Fieldwork Education Research Articles

Bridging the Gap: Three Strategies to Optimize Professional Relationships with Generation Y and Z

Millennials (Generation Y) and the Generation Z population comprise the majority of occupational therapy student cohorts and new graduates entering the workforce. While fieldwork education has historically prepared students for generalist, entry-level practice, there is still a gap between what students versus employers feel are career-ready skills and qualities to be successful in the workforce. This manuscript presents evidenced-based strategies for educators, occupational therapists, and managers to enhance the preparation and professional development of occupational therapy students and new graduates. Use of coaching philosophies, emphasizing practice-ready skills, and a growth mindset are methods to target the strengths of Generations Y and Z members and address areas of growth as they prepare to enter the workforce. Emphasizing human relationships over task completion or skill mastery helps uphold the values of millennials and the Generation Z population that they can make an impact in the workplace. Modeling practice-ready skills, explicit discussion of “soft” skills, and use of guided discovery supports these generations’ understanding of basic workplace etiquette and culture. Using a growth mindset philosophy can help foster initiative and self-awareness, which are potential areas of growth for these generations. These strategies can then promote healthy, productive collaboration in the workplace and, ultimately, enhance the client-provider relationship.

Use of a Webinar to Assess Fieldwork Educator Readiness to Provide Occupational Therapy Services and Supervise Students Through Telehealth

At the start of the COVID-19 pandemic in the spring of 2020, many school-based occupational therapy practitioners experienced intensified job demands including a rapid shift to telehealth service delivery. Additionally, academic fieldwork coordinators sought to find effective methods of delivering fieldwork education and supporting those involved, including the occupational therapy fieldwork educators and students, as they navigated the new context imposed by the pandemic. A study was completed using a synchronous webinar format and post-webinar survey to explore school-based occupational therapy practitioners’ perceptions of readiness to provide occupational therapy services through telehealth, the perception of preparedness of potential, current, and past fieldwork educators to supervise students during the pandemic, and the effectiveness of using a webinar format to deliver this education. Email invitations were sent to a list generated by academic fieldwork coordinators that included former, current, and potential occupational therapy fieldwork educators. Four hundred thirty-three international participants attended the 122 minute educational webinar presented through the Zoom video conference platform, with 80% of participants being school-based occupational therapists. The webinar contained three parts: two occupational therapists who addressed telehealth in practice, academic fieldwork coordinators who presented on the supervision of fieldwork students during telehealth service provision, and a panel discussion led by an active fieldwork educator and student who worked together during the time of initial COVID-19 restrictions. An electronic survey was administered through email at two weeks and three weeks post-webinar to measure participant telehealth webinar outcomes and assess the webinar impact on perceptions of feeling supported and future participation as a fieldwork educator. Forty-six participants returned the survey and descriptive statistics and content analysis were used to analyze survey results. Based on the results, participants agreed most with the telehealth service statements “I understand some of the barriers of providing telehealth services” (96%); “I better understand the process of providing telehealth services” (91%); and “I can identify what type of client would benefit from telehealth services” (85%). Survey results also indicated that 11% of participants strongly agreed or agreed to consider taking their first fieldwork students, 54% felt more supported as a fieldwork educator, and 57% strongly agreed or agreed that they could identify effective ways for fieldwork students to help support their clinical practice. Results also showed that a synchronous virtual webinar was perceived by participants as an effective method to deliver this education.

Barriers to Occupational Therapy Fieldwork Education in Iran: The Perspectives of Fieldwork Educators and Students.

Background:Clinical education is a vital factor in the process of learning in medical sciences universities. The aim of the present study was to explore the perspectives of fieldwork educators and students concerning barriers to occupational therapy fieldwork education in Iran.Materials and Methods:A qualitative research was conducted from May 2019 to April 2020 to address the study objectives. The data analysis was performed using conventional content analysis based on Graneheim and Lundman's approach. Purposive sampling was used to enroll 12 educators and 14 students of various backgrounds (physical disabilities-adult, physical disabilities-pediatrics, psychosocial-adult, and psychosocial-pediatrics) in the study.Results:The findings indicated that the main themes were related to fieldwork educators, fieldwork settings, educational planning, students, and educational regulation.Conclusions:It can be concluded that the perspectives of students and occupational therapy educators regarding the field of clinical education are not only important but also useful for the attainment of effective clinical education and the development of knowledge related to rehabilitation nursing education. Therefore, educational planners should develop effective programs based on these themes.

