Fieldwork education is an essential component of occupational therapy curriculum design and student development. Today's students are faced with a variety of challenges in the changing, diverse healthcare system, and educators need to ensure there are placements that best prepare them for these demands. Role emerging fieldwork offers an opportunity to not only meet the curricular requirements of fieldwork education, but also afford students the chance to develop confidence and skills unique to this kind of placement. The purpose of this explanatory case study was to explore graduate occupational therapy students' self-efficacy before and after a Level I role emerging fieldwork experience, and in addition, the potential personal or professional transformation that occurred as a result. Data was collected from 36 students using a pre-post survey with the Student Confidence Questionnaire (SCQ). The findings revealed a statistically significant growth in each of the seven areas of the SCQ (Risk Taking, Supervision, Communication, Adaptability, Innovation, Clinical Practice, and Professional Competence), which led to an increase in self-efficacy, personal and professional development, and a further understanding of the role of occupational therapy. Results indicated the influential impression role emerging fieldwork leaves on the growth and autonomy of the student and provides a potential solution for programs to meet the accreditation standards for all level of experiential learning.

Date Presented 04/04/19 Secondary effects of burn injury, such as scarring and contractures, impair occupational performance. Home programs (HP), which may include exercises, splint or garment wear, and functional activities, are used by OT practitioners to extend care postdischarge. This study utilized a descriptive survey to gather information from OT practitioners across the US. This poster will describe OT practice patterns for this population. Primary Author and Speaker: Ann Cook Additional Authors and Speakers: Elena Donoso-Brown, Margaret Hyland

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Date Presented 04/22/2023 This study examined factors influencing OTD students’ self-efficacy for the doctoral capstone experience (DCE). Analysis of journals and interviews resulted in themes regarding students’ relationship with their site mentor and factors influencing their efficacy beliefs on the DCE. Primary Author and Speaker: Ann Cook