Approaches to Improving Student Performance on Fieldwork

Kramer, Paula; Stern, Karen A.

doi:10.5014/ajot.49.2.156

Cited by 11 publications

(12 citation statements)

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“…Additionally, Kramer and Stern (1995) documented two case study examples where occupational therapy students had difficulty modifying their behaviors in response to feedback from others, specifically feedback from faculty and fieldwork supervisors. After receiving repeated feedback regarding problematic behavior, one student made minimal changes, however, the other took responsibility and modified her behavior accordingly.…”

Section: Linking Classroom and Fieldwork Behaviormentioning

confidence: 99%

“…Consistency across settings has been documented in both the cases of weak professional behaviors that interfere with fieldwork success (Kramer & Stern, 1995) and strong professional behaviors that seem to support fieldwork success (Tickle-Degnen, 1998;Tickle-Degnen and Puccinelli, 1999). At least initially, though, students perceiving differences in behaviors across settings have also been reported in the literature (Gutman et al, 1998;Kramer & Stern, 1995). Kramer and Stern recommended the observation of trends and patterns of behavior to help identify whether the problematic behavior is specific to the student, the fieldwork site or the relationship between the two.…”

Section: Statedmentioning

confidence: 99%

“…As students develop professional behaviors, provision of feedback regarding their skills, attitudes, and performance in this area is intended to promote further growth. Feedback can be pro-vided to students in a variety of ways (Babola & Peloquin, 1999;Gutman, McCreedy, & Heisler, 1998;Kramer & Stern, 1995;Peloquin & Babola, 1996;Sands, 1995), however, it is not always known how effective the feedback method is nor if students' learning needs are being met in the process.…”

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confidence: 99%

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Perceptions of Effective Professional Behavior Feedback: Occupational Therapy Student Voices

Scheerer

2003

The American Journal of Occupational Therapy

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The purpose of this study was to gather formative evaluation data to determine students' perceptions of effective aspects of professional behavior feedback for use in program development. A qualitative design was used to gather data from baccalaureate-level occupational therapy students. Through focus groups and semi-structured interviews, data were gathered about the students' beliefs, feelings, and recommendations for policy changes. Four themes emerged: Not Just 'Contact With a Piece of Paper"; Fieldwork Needs To Be Taken Into Account, Faculty Fairness and Support Need To Be Present, "This Is Like Therapy for Me." Aspects of these themes have implications for classroom and fieldwork settings. The type of feedback these students found helpful and the desire to have fieldwork performance considered along with their classroom behavior were salient perceptions. As educators, it is important to listen to the voices of students to gain insights into their perceptions of the effective aspects of the feedback process for professional behaviors.

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Section: Linking Classroom and Fieldwork Behaviormentioning

confidence: 99%

Section: Statedmentioning

confidence: 99%

mentioning

confidence: 99%

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Perceptions of Effective Professional Behavior Feedback: Occupational Therapy Student Voices

Scheerer

2003

The American Journal of Occupational Therapy

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“…It provides a mechanism for the student's practice to be regularly monitored and discussed (Wallace, 2003). However, when faced with the possibility of failure regular feedback is considered essential (Kramer & Stern, 1995;Zuzelo, 2000;Smith et al, 2001;Osiniski, 2003). Kramer & Stern (1995) underline that repeated feedback can be useful as both mentor and student can jointly identify areas where the student's practice is weak, as well as, identify areas that are improving.…”

Section: Developing An Action Planmentioning

confidence: 99%

Deciding to fail

Duffy

2013

The Journal of Practice Teaching and Learning

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Within pre-registration nursing education programmes, clinical competence is verified via continuous assessment in practice. Registered nurses who have undertaken mentor preparation assess competence in practice and have a responsibility to confirm that nursing students are capable of safe and effective practice prior to registration. This requires mentors to identify underperforming students and manage the situation appropriately. Drawing on interview data from 10 mentors who had failed a student in practice this paper will highlight the processes, alongside, the difficulties and dilemmas associated with managing a failed assessment successfully. Three key concepts emerging from the data will provide the framework for this paper, namely: identifying the weak student; creating possibilities for success; deciding to fail. Within the concept of 'Identifying the weak student' participants discuss how they recognised the early indicators of possible failure. While, 'Creating possibilities for success' reveals the strategies mentors used to attempt to facilitate students' progress. The final concept 'Deciding to fail' exposes the emotional consequences for both the mentor and the student of a failed assessment and the importance of debriefing following the event. The paper concludes by discussing the support needs of mentors as this emerged as crucial in the process of managing a failed assessment.

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“…The literature on fieldwork focuses on issues such as preceptor stressors (Lewis, 1990), time requirements of fieldwork supervision (Caty and Scott, 1988;Paterson, 1997), student performance (Kramer and Stern, 1995), and continuing education courses for preceptors (Ryan, 1987;Ilott, 1995;Sinclair, 1996). There is little in the literature documenting the actual lived experience of the preceptor, although Thompson and Ryan (1996) described the supervisory experience from the student's perspective.…”

Section: Literature Reviewmentioning

confidence: 99%

Supervising students: exploring the experience through reflective journals

Jung

Tryssenaar

1998

Occupation Therapy Intl

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Fieldwork is a vital component of undergraduate occupational therapy education and is dependent on effective clinical educators. This study explored the lived experience of clinical preceptors, through an interpretive approach. Thirteen clinical preceptors kept reflective journals during a six‐week fieldwork experience. Data were analysed using an inductive retrospective content analysis of the journals. Results included the anticipation related to preparing for the students, self‐doubt about personal abilities; preparation and organization for the student; the time consuming nature of the task; balancing workload demands; personal enjoyment and rewards from the experience; desire for a positive experience to validate personal skill level; and closure reaction. The themes were consistent across the majority of the journals. Isolated therapists reported a collegial benefit from student supervision. The results may be helpful in connecting continuing education opportunities with preceptors' needs and in the orientation of new preceptors. Copyright © 1998 Whurr Publishers Ltd.

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Approaches to Improving Student Performance on Fieldwork

Cited by 11 publications

References 0 publications

Perceptions of Effective Professional Behavior Feedback: Occupational Therapy Student Voices

Perceptions of Effective Professional Behavior Feedback: Occupational Therapy Student Voices

Deciding to fail

Supervising students: exploring the experience through reflective journals

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