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

Abstract

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 Donna Wooster is Assistant Professor at

Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study

“…Previous research that have been conducted within the OT profession has focused on using e-learning technologies to augment level II clinical rotations [21–26], which typically occur at the end of a student's courses of study.…”

The flexible learning needs and preferences of regional occupational therapy students in Australia

“…Penmann and Cheetham (2007) researched the use of mobile phones and online discussion boards for students on practical placements and found that they provided useful communication tools to keep students engaged and supported by one another whilst on placement, particularly in rural areas. Wooster (2004) found that discussion boards assisted students in remote regions to seek resources from staff and students. This study also found that whilst no grades were attached to the discussion boards, students chose to access these resources in order to independently seek information and develop their skills whilst off campus.…”

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).…”