Fieldwork Performance Research Articles

Impact of Stress on Performance & Satisfaction During Level II Fieldwork

Abstract Date Presented 03/23/24 This descriptive survey study aimed to identify specific stressors and examine the impact of student-perceived stress on fieldwork performance and satisfaction. Outcomes show that increased stress affects perceived satisfaction during Level II fieldwork. Primary Author and Speaker: Alyssa Darling Additional Authors and Speakers: Breanna Chycinski, Melanie Koto, Kaelyn Postma, Adriana J. Fabrizio, Waree J. Jateny Contributing Authors: Karen Keptner

Professional Behaviors on the Fieldwork Performance Evaluation: Perspectives of Fieldwork Educators

Abstract Date Presented 03/21/24 Most professional behavior skills on the Fieldwork Performance Evaluation (FWPE) are not required components of entry-level OT education. Survey results from fieldwork educators explore the perceived academic preparation and importance of these skills, especially related to the diversity item. Primary Author and Speaker: Jessi Clark Contributing Authors: Casey Humphrey, Camille Skubik-Peplaski

Information Technology Students’ Insights from Their On-The-Job Training: Input to an Internship Manual

This quantitative research utilizing the descriptive-survey design assessed the on-the-job training performance of the Bachelor of Science in Information Technology (BSIT) students. Ninety-four students have completed their on-the-job training in school year 2017-2018 and have participated in the study. The data were collected using a survey questionnaire and descriptively treated using frequency, percentage, and weighted mean. In addition, the qualitative part of the post-evaluation survey form was treated using thematic analysis. The study revealed the following: the partner-company organization is related to the student’s specialization as they utilized IT-based software and assigned tasks related to information technology. Student trainees were able to develop their communication skills while mobile application development skills were identified as the least. OJT students also identified Professional Ethics and Values Education for IT, Multimedia Systems, Operating Systems as well as Oral Communication, Fundamentals of Grammar, and Presentation Skills and Technical Writing as the most relevant subject courses; and they perceived doing work not related to information technology, extended OJT, overtime, and certain provision of existing manual as problems. The researchers concluded that the BSIT Internship manual when implemented can effectively improve their field work performance

Item-Level Analysis of the Revised Occupational Therapy Fieldwork Performance Evaluation Applied in Practice

Item-Level Analysis of the Revised Occupational Therapy Fieldwork Performance Evaluation Applied in Practice

Fieldwork Educators’ Perceptions of the Revised Fieldwork Performance Evaluation

Fieldwork Educators’ Perceptions of the Revised Fieldwork Performance Evaluation

The Revised American Occupational Therapy Association Fieldwork Performance Evaluations: Evaluation of Internal Structure, Response Processes, and Precision-Part 2.

There is an evidence-based need to assess the validity and reliability/precision of the revised American Occupational Therapy Association's Fieldwork Performance Evaluation (FWPE) items for the occupational therapy student (OTS) and the occupational therapy assistant student (OTAS). To evaluate evidence of validity in relation to response processes, internal structure, and precision of the FWPEs. Cross-sectional study design. OTS and OTAS fieldwork practice settings, United States. Two hundred sixty-seven fieldwork educators participated in total, providing 228 OTS evaluations and 39 OTAS evaluations. A Rasch model was used to evaluate aspects of validity and precision. The rating scales provided evidence of the tools' overall validity. Thirty-two of 37 items on the FWPE for the OTS, and 27 of 31 items on the FWPE for the OTAS demonstrated acceptable fit, but the evidence of unidimensionality in the subscales and in the total scales was not fully supported. The total/reduced FWPE scales were able to separate students into at least four distinct groups of fieldwork performance. The relationships between the current and revised FWPEs indicate that the new scales measure different but related constructs of student fieldwork performance, compared with the current version. The findings support that the revised FWPEs for the OTS and OTAS demonstrate preliminary evidence of internal structure, response processes, and precision, supporting evidence-based practice in fieldwork evaluations. What This Article Adds: This article highlights evidence demonstrating the validity and precision of the revised American Occupational Therapy Association's Fieldwork Performance Evaluation items and supports academic and fieldwork settings for occupational therapy students and occupational therapy assistant students.

