Student Perceptions of Non-traditional Level I Fieldwork

Abstract

Academic programs commonly face challenges in developing Level I fieldwork where students have ample opportunity to practice and understand occupation. In response to this challenge, our academic program developed a non-traditional Level I fieldwork. The purpose of this study was to understand the student perceptions of this learning experience. Focus group methodology was employed. Fifty-nine students participated in one of six focus groups. Six themes were identified through the data analysis process. These included challenges and rewards of effective communication, learning to think like an OT, a greater understanding and focus on occupations, developing skills in cultural understanding and advocacy, gaining confidence through doing, and the logistical challenges of getting everyone on the same page. These themes supported that students viewed non-traditional Level I fieldwork paired with structured classroom learning activities positively. A pattern across all themes was that students learned because they were able to make mistakes, reflect on them, and change their action. Limitations include that student perceptions are only one aspect of understanding the impact of learning experiences; therefore further study is needed.

Perceptions and Outcomes of Occupational Therapy Students Participating in Community Engaged Learning: A Mixed-Methods Approach

“…The results from the SCQ indicated a statistically significant increase in perceived self-efficacy in all areas of assessment (p < .05). While this finding on student improvement is consistent with the literature on areas such as confidence, communication skills, or professional identity development (Derdall, Olson, Janzen, & Warren, 2002;Nielsen et al, 2017), in this study it was unique that every item assessed under the SCQ was improved. In the postinterviews, the students associated their experiences during fieldwork with areas such as perceived success and failure, interactions and collaborations, and feedback and direction.…”

“…While there is no body of evidence that directly compares nontraditional to traditional Level I fieldwork, research is available to support the unique learning that occurs in a community engaged fieldwork placement. For example, various studies have found that students are able to gain additional outcomes in CEL placements, such as resourcefulness, diagnostic knowledge, social duty, civic mindedness, self-directed learning, and self-awareness (Bagatell et al, 2013;Hammel et al, 2015;Nielsen, Jedlicka, Hanson, Fox, & Graves, 2017). In many cases, students are required to reflect on and face their preconceived notions or anxieties about a population that they have not encountered before, such as homeless youth, chronically mentally ill individuals, or at-risk inner-city adolescents (Bagatell et al, 2013;Fisher, 2002).…”

Experiential Learning: Critical Analysis of Standardized Patient and Disability Simulation

“…Recent research demonstrates the positive responses of students when academic programs creatively explore viable alternatives to traditional experiential education (Nielsen, Jedlicka, Hanson, Fox, & Graves, 2017). As an alternative to traditional SPS, OT professional education programs can hire PWD trained in providing standardized encounters in the role of standardized patient educators (SPEs).…”

“…Another way to provide students with experiential learning opportunities outside of medical simulation and medical/rehabilitation settings is to establish fieldwork sites in 'nontraditional' settings such as community mental health, disability advocacy, and social service agencies (Nielsen et al, 2017). Doing so could also address critical fieldwork site shortages in ways that are aligned with disability community priorities.…”

‘You actually see what occupational therapists do in real life’: Outcomes and critical features of first-year practice education placements

“…For example, previous studies have described experiences that align with confirmation of occupational therapy as a career choice, gaining experience to draw on for future learning and practice, understanding occupational therapy, developing skills (Boehm et al., 2017; Haynes, 2011; Johnson et al., 2006; Mulholland and Derdall, 2007), understanding clients (Beltran et al., 2007; Mulholland and Derdall, 2007) and finding out about myself (Beltran et al., 2007; Dyck and Forwell, 1997). Similarly, previous studies have mentioned one or more of the eight critical experiences presented in this paper (for example, Beltran et al., 2007; Gibson et al., 2019; Mulholland and Derdall, 2007; Nielsen et al., 2017; Patton et al., 2018). However, the unique contribution of this study is in the development of a conceptual framework that brings these outcomes and experiences together, identifies their relationships and both summarises and encapsulates students’ experiences.…”