A strategy for supervising occupational therapy students at community sites

Mulholland, Susan; Derdall, Michele

doi:10.1002/oti.13

Cited by 28 publications

(42 citation statements)

References 11 publications

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“…This is consistent with findings of existing studies that identify this as one of the main causes of student stress on role-emerging placements and from which useful recommendations have been made (Fisher and Savin-Baden 2002, James and Prigg 2004, Mulholland and Derdall 2005, Thew, Hargreaves, and Cronin-Davis 2008, Thomas and Rodger 2011. In addition to these recommendations, off-site educators and visiting tutors are encouraged to spend time in the setting to become familiar with the environment that the student is working in, enabling students to feel more supported.…”

Section: Discussion and Implications For Practicesupporting

confidence: 85%

‘Facing Uncharted Waters’: Challenges experienced by Occupational Therapy Students undertaking Role-emerging Placements

et al. 2015

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Role-emerging placements, which take place in settings where there are no on-site occupational therapy educators, are increasingly being used within occupational therapy curricula internationally. Although literature on such placements is increasing, little has explored the early stages and demands of such placements. Interpretative phenomenological analysis was used to gain an understanding of how five MSc pre-registration occupational therapy students experienced and ascribed meaning to their role-emerging placements. Interviews were carried out with the students within one month of their role-emerging placement. This article explores one of the themes that emerged from the study, 'Thrown in', that reflected the challenges students faced in the early days of their placement. Key findings revealed that students found the early stages of placement cognitively, emotionally and ontologically demanding. They felt temporarily lost, anxious and overwhelmed by their experience, which impacted on their sense of self. Recommendation is made that consideration is given to students' ontological discomfort, or 'sense of being' on placement and pre-placement preparation.

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Section: Discussion and Implications For Practicesupporting

confidence: 85%

‘Facing Uncharted Waters’: Challenges experienced by Occupational Therapy Students undertaking Role-emerging Placements

et al. 2015

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“…In traditional Level I fieldwork, students are typically supervised by occupational therapy practitioners and participate in programming that is already established (Mulholland & Derdall, 2005). Non-traditional Level I fieldwork placements occur in settings that do not offer occupational therapy services (Mulholland & Derdall, 2005) and often the experience is described as experiential or service learning (AOTA, 2016;Chabot, 2016).…”

Section: Non-traditional Level I Fieldworkmentioning

confidence: 99%

Student Perceptions of Non-traditional Level I Fieldwork

Nielsen

Jedlicka

Hanson

et al. 2017

JOTE

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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.

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“…Therefore, it is essential to ensure that the student-clinical instructor relationship is strong and based on critical reflection. A study conducted following a role-emerging fieldwork experience identified several key components to fieldwork supervision based on responses of students (Mulholland & Derdall, 2005). Students reported they received the most benefit from a clear definition of the occupational therapy role and their expectations, interactions with other professionals, and structured supervision (Mulholland & Derdall, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…A study conducted following a role-emerging fieldwork experience identified several key components to fieldwork supervision based on responses of students (Mulholland & Derdall, 2005). Students reported they received the most benefit from a clear definition of the occupational therapy role and their expectations, interactions with other professionals, and structured supervision (Mulholland & Derdall, 2005). Students have also reported that positive experiences and relationships with clients during fieldwork increase the likelihood of continuing to work in a specific setting (Crowe & Mackenzie, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Development of a Role-Emerging Fieldwork Placement in a Homeless Shelter

Tyminski¹

2018

JOTE

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The purpose of this project was to develop and evaluate student learning outcomes of a role-emerging fieldwork Level II placement in a local homeless shelter. A role-emerging fieldwork placement denotes any placement in which there is not an identified occupational therapy program or no on-site occupational therapy (OT) supervisor. The project ran from January through June 2017 at a local homeless shelter with 1 Masters of Occupational Therapy (MOT) student from a local university completing their first Level II fieldwork rotation from January through March, followed by 2 MOT students completing their second rotation from April through June. Fieldwork supervision was provided by an off-site fieldwork educator to meet the minimum Accreditation Council for Occupational Therapy Education (ACOTE) standard of 8 hours per week of direct supervision. Student experience was evaluated using the Fieldwork Experience Assessment Tool (FEAT) after the first week of the rotation, at midterm, and during the final week. Students reported decreased stigma towards the population, increased skills in occupational therapy practice, and improved confidence in their clinical decision making. Role-emerging fieldwork placements can provide a productive learning opportunity for selected students to explore the occupational therapy role in nontraditional settings. This paper will describe the creation of the role-emerging fieldwork project, development of student-run occupational therapy programming in a homeless shelter, student feedback regarding progress towards learning objectives, and describe student attitudes towards role-emerging fieldwork placements.

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A strategy for supervising occupational therapy students at community sites

Cited by 28 publications

References 11 publications

‘Facing Uncharted Waters’: Challenges experienced by Occupational Therapy Students undertaking Role-emerging Placements

‘Facing Uncharted Waters’: Challenges experienced by Occupational Therapy Students undertaking Role-emerging Placements

Student Perceptions of Non-traditional Level I Fieldwork

The Development of a Role-Emerging Fieldwork Placement in a Homeless Shelter

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