When Fieldwork Takes a Detour

Lew, Nancy De; Cara, Elizabeth; Richardson, Pamela

doi:10.1300/j003v21n01_08

Cited by 6 publications

(9 citation statements)

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“…Therefore, it will be important to include the experience of learning specific skills and knowledge that may be needed in particular settings, and how that may be related to student self-efficacy. To summarize, the literature review supports the study of relationships among perceived self-efficacy, the experience of supervision, the meaningfulness of fieldwork, and demographic variables of the OT students (Crist, 2007;Crist, 2011;Dale, 2001;Derdall et al, 2002;James & Musselman, 2005;Lew et al, 2007;Rodger, Fitzgerald, Davila, Millar, & Allison, 2011). …”

Section: Demographics and Fieldwork Setting Variablesmentioning

confidence: 82%

“…Variables related to demographics, practice setting, and the experience of supervision were correlated to self-efficacy to build on prior research (Derdall et al, 2002;Lew, Cara, & Richardson, 2007). Additional variables related to the experience of supervision and the personal meaning of the fieldwork were correlated to OT students' self-efficacy, as no published literature to date had examined those relationships.…”

Section: Purposementioning

confidence: 99%

“…Mastery experiences are considered most effective for fostering self-efficacy, although the four approaches are recognized as interrelated (Bandura, 1997). Self-efficacy is related to capability and success as a student (and later employee) and is an implicit aim of fieldwork (Crist, 2011;Lew et al, 2007). Furthermore, the interaction between knowledge, skills, and self-efficacy may explain why some OT students do very well in coursework and then have difficulty passing their fieldwork (Bandura, 1997).…”

Section: Self-efficacy Competence and Fieldworkmentioning

confidence: 99%

“…Prior research indicated that the supervisory relationship was related to OT students' fieldwork success (Derdall et al, 2002;James & Musselman, 2005;Lew et al, 2007). Rodger, Fitzgerald, Davila, Millar, and Allison (2011) found that supervisors' traits associated with fieldwork learning included timely and constructive feedback, supportive communication, and guidance in skill development.…”

Section: Experience Of Supervision and Fieldworkmentioning

confidence: 99%

“…Problems with supervision during fieldwork, such as supervisors' intolerance of differences, were cited as a significant factor in OT students having poor fieldwork experiences, even when they did pass the fieldwork (Lew et al, 2007).…”

Section: Experience Of Supervision and Fieldworkmentioning

confidence: 99%

See 4 more Smart Citations

Occupational therapy students’ self-efficacy, experience of supervision, and perception of meaningfulness of Level II fieldwork

Andonian¹

2017

The Open Journal of Occupational Therapy

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Section: Demographics and Fieldwork Setting Variablesmentioning

confidence: 82%

Section: Purposementioning

confidence: 99%

Section: Self-efficacy Competence and Fieldworkmentioning

confidence: 99%

Section: Experience Of Supervision and Fieldworkmentioning

confidence: 99%

Section: Experience Of Supervision and Fieldworkmentioning

confidence: 99%

See 3 more Smart Citations

Occupational therapy students’ self-efficacy, experience of supervision, and perception of meaningfulness of Level II fieldwork

Andonian¹

2017

The Open Journal of Occupational Therapy

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Failing professional practice placements in allied health: What do we understand about the student experience? A scoping review

Milgate,

Copley,

Hill

2023

Adv in Health Sci Educ

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Professional practice placements are an essential component of allied health and nursing programs. Whilst most students pass these placements, a small percentage of students will fail or be at risk of failing. Supporting students undergoing a failing experience is a time critical, time consuming, emotional and resource-heavy task which is often undertaken by key university staff and impacts all stakeholders. Whilst several studies have provided insight into this experience from the educator and/or university perspective, this scoping review aimed to identify the students’ experience of failing or nearly failing a professional practice experience. Following Arskey and O’Malley’s framework for scoping reviews, 24 papers were included in this review. This review generated six themes including the reasons for failure, how failure looks and feels, how supports, service and strategies influence the student experience of failure, the importance of communication, relationships and organisational culture, the impact infrastructure and policies have, and the consequences of failure. The outcomes of this scoping review highlighted three key characteristics of the research to date: (a) the student voice is still largely missing; (b) the student perspective is distinctly different to that of other stakeholders; and (c) the interventions used appear not to be student-informed or student-led. Better understanding this experience from the student’s perspective could create a more sustainable practice education environment by designing and implementing more effective supports, services or strategies that reduce the overall impact a failing experience has on students and key stakeholders.

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An Aggregate Fieldwork Model: Cooperative Learning, Research, and Clinical Project Publication Components

Precin¹

2009

Occupational Therapy in Mental Health

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When Fieldwork Takes a Detour

Cited by 6 publications

References 0 publications

Occupational therapy students’ self-efficacy, experience of supervision, and perception of meaningfulness of Level II fieldwork

Occupational therapy students’ self-efficacy, experience of supervision, and perception of meaningfulness of Level II fieldwork

Failing professional practice placements in allied health: What do we understand about the student experience? A scoping review

An Aggregate Fieldwork Model: Cooperative Learning, Research, and Clinical Project Publication Components

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