The Occupation-Centered Intervention Assessment: Bridging Theory and Practice in Fieldwork Education

The Occupation-Centered Intervention Assessment: Bridging Theory and Practice in Fieldwork Education

Evaluation of an On-Campus Program Bridging the Theory-Practice Gap in Occupational Therapy Education: Student Perspective

The transfer of learning from an academic setting to fieldwork and vice versa is not straightforward and occupational therapy students often report this as challenging. In acknowledgement of this, the fieldwork placement learning structure within the Bachelor and Master occupational therapy entry-level programs at a higher education institute was redesigned to enhance links between taught content at university and fieldwork placement. The aim of this study was to explore occupational therapy students’ perspectives of this new educational initiative. The students attended university for a set number of days over the course of their first and second fieldwork placements. The sessions were focused on assisting students to make connections between theory taught at university to the practice setting and allow time for reflection and consolidation of learning. One hundred and fifteen occupational therapy students completed an anonymized online questionnaire to evaluate their experiences consisting of open and closed questions. Qualitative data was analyzed using thematic analysis and Likert Scale data was analyzed descriptively. Three key themes were identified from the qualitative information: reflection, support, and understanding and knowledge. The students reported the sessions provided time for reflection, which enabled them to link theory to practice more clearly and peer support was highly regarded. The introduction of university days during fieldwork education was overall positively received by students. This educational approach helped students to better understand theory and promoted reflection on practice experiences. This may be a useful approach to bridge the gap between theory and practice.

BEYOND THE CHALLENGES: NEW INSIGHTS AND INNOVATIONS IN FIELD EDUCATION

The International Conference on Social Work and Fieldwork Education in Hong Kong was organized to discuss the need for change and innovation in social work education with a particular focus on field education. There is a need for social work field educators to identify innovative, promising, and wise practices in field education. In many contexts, field education is challenged to procure sufficient placements each year. This growing demand for placements has created numerous challenges in field education programs. In response to the challenges facing social work field education, and the need to develop sustainable models of field education, the Transforming the Field Education Landscape (TFEL) project was formed. The TFEL project is a partnership designed to integrate research and practice through the development of partnered research training initiatives aimed at enhancing student research practice knowledge and applied skill development. In Canada, many field education challenges were amplified due to the COVID-19 pandemic, which required social work programs to adapt in order to navigate unprecedented circumstances. This article discusses the challenges facing field education programs and provides an overview of the TFEL project, with a focus on how the partnership is addressing these concerns. It defines what is meant by innovative, promising, and wise practices in field education, and how these innovations can assist in preparing the next generation of social workers to become highly qualified personnel.

Level I FW in a Simulated Environment: A Blueprint on How to Use Simucase™

Simulation education is a sought-out teaching modality in allied healthcare education to bridge the classroom and the clinic. In addition to developing healthcare student professionals’ skills, attitudes and key competencies, simulation can also be used to address the national fieldwork shortage, as well as site capacity issues related to the current pandemic. Although the Accreditation Council for Occupational Therapy Education (ACOTE) has recently indicated that simulation is an acceptable method to deliver Level I fieldwork, there are limited resources available. This paper will provide a pedagogical blueprint for incorporating computer-based simulation and case-based learning principles using the Simucase™ platform for a one-week, Level I fieldwork experience. A model of best practice for a Level I fieldwork experience will be shared, to include a framework with learning objectives, example syllabus, student assessment, and debriefing rubric. This model aligns with the Occupational Therapy Education Research Agenda, which challenges the profession to expand faculty development, provide resources on instructional methods and identify signature pedagogies in occupational therapy fieldwork education.

Developing pre-service teachers’ fieldwork pedagogical and content knowledge through designing enquiry-based fieldwork

ABSTRACT Fieldwork is a signature pedagogy in geography with widely understood and diverse benefits. Yet relatively little research exists on how to prepare pre-service geography teachers to become effective fieldwork practitioners and educators. This study developed and examined the pedagogical benefits of a fieldwork education module aimed at promoting student teachers’ fieldwork pedagogical and content knowledge (FPACK) by equipping them to design their own enquiry-based geographical fieldwork tasks. Twenty-one South Korean student teachers participated in this research, in which they completed the module, a pre- and post-test FPACK test developed for the study, and a reflective journal. Participants’ scores on the FPACK test instrument showed a statistically significant increase, and thematic content analysis of the reflective journals confirmed these findings. The results indicate that the FPACK development module helped to cultivate pre-service teachers’ expertise in understanding and designing enquiry-based fieldwork. This article represents an initial attempt to define FPACK and demonstrate the pedagogical effects of the fieldwork education module in pre-service teacher education.

