When Fieldwork Takes a Detour

Abstract

This study explored the experience of occupational therapists who encountered counterproductive events during their fieldwork training. Interviews were conducted to gather information regarding the participant's perception of factors that contributed to a negative fieldwork experience. The results were divided into major categories: (1) the role of the supervisor, (2) poor supervisory characteristics, (3) the fieldwork infrastructure, (4) misconceptions in the fieldwork experience, (5) student coping strategies, (6) student responses, (7) positive outcomes, (8) negative consequential outcomes, and (9) cycle of the ineffective fieldwork experience. The results showed challenging supervisory events were the major factor in contributing to a negative fieldwork experience; however, the situation was magnified by other factors such as lack of academic program support. To help prevent this phenomenon from occurring or to minimize negative outcomes, positive resolutions such as solutions to dilemmas presented by the current health care system may minimize the difficulties impinging on fieldwork in occupational therapy.

Accommodation Use by Individuals with Disabilities in Occupational Therapy Fieldwork

“…To decrease challenges for these students, the culture around supervising fieldwork students must be examined. In a study by Lew, Cara, and Richardson (2007), interviews were conducted to explore counterproductive events experienced by occupational therapy students during fieldwork placement. The study reported that occupational therapists felt there is a specific way occupational therapy services should be rendered.…”

“…Education for faculty and students related to disability awareness and examples of proper accommodations can help to improve sensitivity and increase communication (Meeks & Jain, 2018). According to a study completed by Lew et al (2007), the primary factor contributing to dissatisfaction with students' fieldwork experiences was poor supervisor educational techniques and characteristics. The authors found that supervisors had little knowledge about creating accommodations for students to enhance a successful work environment and recommended that further solutions should be developed to minimize difficulties in fieldwork for students who may need accommodations (Lew et al, 2007).…”

The Reflective Debrief: Using Students’ Placement Experiences to Enrich Understandings of Distinct Kinds of Nutrition and Dietetic Practice

“…Trede and Smith (2012) have found that the quality of within-placement opportunities for verbal guided reflection may depend on the student's placement supervisor. Given that negative student experiences may be related directly to a supervisory relationship of placement (Lew, Cara, & Richardson, 2007), university-based reflection allows them to be discussed and processed. Other healthcare disciplines have similarly noted the benefit of a guided, reflective, group debrief, including physiotherapy (Delany & Watkin, 2009), nursing (Platzer, Blake, & Ashford, 2002) and occupational therapy students in Australia (Mackenzie, 2002) and the United Kingdom (Nicholls & Mackenzie, 2006).…”

Students’ Experiences On Occupational Therapy Clinical Placement: A Narrative Review

“…It is the responsibility of supervisors to provide feedback. When there is a lack of supervisor feedback, Lew et al (2007) reveal that it is the main reason for failing the placement. Students feel lost, disorganized and inadequate guidance to succeed during clinical placement due to lack of feedback (Rathgeber 2014).…”