A self‐directed fieldwork program to provide alternative occupational health placements for undergraduate occupational therapy students

Abstract

Second-year students of undergraduate occupational therapy at the University of Newcastle, NSW, undertake a fieldwork placement in occupational health. However, sufficient placements are not always available. A new fieldwork program attempts to meet this need. Three groups of students conducted risk assessments throughout the academic year, with generally positive results. Students enjoyed the self-directed nature of the placement and the opportunity to learn generic and occupational health related skills. Although there were some limitations to the program, we believe that fieldwork placements met the learning needs of second-year students and offered them an excellent opportunity to gain practical experience related to occupational health practice in prevention. K E Y W O R D S fieldwork, occupational health, self-directed learning.

‘Facing Uncharted Waters’: Challenges experienced by Occupational Therapy Students undertaking Role-emerging Placements

“…This is consistent with findings of existing studies that identify this as one of the main causes of student stress on role-emerging placements and from which useful recommendations have been made (Fisher and Savin-Baden 2002, James and Prigg 2004, Mulholland and Derdall 2005, Thew, Hargreaves, and Cronin-Davis 2008, Thomas and Rodger 2011. In addition to these recommendations, off-site educators and visiting tutors are encouraged to spend time in the setting to become familiar with the environment that the student is working in, enabling students to feel more supported.…”

“…They appeared to feel out of their depth and lacked confidence in themselves to meet the challenges of the placement, a finding similar to existing studies where students experienced a sense of culture shock (Prigg and Mackenzie 2002, James and Prigg 2004, Fieldhouse and Fedden 2009). When faced with the unfamiliar placement environment, students questioned what they and the profession had to offer and struggled with the challenges that this presented to their perception of self, professional role and identity.…”

“…Both international and UK literature highlights various benefits of role-emerging placements, including professional and personal growth and development, increased confidence in team working, resource and time management, use of supervision, communication skills and evidence based practice (Bossers et al 1997, Huddleston 1999, Prigg and Mackenzie 2002, James and Prigg 2004, Gilbert Hunt 2006, Thew, Hargreaves, and Cronin-Davis 2008, Clarke et al 2014a. Other literature suggests that role-emerging placements may be the most significant learning experience that students have in preparing them for practice (Alsop and Donald 1996, Fieldhouse and Fedden 2009, Clarke et al 2014a.…”

The consultative work of occupational therapists working in municipal healthcare

“…OTs are qualified and responsible for preventing risks of impaired activity, and for prescribing and recommending technically advanced aids (32). A critical question to be raised also concerns the OTs' level of competence.…”

Project‐focussed fieldwork: Core business or fieldwork fillers?

“…It is known that a number of academic occupational therapy programs do offer fieldwork experiences that 'fit' within a prevention or health promotion framework, and these have been termed variously as 'non-traditional', 'role emerging' or 'project' placements (Fisher & Savin-Badin, 2002;James & Prigg, 2004;Renwick, Cockburn, Colantonio & Friedland, 1996). The emphasis of some literature regarding 'project'-orientated fieldwork programs appears to justify the innovation partly on the basis of fieldwork shortage (James & Prigg) and for others, the driver appears to be on a clear desire to prepare students for community practice in a changing health and sociopolitical climate (Renwick et al).…”