Fieldwork Fieldwork Educators
As a fieldwork educator you provide an important and unique role supporting the educational bridge linking our occupational therapy academic program with practice.
We appreciate the time and expertise you bring to the role as a fieldwork educator to build a fieldwork program to complement our curriculum design and student’s program of study. We look forward to working with you and encourage you to contact us with your questions.
Please take a few moments to review our program and access the resources for fieldwork education. Our current forms and information packets are available below.
General Background on Fieldwork
Students and fieldwork educators have a mutual responsibility for the fieldwork learning experience. “Professional practice is always a work in progress” as both the student and fieldwork educator take time for critical self-reflection about the learning climate and opportunities for learning (p.104, Cooper et al., 2010). The student needs to be actively engaged and self-advocate for educational opportunities to ensure getting the most from their learning. The fieldwork educator prepares ahead of time for the student’s learning experiences by designing specific opportunities for the student to learn, developing site specific objectives and weekly expectations for progression toward entry-level performance. The best laid plans are subject to revision as a student implements the learning experience within the OT practice context. As with client intervention plans, you will want to adapt educational and supervisory approaches to the student’s learning style to support optimum progress. Louis Pasteur said “Chance favors a prepared mind”, be ready for anything and you will learn from everything.
Fieldwork Evaluation of Student
- The fieldwork student evaluation process occurs through E*Value.
- Fieldwork educators are sent a welcome email to establish an account.
- Fieldwork educators are able to view past Student Evaluation of Fieldwork Experiences through E*Value to support program assessment of the fieldwork program.
- Fieldwork Educator E*Value Training Manual
Fieldwork Educator Resources
- 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), http://dx.doi.org/10.5014/ajot.2015.01926.
- 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, http://dx.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.