Despite the efforts of academic educators and fieldwork supervisors, not all students successfully complete their Level II field-work experience (AOTA, 1997). This study used quantitative and qualitative data to identify common characteristics surrounding Level II fieldwork failure. Eleven participants responded to a questionnaire regarding their experience in supervising a student who failed a Level II fieldwork experience; six also participated in a telephone interview to provide additional information regarding the experience. Students in this study who failed a Level II fieldwork experience exhibited poor problem solving skills, poor clinical reasoning skills, had difficulty getting the "big picture," and had difficulty responding to constructive feedback. Additionally, supervisors reportedly believe students were academically unprepared for the fieldwork experience. In this study, there were common characteristics, including student attributes and supervisors' strategies for dealing with problematic behaviors, which existed in the circumstances surrounding Level II fieldwork failure.

Despite the efforts of academic educators and fieldwork supervisors, not all students successfully complete their Level II field-work experience (AOTA, 1997). This study used quantitative and qualitative data to identify common characteristics surrounding Level II fieldwork failure. Eleven participants responded to a questionnaire regarding their experience in supervising a student who failed a Level II fieldwork experience; six also participated in a telephone interview to provide additional information regarding the experience. Students in this study who failed a Level II fieldwork experience exhibited poor problem solving skills, poor clinical reasoning skills, had difficulty getting the "big picture," and had difficulty responding to constructive feedback. Additionally, supervisors reportedly believe students were academically unprepared for the fieldwork experience. In this study, there were common characteristics, including student attributes and supervisors' strategies for dealing with problematic behaviors, which existed in the circumstances surrounding Level II fieldwork failure.

We hereby certify that this dissertation, submitted by Karen Leigh James, conforms to acceptable standards and is fully adequate in scope and quality to fulfill the dissertation requirement for the Doctor of Philosophy degree.