Novice occupational therapists’ perceptions of readiness to undertake fieldwork supervision

Abstract

A deeper understanding of the supervisory role and associated skills required for new graduate therapists is needed. Support from senior colleagues and workshops conducted by the university to up-skill the therapists are recommended.

Exploring the factors that affect new graduates’ transition from students to health professionals: a systematic integrative review protocol

“…They found that formal supervision by an experienced health professional, who is capable of providing essential feedback and support, was considered a vital component of a successful transition 9 and fundamental to the new graduate’s perceived success at work. 10 Tryssenaar and Perkins 2 also found supervision to be a vital component to promoting competency. Also in the nursing profession, consistent emphasis has been placed on supervision as an effective strategy to help new graduate nurses to relate the knowledge acquired in the classroom to practice.…”

Using Online Professional Development to Increase Self-Efficacy in School-Based Occupational Therapy Fieldwork Educators

“…Potential fieldwork educators often face barriers such as insufficient knowledge, lack of preparation, and low self-efficacy (Hanson, 2011;Hunt & Kennedy-Jones, 2010;Maloney, Stagnitti, & Schoo, 2013). Novice fieldwork educators have reported various challenges to participation in fieldwork education, including developing their own emerging clinical skills, identifying student learning needs, structuring the fieldwork experience, assessing performance, and providing adequate feedback to fieldwork students (Hunt & Kennedy-Jones, 2010).…”

“…Potential fieldwork educators often face barriers such as insufficient knowledge, lack of preparation, and low self-efficacy (Hanson, 2011;Hunt & Kennedy-Jones, 2010;Maloney, Stagnitti, & Schoo, 2013). Novice fieldwork educators have reported various challenges to participation in fieldwork education, including developing their own emerging clinical skills, identifying student learning needs, structuring the fieldwork experience, assessing performance, and providing adequate feedback to fieldwork students (Hunt & Kennedy-Jones, 2010). Both recent graduates and experienced fieldwork educators have reported challenges with time management (Hanson, 2011;Higgs & McAllister, 2005;Hunt & Kennedy-Jones, 2010) and working with underprepared or potentially failing students (Hanson, 2011;Hunt & Kennedy-Jones, 2010;Ilott, 1995).…”

“…Novice fieldwork educators have reported various challenges to participation in fieldwork education, including developing their own emerging clinical skills, identifying student learning needs, structuring the fieldwork experience, assessing performance, and providing adequate feedback to fieldwork students (Hunt & Kennedy-Jones, 2010). Both recent graduates and experienced fieldwork educators have reported challenges with time management (Hanson, 2011;Higgs & McAllister, 2005;Hunt & Kennedy-Jones, 2010) and working with underprepared or potentially failing students (Hanson, 2011;Hunt & Kennedy-Jones, 2010;Ilott, 1995). Coping with the emotional and professional consequences of working with struggling students can also be problematic for fieldwork educators (Higgs & McAllister, 2005;Ilott, 1995).…”

“…Professional development for fieldwork educators is broadly recommended as a method for improving the fieldwork experience for fieldwork students and fieldwork educators (Barton et al, 2013;Hills, Ryan, Smith, & Warren-Forward, 2012;Kirke, Layton, & Sim, 2007;Lewis, 2005). Although fieldwork education is a uniquely challenging element of professional practice, therapists report a lack of professional development in this area (Hanson, 2011;Hunt & Kennedy-Jones, 2010;Ilott, 1995). Although AOTA offers the Fieldwork Educator Certificate Program (Johnson & Stutz-Tanenbaum, 2009), many fieldwork educators have not completed this program, and most report that they are not aware of the online AOTA resources for fieldwork education (Evenson, Roberts, Kaldenberg, Barnes, & Ozelie, 2015).…”