Experiential Learning to Advance Student Readiness for Level II Fieldwork

Abstract

Occupational therapy (OT) students question their readiness for Level II fieldwork prior to their first placement. Many request more hands-on experiences with clients during their coursework, in preparation for the practice setting. As part of a two year Master of Occupational Therapy program, a fourth semester course was designed to address readiness for fieldwork and engage students in the OT process with actual volunteer clients. This course utilized the primary components of a clinical setting: client interaction, evaluation, intervention and outcomes review, clinical decision making, documentation, and communication, to promote student proficiencies as clinicians in preparation for fieldwork experiences. Weekly student reflections, survey data, and exit interviews identified that the experience was a highly valuable process that aided participants in their readiness to practice as student clinicians. This paper will describe the experiential learning course design, the learning methods used and the outcomes as identified by student perceptions of the impact on their learning and readiness for fieldwork.

On-Campus Occupational Therapy Clinic Enhances Student Professional Development and Understanding

“…Occupational therapy curricula include experiential learning with clients for hands-on practice to bridge the gap between theory and clinical skills and to allow students to get an understanding of clients earlier in the program (Benson, Provident, & Szucs, 2013;Coker, 2010;Goldbach & Stella, 2017;Knecht-Sabres, 2013;Phillips, 2017). Many of these experientials are established in addition to the required Level I fieldwork experiences and involve actual clients that occur within the campus setting or in partnership with a community site.…”

“…Many of these experientials are established in addition to the required Level I fieldwork experiences and involve actual clients that occur within the campus setting or in partnership with a community site. Four studies used community settings to carry out the courses (Benson, Provident, & Szucs, 2013;Falk-Kessler, Benson, & Witchger Hansen, 2007;Knecht-Sabres, 2013;Phillips, 2017), one study used an on-campus clinic (Goldbach & Stella, 2017), and one did not identify whether the experiential occurred on-campus or in the community (Coker, 2010). All studies had faculty responsible for setting up the client sessions, administering day-to-day operations of the experience, and providing direct supervision and teaching of students.…”

“…All studies had faculty responsible for setting up the client sessions, administering day-to-day operations of the experience, and providing direct supervision and teaching of students. Three components were identified as relevant to the planning and implementation of occupational therapy experientials with clients: reflection, student-faculty relationship, role of the faculty, and barriers (Benson et al, 2013;Coker, 2010;Falk-Kessler et al, 2007;Goldbach & Stella, 2017;Knecht-Sabres, 2013;Phillips, 2017).…”

“…Assessing assumptions is an essential component of experiential clinics for occupational therapy students with evidence supporting reflection as an effective tool for professional growth (Benson et al, 2013;Coker, 2010;Falk-Kessler et al, 2007;Goldbach & Stella, 2017;Knecht-Sabres, 2013;Phillips, 2017). In experiential learning, the reflection process serves several purposes to facilitate adult learning by internalizing learning (Kolb & Kolb, 2005).…”

“…Students are able to implement necessary changes based on their personal findings and feedback from the faculty, thus enhancing their application of clinical reasoning and techniques (Lee, 2007). Reflection in occupational therapy experientials with clients included one-on-one consultation and small and large group discussion with students and faculty as well as independent journaling that enabled student self-reflection (Benson et al, 2013;Falk-Kessler et al, 2007;Goldbach & Stella, 2017;Knecht-Sabres, 2007;Phillips, 2017). A student's ability to use reflection improved in several studies as reported by students being able to implement change in clinical reasoning and during actual intervention sessions (Benson et al, 2013;Coker, 2010;Goldbach & Stella, 2017;Knecht-Sabres, 2007).…”