a sample of some ACOTE standards related to FW on the next slide.

Each academic program has their own established objectives that should be communicated to the FW sites prior to students starting FW.

Finally, each fieldwork site may have their own site-specific objectives (frequency of this with Level 1 FW vs Level 2 FW?)

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Document a process that ensures all students have access to site information and requirements, objectives, and performance expectations prior to the start of the fieldwork experience.

Document that academic and fieldwork educators agree on fieldwork objectives prior to the start of the fieldwork experience. Document that all fieldwork experiences include an objective with a focus on the occupational therapy practitioner’s role in addressing the psychosocial aspects of the client’s engagement in occupation.

Document a process for communication with the student and fieldwork educator throughout the fieldwork experience. Ensure all aspects of the student’s progress and performance are addressed and the fieldwork educator is aware of resources that support student well-being

Minimum of 24 weeks full time

Supervision progresses from direct to less direct appropriate for the setting

2023 ACOTE C. Standards

C.1.2

C.1.3

C.1.9

C.1.12

C.1.14

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Site Specific Objectives

Student learning outcomes specific to the setting

Safety protocols
Departmental policies and procedures
Feedback and collaboration with FWE

May include specific weekly objectives for your unit

Must include a psychosocial objective

May use NEOTEC form for Level II Objectives

New Resources – 2023:
https://neotecouncil.org/resources/

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Fieldwork Objectives

Level I

Demonstrate…

Professional behaviors
Ethical considerations in practice
Initiative and motivation
Safety
Establish rapport & demonstrate empathy
Cooperation and communication
Begin clinical reasoning
Integrate academic coursework to clinical practice

Level II

Achieve entry-level competency…

Fundamentals of practice (safety/code of ethics)
Basic tenants (communicate value of OT and value of occupations)
Screening & evaluation
Intervention
Management of OT services
Communication & professional behaviors

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Resources

AOTA

Fieldwork Management | AOTA

Fieldwork Resources | AOTA Level II Objectives

MiOTA

MOTEC Fieldwork Educator Resources

Visit miota.org -> partners -> MOTEC

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Level I Fieldwork

What Can Students Do?

Contribute to the screening/evaluation process

Complete a chart review
Identify potential goals from the evaluation process

Drafts documentation consistent with the practice setting
Contribute to the intervention process

Administer occupation-based interventions

Engage in evidence-based practice

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Student Supervision

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Level I: A variety of qualified personnel

OT Practitioners
Behavior Analyst (BCBA)
Teachers
Nurses
Social Workers
Physical Therapists
Physician’s Assistants
Recreational Therapists

Who Can Supervise Students?

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Level II:

Primary supervisor must be OT practitioner who meets state regulations & has a minimum of 1 year practice experience subsequent to initial certification.

OT Student: OT
OTA Student: OT or OTA

Role Emerging:

If there is no OT on site, the supervising OT must have 3 years of experience and provide supervision at least 8 hours a week.

Who Can Supervise Students?

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Medicare/Medicaid

Medicare Requirements for Student Supervision | AOTA

Medicaid- home health and school direct supervision

State of Michigan

¡Public Health Code 333.16109

“(a) Continuous availability of direct communication in person or by radio, telephone, or telecommunication between the supervised individual and a licensed health professional. (b) The availability of a licensed health professional on a regularly scheduled basis to review the practice of the supervised individual, to provide consultation to the supervised individual, to review records, and to further educate the supervised individual in the performance of the individual's functions.”

Levels of Supervision

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It is the responsibility of the supervising OT or OTA to recognize when supervision is needed and ensure that supervision supports the student’s current and developing levels of competence.
The OT is ultimately responsible for all aspects of occupational therapy service delivery and is accountable for the safety and effectiveness. This includes provision of services provided by an occupational therapy assistant student under the supervision of an occupational therapy assistant.
Initially, supervision should be in line of sight and gradually decrease to less direct supervision

AOTA Student Practice Advisory

Progression of Supervision

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Benefits of Students on Site

Why do occupational therapy practitioners choose to supervise FW students?

According to Eddy, Tickle-Degnen, & Evenson (2021):

To share their passion about the profession
To support the growth of a student to entry-level status
Because they derive personal satisfaction from supervision
To stay current with the latest evidence

Eddy, E. Z., Tickle-Degnen, L., & Evenson, M. E. (2021). Occupational therapy fieldwork educators: Examining professional quality of life. Work, 70(2), 479-491. https:doi.org/10.3233/WOR-213586

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Benefits of Students on Site

Why should occupational therapy practitioners supervise FW students?

