Perceptions on Non-traditional Models of Fieldwork Supervision

Abstract

Occupational therapy fieldwork education has historically followed the traditional apprenticeship model, which pairs one student with one fieldwork educator for supervision and guidance through the transformational process from student to entry-level clinician. There is an absence of high-level evidence to support this model as best practice in fieldwork education. Despite data published to endorse alternative supervision models, fieldwork educators (FWEs) appear hesitant to embrace these approaches. The purpose of this investigation was to explore occupational therapy practitioners’ views on the value and challenges associated with the implementation of non-traditional models of supervision during Level II fieldwork education. The study specifically targeted practitioners’ opinions related to the 1:2, 2:1, and group models. A descriptive survey gathered data from 304 participants across the United States. Results indicated that 48% of occupational therapy practitioners have never utilized a non-traditional supervision model. Practitioners identified three primary barriers to usage of non-traditional supervision models in Level II fieldwork education: time commitment, lack of physical resources, and lack of education on the topic. Survey findings revealed that partnering institutions were the primary means by which FWEs received training related to fieldwork supervision. The conclusions from this study highlight the significant need to develop continuing education specific to non-traditional fieldwork supervision models. Practical recommendations are discussed to aid in promoting non-traditional supervision model usage. Collaboration between academic and fieldwork educators is imperative to expanding fieldwork opportunities necessary to ensure best practice in student preparation.