Exploring Connections Between Theory and Practice: Stories From Fieldwork Supervisors

Abstract

This article describes the fmdings of an exploratory study investigating the experiences of occupational therapy practitioners in their roles as supervisors of clinical fieldwork education. A series of in-depth interviews with three experienced fieldwork supervisors revealed themes relating to issues in supervision. An overarching theme of supportive clinical education was developed. Themes included descriptions of the structures that are needed to assist students through the leaming opportunities of fieldwork education; the social and interactive process of feedback and reflection necessary for leaming; and the iterative nature of the fieldwork experience that provides benefits to both the supervisor and student. Theoretical Lynne F. Richard is affiliated with the

A Descriptive Study on Level II Fieldwork Supervision in Hospital Settings

“…The finding that fieldwork educators accept fieldwork students out of a sense of professional obligation and to enhance their clinical skills is consistent with that of Richard (2008), Sloggett et al (2003), and Thomas et al (2007). The primary barriers to student supervision, however, were related to staffing issues and the amount of time necessary for student supervision.…”

Occupational therapy students’ self-efficacy, experience of supervision, and perception of meaningfulness of Level II fieldwork

“…Richard's (2008) study of fieldwork educators found that clinical reflection was essential for the learning process in fieldwork. The relevance and personal meaning ascribed to the fieldwork experience by students may indicate self-reflection and profound engagement in the learning process, hence it will be important to include in this study.…”

“…Self-efficacy is an important construct to examine during professional fieldwork, when students are challenged to learn and demonstrate the entry-level decision making skills required of occupational therapists but struggle with their own sense of capability, which may hinder their performance (Crist, 2011;Derdall, Olson, Janzen, & Warren, 2002;Richard, 2008).…”

The Collaborative Model of Fieldwork Education: A Blueprint for Group Supervision of Students

“…The FWEd must provide a balance between individual and group supervision and feedback throughout the fieldwork experience-not just at midterm and final evaluation (Richard, 2008). Ground rules for group feedback sessions should be established early, and might include: allowing opportunity for every student to speak, no interruptions, and giving feedback that is constructive.…”