Impact of Simulation-Based Level I Fieldwork on Level II Fieldwork Performance

Abstract Date Presented 04/21/2023 Analysis of the impact of traditional or simulation-based Level I fieldwork (FW) on Level II FW performance will be reviewed. Results add to the growing body of evidence regarding the efficacy of simulation and propose an alternative to the national FW shortage. Primary Author and Speaker: Rebecca Ozelie Additional Authors and Speakers: Maggie Moeller, Taylor Newmark

Impact of Virtual Simulation-Based Level I Fieldwork on Level II Fieldwork Performance

Impact of Virtual Simulation-Based Level I Fieldwork on Level II Fieldwork Performance

Comparing Models of Fieldwork Through Student Performance

Abstract Date Presented 04/01/2022 This study examined the efficacy of the same site model (SSM) by comparing Fieldwork Performance Evaluation scores of students who completed the SSM (n = 42) versus the traditional fieldwork model (n = 43). Results showed that students who completed the SSM scored 1 point higher, with no statistical difference (p = .621). The SSM is preferred by most students; therefore, to promote positive mental health and take a trauma-informed pedagogy, the SSM of fieldwork should be a consideration for fieldwork. Primary Author and Speaker: Kate Barlow Additional Authors and Speakers: Courtney Taylor Contributing Authors: Nicole Newman, Victoria Lehr

Commonalities in OT Level II Fieldwork Failure: A Program Review

Abstract Date Presented 04/01/2022 Narrative record analysis from Level II southwest university fieldwork rotations revealed two OT student fieldwork failure themes. Students failing the Level II fieldwork experience struggled with clinical reasoning and soft skills. Results directed program decisions, revealing the need to examine the qualitative experiences of students who fail Level II fieldwork. Moreover, research that analyzes data using the updated 2021 Fieldwork Performance Evaluation is vital to supporting future fieldwork success. Primary Author and Speaker: Marie Patterson Additional Authors and Speakers: Shannon Levandowski

Use of Standardized Patient Encounters as Predictors of Fieldwork Performance: A Pilot Study

Background: Although standardized patient encounters (SPEs) are being used in occupational therapy (OT) education, limited literature exists on the value these experiences have on OT student learning outcomes and preparation for fieldwork. This study sought to examine if SPEs had the potential to predict Level II A fieldwork performance.

The Relationship Between Emotional Intelligence and Performance on Occupational Therapy Fieldwork

This mixed methods study explored the relationship between emotional intelligence (EI) and overall student performance during occupational therapy (OT) fieldwork. The purpose of this study was to determine whether EI was predictive of student performance during the clinical portion of the academic program. In the first phase of this two-part study, 42 students enrolled in either a Master of Occupational Therapy program or an Occupational Therapy Assistant Program completed the Genos Emotional Intelligence Inventory (short form). Student scores on this brief measure of EI were correlated with scoring on the American Occupational Therapy Association’s Level II Fieldwork Performance Evaluation (FWPE) form. In the second phase of the study, 20 Clinical Fieldwork Educators (CFEs) were interviewed to determine their perception of the importance of EI in regard to fieldwork performance. An analysis of the quantitative data was conducted using hierarchical linear regression, and a positive significant relationship was found between EI and fieldwork performance. An analysis of the qualitative data obtained from interviews with CFEs found multiple themes highlighting their perception of the importance of EI when communicating and collaborating with patients and their families, working as part of a team, and demonstrating empathy and compassion for others. This study adds additional information to the limited evidence on the key factors to fieldwork success in an OT program. The evidence presented here has practical and theoretical implications for OT admissions committees to consider when selecting candidates who will not only be successful academically, but clinically as well.

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

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.

MEWAR: Development of a Cross-Platform Mobile Application and Web Dashboard System for Real-Time Mosquito Surveillance in Northeast Brazil.

Mosquito surveillance is a crucial process for understanding the population dynamics of mosquitoes, as well as implementing interventional programs for controlling and preventing the spread of mosquito-borne diseases. Environmental surveillance agents who performing routine entomological surveys at properties in areas where mosquito-borne diseases are endemic play a critical role in vector surveillance by searching and destroying mosquito hotspots as well as collate information on locations with increased infestation. Currently, the process of recording information on paper-based forms is time-consuming and painstaking due to manual effort. The introduction of mobile surveillance applications will therefore improve the process of data collection, timely reporting, and field worker performance. Digital-based surveillance is critical in reporting real-time data; indeed, the real-time capture of data with phones could be used for predictive analytical models to predict mosquito population dynamics, enabling early warning detection of hotspots and thus alerting fieldworker agents into immediate action. This paper describes the development of a cross-platform digital system for improving mosquito surveillance in Brazil. It comprises of two components: a dashboard for managers and a mobile application for health agents. The former enables managers to assign properties to health workers who then survey them for mosquitoes and to monitor the progress of inspection visits in real-time. The latter, which is primarily designed as a data collection tool, enables the environmental surveillance agents to act on their assigned tasks of recording the details of the properties at inspections by filling out digital forms built into the mobile application, as well as details relating to mosquito infestation. The system presented in this paper was co-developed with significant input with environmental agents in two Brazilian cities where it is currently being piloted.

