Establishing Fieldwork Site Objectives for Entry-Level Development
Establishing Fieldwork Site Objectives for Entry-Level Development
Antonette Fernandez, DrOT, OTR/L
Kristina Hartsook, DrOT, OTR/L, BCP
Christina Bertran, OTD, OTR/L, BCP, CAS
Incorporating theoretical understanding into real-world practical settings is fundamental for professional development, particularly in specialized fields like occupational therapy (OT). Grenier (2015) emphasizes the importance of establishing competency goals at fieldwork sites to guide Level II OT students throughout their educational journey. This includes fostering an environment where students can actively participate in their learning experiences, to ensure the transfer of entry-level skills. Collaboration between educational institutions and clinical sites is essential, forming the foundation for specific site objectives tailored to the unique needs of each student and the specialized settings they're immersed in.
In order to promote entry-level skills in specialized settings, Level II Fieldwork students need clear objectives and expectations (Grenier, 2015). Students have emphasized that collaborating on learning objectives throughout their fieldwork rotations enhanced their learning and carryover of entry-level concepts (Grenier, 2015). Site objectives for specialized settings should highlight entry-level skills. Effective university and clinical site collaboration is essential prior to the start of the rotation to ensure positive learning outcomes. Site objectives should promote students to be active participants in their learning experiences (Grenier, 2015). Additionally, site objectives should be modified and collaborated on as needed in the specialized setting throughout the rotation to enhance the dynamic process of learning for both the student and fieldwork educator (Grenier, 2015).
Developing site-specific learning objectives is crucial for guiding students through their fieldwork experience effectively. The Accreditation Council for Occupational therapy Education (ACOTE) [2018] offers clear guidelines for Academic Fieldwork Coordinator (AFWCs) and Fieldwork Educators (FWEs) to establish these objectives before students transition into fieldwork. By delineating entry-level competencies via site objectives, we not only promote “entry-level competency” but also provide a roadmap for aspiring generalist occupational therapy practitioners.
Tailoring site objectives to address each student’s growth and development fosters learning opportunities while determining the appropriate level of supervision throughout the fieldwork period (America Occupational Therapy Association, 2020c). Establishing an active partnership between AFWCs, clinical sites, and educational institutions in developing these objectives is essential (Deluliis & Hanson, 2023). The collaboration ensures the academic program remains robust and aligns closely with the evolving needs of the clinical community, thereby keeping our curriculum relevant and representative of contemporary practice standards.
In the ever-evolving landscape of OT education and practice, the establishment of site-specific learning objectives serves as a guide for students as they navigate through their fieldwork experiences. By adhering to the guidelines outlined by entities such as ACOTE and fostering collaboration between academic institutions, clinical sites, and fieldwork educators, we not only nurture the entry-level competencies essential for future practitioners but also ensure that our educational programs remain adaptive and responsive to the demands of contemporary practice. Through this concerted effort, we empower students to not only meet but exceed the expectations but to surpass the expectations of OT, laying a solid foundation for their professional growth and success.
References
Accreditation Council for Occupational Therapy Education. (2018). 2018 Accreditation Council for Occupational Therapy Education (ACOTE) Standards and Interpretive Guide (effective July 31st, 2020). American Journal of Occupational Therapy, 72,7122410005pl-7212410005p83. https: doi.org/10.5014/ajot.2018.72S217
America Occupational Therapy Association. (2020c). New fieldwork performance evaluation tool. AOTA.https//www.aota.org/Education-Careers/Fieldwork/performance-evaluations.aspx
Deluliis, D. E., & Hanson, D., (2023). Fieldwork educator’s guide to level II fieldwork. Slack Incorporated.
Grenier, M. L. (2015). Facilitators and barriers to learning in occupational therapy fieldwork education: Student perspectives. The American Journal of Occupational Therapy, 69(Supplement_2), 6912185070p1-6912185070p9. doi: https://doi.org/10.5014/ajot.2015.015180