An Exploratory Study of Web-Based Supports for Occupational Therapy Students During Level II Fieldwork

Abstract

SUMMARY Occupational therapy students often experience high levels of anxiety about transitioning from the academic student role to the fieldwork student role. The separation from their classmates and the geographical relocation may isolate some students. Additionally, the quality and quantity of on-site supports available to individual students vary with each placement. A web-based resource was designed to assist occupational therapy students from the University of South Alabama with the transition from student role in an academic environment to level II fieldwork in off-campus work environments. Participation was voluntary and no grades were assigned. Students were invited to participate as needed with their classmates for support and information sharing. Resources were provided asynchronously so students could access them whenever and wherever they could gain access to the Internet. Quantitative and qualitative analysis of the data was conducted. Data analysis included frequency of web-based communication, analysis of emerging themes based on the communication, outcome of student fieldwork performance, and students' perceptions based on their participation. The information gained during this exploratory study could be useful to other faculty in developing similar web-based resources to promote student success. Additionally, the technology skills gained by the students are hoped to improve their confidence to participate in web-based professional list serves and distance education opportunities in the future.

Online discussions develop students’ clinical reasoning skills during fieldwork

“…As we come to understand more about the processes and elements of clinical reasoning, and as services users continue to take up opportunities to be included in the clinical reasoning process, the process of teaching clinical reasoning becomes more demanding (Higgs & Jones, 2008; Ryan & Higgs, 2008; Schell & Schell, 2008a). A number of authors have described the potential benefits of online interactions to support the development of a range of skills, including clinical reasoning (Creel, 2001; Hollis & Madill, 2006; Murphy, 2004; Thomas & Storr, 2005; Wooster, 2004).…”

“…A number of such programmes designed to support occupational therapy students undertaking fieldwork have been described in the literature. These programmes have used various interaction methods, including asynchronous discussions (Scanlan, McLoughlin & Hancock, 2006; Thomas & Storr, 2005; Trujillo & Painter, 2009), synchronous discussions (Creel, 2001) and email listservs (Wooster, 2004). Most investigators have reported that students found online interactions during fieldwork useful for maintaining contact with peers and university staff (Creel, 2001; Scanlan, McLoughlin & Hancock, 2006; Thomas & Storr, 2005; Trujillo & Painter, 2009; Wooster, 2004) and to discuss clinical and personal experiences (Creel, 2001; Trujillo & Painter, 2009; Wooster, 2004).…”

“…These programmes have used various interaction methods, including asynchronous discussions (Scanlan, McLoughlin & Hancock, 2006; Thomas & Storr, 2005; Trujillo & Painter, 2009), synchronous discussions (Creel, 2001) and email listservs (Wooster, 2004). Most investigators have reported that students found online interactions during fieldwork useful for maintaining contact with peers and university staff (Creel, 2001; Scanlan, McLoughlin & Hancock, 2006; Thomas & Storr, 2005; Trujillo & Painter, 2009; Wooster, 2004) and to discuss clinical and personal experiences (Creel, 2001; Trujillo & Painter, 2009; Wooster, 2004). Other outcomes have been measured such as successful fieldwork completions (Trujillo & Painter, 2009), fieldwork performance (Wooster, 2004) and overall student satisfaction (Creel, 2001; Thomas & Storr, 2005; Trujillo & Painter, 2009; Wooster, 2004) and findings have generally been positive.…”

“…Most investigators have reported that students found online interactions during fieldwork useful for maintaining contact with peers and university staff (Creel, 2001; Scanlan, McLoughlin & Hancock, 2006; Thomas & Storr, 2005; Trujillo & Painter, 2009; Wooster, 2004) and to discuss clinical and personal experiences (Creel, 2001; Trujillo & Painter, 2009; Wooster, 2004). Other outcomes have been measured such as successful fieldwork completions (Trujillo & Painter, 2009), fieldwork performance (Wooster, 2004) and overall student satisfaction (Creel, 2001; Thomas & Storr, 2005; Trujillo & Painter, 2009; Wooster, 2004) and findings have generally been positive. However, where the investigators sought to use online discussions to promote the development of clinical reasoning skills, results have been less positive.…”

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

“…The literature revealed some support for the use of online instructional delivery to facilitate or enhance existing clinical reasoning among occupational therapy students during fulltime clinical rotations after the completion of their didactic course work (Creel, 2001;Murphy, 2004;Scanlan & Hancock, 2010, Thomas & Storr, 2005Trujillo & Painter, 2009;Wooster, 2004). The study conducted by Scanlan and Hancock (2010) explored online synchronous and asynchronous interaction of students completing clinical rotations, and reported that the participants demonstrated increased depth in clinical reasoning (procedural reasoning), understanding of the diagnostic presentation of clients (procedural or scientific reasoning), problem solving client cases, and implementation of occupational therapy interventions.…”