Perceptions of Level I and Level II Fieldwork in the Same Site

Evenson, Mary E; Barnes, Mary Alicia; Cohn, Ellen S.

doi:10.5014/ajot.56.1.103

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Most articles were program descriptions and were not focused on an examination of practices from a research perspective. These articles describe models of practice (Hengel & Romeo, 1995;Herge & Milbourne, 1999;Farrow, 2000;Jung, 2002;Nolinske, 1995;Mackenzie, 2002;Sabari, 1985;Schemm & Bross, 1995), ways that students cope with the fleldwork experience (Evenson, Barnes, & Cohn, 2002;Mitchell & Kampfe, 1993), or provide strategies to help supervisors address student needs (Ilott, 1995, Mackenzie, 2001. Bondoc (2005), searching for research in occupational therapy educational practices, found "a scant amount of research with low levels of methodological quality" (p. 2).…”

Section: Occupational Therapymentioning

confidence: 97%

Exploring Connections Between Theory and Practice: Stories From Fieldwork Supervisors

Richard

2008

Occupational Therapy in Mental Health

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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

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Section: Occupational Therapymentioning

confidence: 97%

Exploring Connections Between Theory and Practice: Stories From Fieldwork Supervisors

Richard

2008

Occupational Therapy in Mental Health

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“…Cohn and Crist (1995), in their early work, described how faculty and fieldwork educators must work in collaboration to provide students with fieldwork experiences in emerging areas of practice in order to readily prepare them to reflect current health care and educational trends. Johnson, Koenig, Piersol, Santalucia, and Wachter-Schutz (2006) (Evenson, Barnes, & Cohn, 2002).…”

Section: Fieldwork Experiencementioning

confidence: 99%

Perceptions of Academic Fieldwork Coordinators Regarding the Value of Fieldwork in Emerging Areas of Practice

Wilburn¹,

Huber²,

Gahimer³

et al. 2016

The Open Journal of Occupational Therapy

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This study investigated the perceptions of academic fieldwork coordinators (AFWCs) regarding emerging areas of practice as fieldwork experiences for entry-level occupational therapy (OT) students. Further, this study explored several aspects of fieldwork experiences in emerging areas of practice on student personal and professional development, academic curriculum, partnering community agencies, and the profession at large. A survey designed through Qualtrics®, an electronic survey system, was sent to 163 AFWCs of fully accredited master's and doctoral entry-level OT programs. Forty-four participants (27%) completed the 16-question survey. Significance at p < .05 was found in higher levels of Bloom's taxonomy student performance when compared to traditional areas of practice. Common perceptions found among the AFWCs related to emerging areas of practice fieldwork experiences included: improved student professional and personal skills, increased connections and collaborations across and in health care disciplines, an enhanced ability to define and understand OT. Continued opportunities for fieldwork in emerging areas of practice are essential as the profession contemplates new markets and avenues in a changing health care environment.

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“…However, while these formal assessments are an important gauge on whether a student is on-track to achieve entry-level clinical status, such formal evaluations are not comprehensive in their ability to fully detect student learning, nor do they inform about barriers and facilitators to student learning. Prior research indicates that learning is linked closely to external factors such as a positive educator attitude (Grenier, 2015), welcoming environment (Martin, Morris, Moore, Sadlo, & Crouch, 2004), ability to be autonomous (Clarke, Martin, Sadlo, & de-Visser, 2014), and a positive orientation period (Evenson, Barnes, & Cohn, 2002). The student's formal evaluation score may not accurately reflect the student's potential if these positive external factors are not present.…”

Section: Competencementioning

confidence: 99%

Relationship between Occupational and Physical Therapist Students’ Belongingness and Perceived Competence in the Clinic using the Ascent to Competence Scale

Berg‐Poppe

Karges

Nissen

et al. 2017

JOTE

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Clinical education experiences (CEEs) serve an essential role in physical therapist (PT) and occupational therapist (OT) student development. The Ascent to Competence Scale (ACS) measures valuable attributes of belongingness, competence, and welcoming associated with CEE placement. The purpose of this study was to examine the relationship between PT and OT students' belongingness and perceived competence during CEE using the ACS. A survey consisting of 35 questions from the ACS measuring students' feelings of belongingness and perceived competence in the clinic was administered to PT and OT students from 7 Midwest universities. Respondents rated statements using a 5-point Likert-type scale ("never true" to "always true"). Ascent to Competence items were aggregated to develop belongingness and perceived competence constructs. One hundred nineteen (67.2% PT, 32.8% OT) of 509 (23.4% response) eligible students completed the survey. Results of a linear regression analysis showed belongingness in the clinical environment significantly predicted perceived competence measures, F(1, 117) = 182.389; P = r 2 = .609, y(comp) = .721(Xbel) + 1.249. Cumulative weeks in CEE and practice environment did not contribute to the predictive model. The analysis lends further support to the role that belongingness plays in advancing perceived competence during the CEE. The results suggest that supportive clinical education environments can positively impact student learning by promoting a sense of belongingness among student therapists.

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Perceptions of Level I and Level II Fieldwork in the Same Site

Cited by 5 publications

References 22 publications

Exploring Connections Between Theory and Practice: Stories From Fieldwork Supervisors

Exploring Connections Between Theory and Practice: Stories From Fieldwork Supervisors

Perceptions of Academic Fieldwork Coordinators Regarding the Value of Fieldwork in Emerging Areas of Practice

Relationship between Occupational and Physical Therapist Students’ Belongingness and Perceived Competence in the Clinic using the Ascent to Competence Scale

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