Using Self-Assessment and Reflection to Develop Self-Efficacy in Occupational Therapy Assistant Fieldwork Students

Abstract

Many occupational therapy students navigate the transition to the Level II fieldwork experience effortlessly, while others require support due to a lack of perceived self-efficacy. This perception dramatically impacts fieldwork performance and challenges academic fieldwork coordinators to support students struggling to believe in their own capabilities. This study utilized a quantitative quasi-experimental research design with a purposive sample of 16 occupational therapy assistant students to determine if an educational intervention increased perceived self-efficacy and overall confidence. Data collected from the Student Confidence Questionnaire (SCQ) pre, and post-intervention provided insight into the students’ report of perceived self-efficacy and overall confidence during the Level II fieldwork experience. This questionnaire assessed the domains of professional competence, communication, adaptability, innovation, risk-taking, supervision, and clinical practice (Derdall et al., 2002). The educational module included an introduction to the key concepts of self-efficacy, self-assessment, and reflection, seven weekly reflective practice journal assignments centered around domains of the SCQ, and feedback using a reflective practice rubric to scaffold the development of self-efficacy. A statistically significant increase occurred in self-efficacy and overall confidence after the intervention across all seven domains of the post-test SCQ. The results indicated that the educational module created an influential impression on the development of self-efficacy and overall confidence during the Level II fieldwork experience. Level II fieldwork performance was not measured. Considering that many students struggle with perceived self-efficacy this educational intervention provides a potential solution to support fieldwork students challenged by a lack of belief in their own capabilities.