Negative Emotions in Fieldwork: A Narrative Inquiry of Three EFL Researchers’ Lived Experiences

Through narrative inquiry this research depicts and interprets the negative emotions that three English as Foreign Language (EFL) researchers experienced in different research sites during their fieldwork. Narrative inquiry informs the design of this investigation as the approach is particularly useful for understanding lived experiences. The study draws on autobiographical as well as narrative data to report the negative emotions that evolve during English language education fieldwork, an aspect absent in the existing literature. Findings suggest that the researchers experienced a wide range of negative emotions namely ethical dilemma, anger, anxiety, guilt, and shame. These results carry implications for language education research methodology, teaching, and fieldwork related ethical requirements of Institutional Review Board (IRB), and language education researchers’ necessary psychological support.

Early childhood fieldwork for music education majors

Fieldwork experiences for undergraduate music education majors provide opportunities to gain pedagogical content knowledge as well as a deeper understanding of child development and musical behaviour. Early childhood music fieldwork experiences are vital to preservice music educators in order to gain insight into the specific needs of young learners and increase preparedness to teach in a variety of musical settings. Critical examination of the fieldwork opportunities provided to undergraduate music education majors in the early childhood music setting could benefit all preservice music educators. This article will describe one early childhood fieldwork placement and its impacts on the preparation of three undergraduate music education majors. Implications related to the importance of early childhood music education fieldwork experiences for preservice music educators are discussed.

The Revised American Occupational Therapy Association Fieldwork Performance Evaluations: Evaluation of Content Validity-Part 1.

Occupational therapy education and practice has changed over time; however, items on the American Occupational Therapy Association's (AOTA's) Fieldwork Performance Evaluations (FWPEs) for the Occupational Therapy Student (OTS) and Occupational Therapy Assistant Student (OTAS) have not been updated in more than two decades. To explore evidence of validity in relation to test content of the revised FWPEs for the OTS and OTAS. A qualitative study using cognitive interviews was conducted to gather perspectives on the revised FWPEs, including updated items and a proposed rating scale. A content analysis approach was used to link patterns in responses to stable, meaningful constructs to further align and refine content of the tool before further validation. Fieldwork sites and academic settings. Eighteen fieldwork educators (FWEs) and academic fieldwork coordinators. Seven areas for refinement were identified: (1) relevance to a variety of practice settings, (2) overlapping and redundant items, (3) long item statements, (4) double- and triple-barreled item statements, (5) alignment between OTS and OTAS items, (6) further alignment with AOTA and Accreditation Council for Occupational Therapy Education documents and contemporary practice, and (7) wording and features of the proposed rating scale. The findings guided revisions of FWPE content. Cognitive interviewing was a critical step in refining the FWPE items to support content validity. The issues identified may not have been detected using traditional approaches to survey development and therefore were critical in maximizing the validity and usefulness of the final items, which will ultimately benefit fieldwork educators and students. This study resulted in refinements to FWPE items before the next step in the validation process, ultimately improving the final FWPE items. In addition, this article outlines a process that other researchers can use to validate similar tools.

Occupational Therapy Student Readiness for Transition to the Fieldwork Environment: A Pilot Case Study

The classroom and the field represent diverse and unique teaching and learning environments that students are required to navigate successfully. Facilitating student success in these environments requires the efforts of educators and the students themselves. This qualitative pilot study sought to elucidate perspectives regarding student readiness from the viewpoint of occupational therapy academic and fieldwork educators. Data for the study was collected from interviews and a focus group. The results of the study revealed that academic and fieldwork educators value similar characteristics of student readiness for transition to fieldwork. However, there is a need for collaborative strategies between the academic and fieldwork settings to improve awareness of the value of theory-driven practice and to support authentic incorporation of theory into practice as part of the educative process of supervising fieldwork students.

Predictors of job burnout among fieldwork supervisors of social work students

Summary In the helping professions, professional burnout is widely acknowledged to play a key role in work retention and turnover. However, although the literature on fieldwork education in social work engages with the importance of continuity and commitment regarding the role of fieldwork supervisor, the effects of job burnout are under-researched. Furthermore, there is also a gap in the literature with respect to the internal factors that contextualize burnout and retention among fieldwork supervisors. Against this background, the objective of the present study was to examine the factors that predict professional burnout among fieldwork supervisors in Israel. Questionnaires measuring burnout, as well as several internal explanatory factors for burnout—career identity, work significance, and personality traits—were used. Findings The findings of the study indicated that career identity, together with the personality characteristics of agreeableness and consciousness predict burnout negatively, while neuroticism positively predicts burnout. Applications The article discusses these findings in light of resource conservation and existential theories of burnout, as well as the potential implications for practice and policy.

Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning?

ABSTRACT This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork. This study investigated the educational benefits of BYOD and the barriers and challenges associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice.

Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis.

Graduate attributes are the personal qualities, skills and competencies, and values that students develop during their time at university to prepare them for work, and enable them to contribute to their communities. Occupational therapy education may foster well-rounded individuals if the development of graduate attributes is embedded within curriculum design and delivery. This study identifies and synthesises existing knowledge on how graduate attributes are embedded in occupational therapy curricula. We conducted a scoping review following PRISMA extension for scoping review guidelines, and a qualitative research synthesis to reach a new conceptual understanding of the process of developing desired graduate attributes during occupational therapy curriculum development. Ten discipline-specific occupational therapy graduate attributes were identified. Three themes from the analysis of 15 papers explained how these attributes are embedded in curricula: Using a theoretical framework, a Graded process of active learning, and Collaborative curriculum design. Occupational therapy education is enhanced by being explicit about the desired graduate attributes that underpin curriculum design and delivery. Further work is needed to understand the benefits of including service users' perspectives and the value of clinical fieldwork education.

Exploring Preparedness for Competency in the Role of Clinical Fieldwork Educator

Abstract Date Presented 03/28/20 This study examined how OT practitioners prepare for the role of fieldwork educator. Supports to facilitate the role and barriers to the utilization of fieldwork education tools were identified. Comparison of practice settings noted statistically significant differences. The results of this study will serve to inform the process by which OT practitioners engage in professional learning to support their competency as fieldwork educators. Primary Author and Speaker: Pamela Karp Additional Authors and Speakers: Kelly Lavin, Tara Collins

G3OT: Infusing Grit, Gratitude, and Growth Mindset Curriculum Into OT Fieldwork Education

Abstract Date Presented 03/27/20 With the rigor of OT programs increasing to meet the demands of healthcare, students are reporting stress and anxiety at an increasing rate. Infusing mindful-based interventions within didactic training and fieldwork education can have a positive effect on the OT student and ultimately carry over to therapeutic client interactions. Educators within academia and clinical settings can utilize evidence-based interventions on grit, gratitude practice, and growth mindset. Primary Author and Speaker: Retta Martin Additional Authors and Speakers: Jemma Grogan Contributing Authors: Amy Mattila, Elizabeth DeIuliis

An Exploration of Leadership Qualities Demonstrated During Level II Fieldwork

Abstract Date Presented 03/26/20 This project identified the leadership characteristics that master’s-level OT students demonstrate during their Level II fieldwork. Fieldwork educators reported that their students are effective communicators, show respect for employees, and respond to constructive criticism. Areas of improvement for the students include seeking out resources to drive action for change, taking risks by sharing new approaches, and taking on leadership roles by implementing new protocols. Primary Author and Speaker: Breanna Chycinski Additional Authors and Speakers: Kristin Willey Contributing Authors: Amy Maurer, Summer Besteman, Jessica Mooney, Katelyn Campbell

Fieldwork Educators’ Expectations of Level II Occupational Therapy Students’ Professional and Technical Skills

Fieldwork educators are critical to the development of successful occupational therapy students, and the fieldwork experience is vital to the growth of each occupational therapy student in the profession. The purpose of this research was to explore perceptions held by Level II fieldwork educators of occupational therapy students’ professional and technical skills at the beginning of Level II fieldwork. This study used a convergent parallel mixed-method design and surveyed 54 fieldwork educators. The survey participants expected students to possess a variety of professional and technical skills in a multitude of areas. Fieldwork educators identified communication as the most essential professional skill and the most lacking technical skill in students for Level II fieldwork. Planning, implementing, and grading interventions was identified as both the top essential and most lacking technical skill in students for Level II fieldwork. Collaboration between academic and fieldwork educators is necessary to ensure students are best prepared for Level II fieldwork.

Ural educational field works of students-mineralogists of st. Petersburg university in Ilmeny state reserve, South Urals

The organization and program of the Uralian summer training course for students-mineralogists of the Department of Mineralogy of St. Petersburg State University is described.