Resources for New and Existing Fieldwork Educators
Resources for Fieldwork Educators
The Level I and Level II student fieldwork manual is provided to students prior to beginning fieldwork. The AFWC works in collaboration with the student and the fieldwork site in order to determine the fieldwork placement in which the student will be placed for four Level I and two Level ll sites.
The Commission on Education (COE)
The Commission on Education works in conjunction with the Academic Education Special Interest Section of AOTA. The COE helps identify, analyze, and anticipate issues in education, including fieldwork. The COE offers the Commission on Education Guidelines for an Occupational Therapy Fieldwork Experience – Level II to maximize student learning.
Occupational Therapy Fieldwork Education: Value and Purpose
The Purpose and Value of Occupational Therapy Fieldwork Education discusses the purpose of Level I and Level II fieldwork and the value of the fieldwork experience for the student and the fieldwork educator.
American Occupational Therapy Fieldwork Performance Evaluation (FWPE)
AOTA Fieldwork Performance Evaluation for Level II students
Self Assessment Tool for Fieldwork Education Competence (SEAT)
New and experienced fieldwork educators can use the SEAT as a guide for self-reflection to target areas for professional growth. The SEAT is intended to be the foundation from which each fieldwork educator will create a professional growth plan with specific improvement strategies and measurable outcomes to advance development in the area of supervision of students.
American Occupational Therapy Association. (2018). Fieldwork Level II and occupational therapy students. American Journal of Occupational Therapy, 72(Suppl. 2), 7212410020. doi.org/10.5014/ajot.2018.72S205
Evenson, M. E., Roberts, M., Kaldenberg, J., Barnes, M. A., & Ozelie, R. (2015). Brief Report—National survey of fieldwork educators: Implications for occupational therapy education. American Journal of Occupational Therapy, 69 (Suppl. 2), doi.org/10.5014/ajot.2015.01925.
Hanson, D. & DeIuliis, E. (2015). The collaborative model of fieldwork education: A blueprint for group supervision of students. Occupational Therapy in Health Care, 1–17, doi: 10.3109/07380577.2015.1011297
Kemp, E. & Crabtree, J.L. (2018): Differentiating fieldwork settings: Matching student characteristics to demands, Occupational Therapy In Health Care, doi: 10.1080/07380577.2018.1491084
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, doi.org/10.5014/ajot.2015.013532
Varland, J., Cardell, E., Koski, J., & McFadden, M. (2017) Factors influencing occupational therapists’ decision to supervise fieldwork students. Occupational Therapy In Health Care, 31:3, 238-254, doi: 10.1080/07380577.2017.1328631