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.
Occupational Therapy Fieldwork
Occupational therapy fieldwork is an integral component of occupational therapy education, providing students with invaluable real-world experience to apply their theoretical knowledge in fieldwork settings. During fieldwork, students learn to engage with clients in a holistic and occupation-based manner, tailoring interventions to help individuals regain or enhance their participation in meaningful activities. According to the American Occupational Therapy Association (AOTA), fieldwork immerses students in diverse practice environments, fostering the development of clinical reasoning, communication skills, and cultural competence. By collaborating with experienced practitioners, students refine their ability to assess clients’ unique needs, set client-centered goals, and implement effective interventions that promote functional independence and overall well-being.
Source: American Occupational Therapy Association. (2020). “Occupational Therapy Fieldwork.“
IEL Fieldwork Evaluation of Student
Level II Fieldwork Evaluation of Student
In 2020, the AOTA Fieldwork Performance Evaluation (AOTA FWPE) was revised and is scored using the Formstack online portal. While it may look similar, some of the questions are different and the scoring criteria has changed. Here are a few of the key changes:
- At mid-term, there is no pass/fail score.
- At final, the criterion for passing is 111 points. The previous version criterion for passing was 122. Please make note of this in your scoring.
- At final, students must score a 3 or higher on questions #1, #2, and #3.
- At final, if a student scores a 1 on any item the student may not pass.
- All questions must be scored for both mid-term and final.
- New AOTA Fieldwork Performance Evaluation and Formstack
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.