Professionalism, Resilience and Reflective Thinking: How Do These Influence Occupational Therapy Student Fieldwork Outcomes?

The relationship between entry-level, undergraduate occupational therapy students’ fieldwork performance and measures of professionalism, reflective thinking and resilience was examined. A group of 135 undergraduates (86% female) completed a self-report questionnaire containing the standardized instruments measuring professionalism, resilience and reflective thinking. The Australian Student Practice Evaluation Form–Revised (SPEF–R) measured fieldwork performance. Linear regression analyses identified Staying Healthy and Relationships with Others as significant predictors of students’ fieldwork performance in Professional Behaviors, Self-Management and Information Gathering. The findings highlight the importance of interpersonal skills and engagement in healthy lifestyles in key fieldwork performance areas.

Fuzzy logic based automatic slip control system for agricultural tractors

In this study, a fuzzy-based automatic slip control system was developed for agricultural tractors. The developed system continuously measures the amount of slip that occurs during the tillage activities and automatically changes the operation depth of tillage equipment according to the amount of increase in the slip value. The amount of slip occurring on the driving wheels was applied as a separate input to the designed fuzzy control system (FCS) and at the fuzzy rule base, it was decided how much the depth of tillage would be reduced. The system was mounted on an agricultural tractor and trials were carried out in actual field conditions. The results of the tillage trials performed with the developed FCS were compared separately with the results of the tillage trials performed with an operator control (OC) without using any automatic control system. As a result of the trials, compared to the operator control, it was determined that in the tillage activities carried out with FCS, there were 42% decreases in slip values, 30% decreases in draft force values, 44% decreases in fuel consumption values and 5% increases in field work performance values. It was also observed that there were 10% changes in tillage depth.

Resilience, professionalism, and reflective thinking: The three-legged stool of health professional and teacher education students’ fieldwork practice / Resilienz, Professionalität und reflektierendes Denken: die drei Säulen für das Praktikum von Studierenden der Gesundheitsberufe und der Lehrerbildung

Abstract Background Fieldwork is a core element of health professional and education student training that is often a professional registration and practice requirement. There are many personal, social, and professional factors that impact on students’ fieldwork performance. The impact of professionalism, resilience, and reflective thinking on fieldwork performance is not well described in the literature. Aim To examine the relationship between health professional and teacher education university students’ perceptions of professionalism, resilience, reflective thinking and their links to fieldwork performance. Methods Ten focus group interviews were conducted with university undergraduate or master's students across four disciplines: occupational therapy (n = 18), pharmacy (n = 6), social work (n = 38), and education (n = 16). Thematic analysis was used to identify codes and categories in focus group transcripts. Commonalities of ideas and constructs were identified and interpreted to create meaningful themes. Results Six themes were identified. Fieldwork placement created real-world opportunities for developing technical and nontechnical skills, professional acclimatization, psychosocial traits, and behaviors for coping with the transition from student to proto-professional. However, these outcomes had consequences related to bridging the gap between university course theory and the reality of the workplace, adapting to cultural differences and local practice as well as seeking their own resources, supports, and learning. Conclusion Despite the personal, professional, and practical challenges of fieldwork, students independently establish mental models of professionalism, resilience, and reflective thinking, which support their fieldwork performance. However, developing these mental models should be underpinned by theory, and coordinated university and industry supports should be provided to augment this process.

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.

Professionalism as a Predictor of Fieldwork Performance in Undergraduate Occupational Therapy Students: An Exploratory Study

This study investigated the relationship between professionalism factors and undergraduate occupational therapy students’ fieldwork performance as measured by the Student Practice Education Form–Revised Edition (SPEF-R). 135 undergraduate occupational therapy students (86% 20-24 years old; 87% female) completed the Penn State College of Medicine Professionalism Questionnaire (PSCOPQ). Student fieldwork performance was measured using the Student Practice Evaluation Form–Revised Edition (SPEF-R). Multi-linear regression with bootstrapping was completed on the midway and final SPEF-R scores. Regression analysis demonstrated a range of professionalism variables to be significant predictors of fieldwork performance at the midway assessment of their fieldwork placement: Equity was a significant predictor of Self-management Skills; Enrichment and Altruism were significant predictors of Coworker Communication; and Altruism was a strong predictor of Communication Skills. No PSCOPQ variable was found to be a significant predictor of final SPEF-R performance. The findings reflect the dynamic and complex nature of professionalism in occupational therapy fieldwork settings.

Correlation Between Simulation and Fieldwork Performance in Adult Physical Rehabilitation

Correlation Between Simulation and Fieldwork Performance in Adult Physical Rehabilitation