According to AOTA, additional benefits of being a FWEd include:

Developing advanced professional reasoning skills
Maintaining up-to-date clinical skills
Recruiting and retaining staff

Decreased cost/time on-boarding new employees

Receiving PDUs for certification and license renewal

American Occupational Therapy Association. (2025). Fieldwork educator benefits. Retrieved from https://www.aota.org/education/fieldwork/fieldwork-educators/fieldwork-educator-benefits

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NBCOT - Continuing Education Guide:

Fieldwork Supervision

Level I Fieldwork:

Capped to 6 units, one unit per Level I Fieldwork experience

Level II Fieldwork:

Capped to 12 units, one unit per week of Level II Fieldwork supervision

Schools provide evidence of supervision, not PDUs

NBCOT renewal guide

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Michigan Licensure - CE Guide:

Fieldwork Supervision

Level I Fieldwork:

One hour of continuing education may be earned per student

Level II Fieldwork:

One hour of continuing education may be earned for each week of supervision per student

*A maximum of 12 hours of continuing education may be earned in each renewal period

Michigan Admin. Code 338.1252

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Settings with OT Practitioners:

Pelvic Health
Telehealth
Breastfeeding/Lactation
Aging in Place & Home Safety Assessment
Primary Care
School-based

Coaching model; peer to peer groups; assistive technology consulting

Non-Traditional FW Experiences

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Settings without OT on site:

Mental Health in Non-traditional Settings (grief support groups, addiction recovery groups, correctional facilities)
Senior Living Centers (assisted living, memory care)
Day Programs for Adults with Disabilities

Vocational & Life Skills Training

Summer Camps

Non - Traditional FW Experiences

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Student Preparation

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How are Students Being Prepared?

Professional Behavior

Communication skills

Health Compliance Requirements
Fieldwork Forms

Expectations & Objectives
Reviewing AOTA or NEOTEC Data Form

Hands-on Simulations
Demonstrate Competencies

Vitals
Transfers
ROM/MMT
Eval reports
Intervention reports

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Educator Preparation

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AOTA Fieldwork Educator Certificate Program

MOTEC Fieldwork Ed & Capstone Mentor Days

AOTA’s Fieldwork Management/MOTEC’s Resource Page

Inclusive Teaching and Learning

Attending continuing education or reading articles about student education

Mentorship by an experienced fieldwork educator

Fieldwork Educator’s Guide to Level I & II Fieldwork (DeIuliis & Hanson, 2023)

Completion of online training modules, implicit bias training, and remaining up-to-date with

best practices in your field

Prepare to Serve as an Educator

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Onboarding

Be aware of your facility’s onboarding processes

Create a welcome letter that addresses common student questions such as parking, dress code, schedule, lunch, badge, documentation system, and advance training requirements.

Make a plan for orientation

Allowing student to request an interview or a meeting ahead of scheduled fieldwork placement

Request time for weekly meetings

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Fieldwork Performance Evaluation (FWPE)

Midterm and Final Evaluation

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Now a fillable PDF Form (Midterm & Final on 1 form)

Scores autocalculate- Must download and save first- Open in Adobe Acrobat

No longer completed in Formstack

Some programs may embed FWPE in their fieldwork management system (Exxat, CORE, Typhon)

FWPE Training Videos:

https://www.youtube.com/watch?v=U5QiGHdh5NA

https://www.youtube.com/watch?v=T4wnbYJtOf0

Fieldwork Performance Evaluation (FWPE)

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FWPE Rating Scale

NO HALF SCORES!!

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Safety, ethics, clinical reasoning

When to report to AFWC

What to do? - Case Example

Midterm Red Flags...

Optional Midterm Check-in

Midterm Fieldwork Assessment Tool (FEAT)

https://www.aota.org/-/media/corporate/files/educationcareers/fieldwork/featchartmidterm.pdf

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Student self-reflection

Feedback regarding supervision

Ensure educator and student alignment

Wellness check-in

Communication with AFWC

Weekly Planning Form Example

Weekly Feedback & Planning Form

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FWPE Final - OT Students 111 = Pass

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FWPE - Total Scores

OTA Students 91 = Pass

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Student Evaluation of the Fieldwork Experience & Educator

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TWO Student Feedback Forms- Now PDFs

Student Evaluation of the Fieldwork Experience (SEFWE)

Student Evaluation of the Fieldwork Educator

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Student Evaluation of the Fieldwork Experience

Student feedback: parking, schedule, orientation, caseload, assessment, treatment, preparation
Required to show your FW Educator during your final supervision meeting
Often required for Level II FW course grade
May be used to show future students

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Student Evaluation of the Fieldwork Educator

Student Feedback: teaching style of your FW Educator
Not automatically shared with site or fieldwork educator
Often required for Level II FW course grade
Student rates the FWEd:

Feedback- type, frequency
Clear expectations
Graded progression of experience
Use of instructional strategies
Supervision- approaches and level (direct to indirect)
Positive role model for professional behavior
Modeled and encouraged occupation-based, client-centered & evidence-based practice

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MOTEC: Your Lifeline

MOTEC Website

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AOTA fieldwork education resources online:

https://www.aota.org/education/fieldwork

NEOTEC:

https://neotecouncil.org/resources/

Resources