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Fieldwork Fundamentals:

Empowering Educators, Enriching Learning

Adapted from the 2023 presentation “Fieldwork 101 Supervision” 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

University of Michigan-Flint

Ashley Moblo, COTAL, BS

Professor, AFWC Baker College OTA Muskegon/Owosso

Pennie Wysocki BS, COTAL

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

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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

Jenni

The purpose of fieldwork comes from AOTA; the position statement - an official AOTA document - was published in AJOT in 2022. 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 provides opportunities to develop advocacy, leadership, and interprofessional and managerial skills within a variety of practice settings.

FW also helps students to develop their professional identities as occupational therapy practitioners.

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”

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Fieldwork Education Process

ACOTE

Academic Program

Fieldwork Site

Standards for fieldwork education

College/University objectives

Site-specific objectives

Jenni

(past slide notes: Have a clear understanding of what is considered entry-level at your site. You can share specialized knowledge but do not expect competence.)

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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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

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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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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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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Psychosocial Components

Home Health

Schools

IP Rehab

LTC, SNF

Be aware of s/s
Screen PRN
Provide client-centered intervention
Modify/compensate
Provide resources

Be aware of s/s
Screen PRN
Educate and train on coping skills
Modify/compensate
Provide resources for the client and fam

Impact of MH and BH in setting
Address self-regulation
Sensory rooms/spaces
Other skills

Be aware of s/s
Screen PRN
Maximize independence
Maximize choices
Self-advocacy
Promote engagement

Jenni

be aware of signs and symptoms of mental health concerns like depression for older adults in home health - isolation, loss of engagement in meaningful activities, withdrawing from others

complete relevant screen tools like Geriatric Depression Scale

don’t assume you know which occupations are the most important for the client - what is most important to them? what is most meaningful?

Modify tasks and/or the environment to increase client engagement in meaningful activities

provide community resources to decrease isolation - support groups, opportunities for older adults within the community (i.e. local agency on aging)

IP rehab - risk for post-diagnosis depression, anxiety, deals with grief of loss of a function and independence, changes in body image, etc. depending on the primary condition. use appropriate screening tools beck depression inventory, beck anxiety inventory, provide education and training on coping skills for the client, modify the environment or tasks - even if temporary - to help promote independence and engagement in meaningful activities, would potential caregivers benefit from education or resources related to caregiver coping and caregiver burnout? support groups for either the client or family or both; other community resources, that may help provide funding for equipment or modifications not covered by insurance

school based is about a child’s ability to access the curriculum; how do mental health and behavioral health concerns impact a child’s success and access in a school setting? be prepared to give an answer for this for staff or administrators who do not understand the role of OTs and MH/BH in school settings. direct intervention can be provided to a student on self-regulation. Are you able to proactively provide education or training to whole classes or teachers and staff r.e. classroom modifications to promote self-regulation or self-regulation programs? (i.e. how does your engine run or zones of regulation) also, helping promote social skills or communication skills, independently or in collaboration with SLP could decrease “behaviors”

Similar to HH or rehab, LTC, SNF, look for signs and symptoms and screen as needed. how can you maximize independence and choices? a lot of tasks may be completed for the patient by staff. don’t forget about learned helplessness. how can you help the person advocate for themselves and do as much as they can with tasks? this could include modification of tasks or environment - what can you do within their room to promote independence? Can you do anything within the dining room to promote independence?, education of staff - visual reminders for staff. where can personal choices be built in to increase sense of control? what are the barriers that are keeping the individual from engagement in occupations and activities in their room or within the building?

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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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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 - PDU 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

NBCOT renewal guide

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Michigan Licensure - PDU 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

Emerging Practice Areas

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Settings without OT on site:

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

Vocational & Life Skills Training

Summer Camps

Emerging Practice Areas

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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 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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Attend the AOTA Fieldwork Educator Certificate Program

MOTEC Fieldwork Ed & Capstone Mentor Days

AOTA’s Fieldwork Management Page

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 and implicit bias training

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

Request time for weekly meetings

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Fieldwork Performance Evaluation (FPWE)

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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FWPE - Total Scores

OT Students 111 = Pass

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FWPE - Total Scores

OTA Students 91 = Pass

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Student self-reflection

Feedback regarding supervision

Ensure educator and student alignment

Wellness check-in

Communication with AFWC

Weekly Feedback & Planning Form

Example Form

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Safety, ethics, clinical reasoning

When to report to AFWC

What to do?

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 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