FIELDWORK EDUCATORS
Fieldwork LEVEL II
and
OTD Doctoral Experiential Component
MANUAL
WASHINGTON UNIVERSITY SCHOOL OF MEDICINE
PROGRAM IN OCCUPATIONAL THERAPY
St Louis, MO
Table of Contents
AOTA Position Paper: Fieldwork Level II and OT Students (2012)…………………….……..3 - 5
· Requirements for Level II Fieldwork & Doctoral Experiential Component………………………...6
· Prerequisites for Fieldwork Coursework………………………………………………………………6
· Timeline Requirements………………………………………………………………………….…..….7
· Level II Fieldwork Objectives………………………………….…….……………………………….…8
· ACOTE Standards for Level II Fieldwork…………………………………………………………9 - 10
· Supervision Requirements on Level II FW …………………………… ……………………...……..11
· Typical Dates for Fieldwork..…….………………………….…….………………………….…….....11
· Evaluation Methods & Grading for FW Level II …………………………. ………………………….12
· OTD Doctoral Experiential Component Objectives……………………………………………….…13
· ACOTE Standards for the OTD Doctoral Experiential Component…………..………………13 – 14
· Special Circumstances for Doctoral Experiential Components……………………………… 14 -15
· Supervision Requirements for the OTD Doctoral Experiential Component……………..………..15
· Evaluation Methods and Grading for the OTD Doctoral Experiential Component…………….....15
· Preparing for Fieldwork and Doctoral Experiential Component.…………………………...….…. 16
· Accommodations on Fieldwork…………………………………………………………………….…..16
· Attendance…………………………………………………………………………………………..16 – 17
· Attendance in the Absence of the FW Educator………………………………………………….….17
· Correspondence Between the University and the Fieldwork Site.………….………………….…..17
· Correspondence Between the University and the Student…….……………………………………18
· Health Insurance Coverage……………………………………………………………………..…18 - 19
· HIPAA……………………………………………………………………………………………..…19 – 20
· Performance Problems on Fieldwork and Development Plan……………………………..……….21
· Withdrawal and Failure from Fieldwork II Experience…………………………………………….....22
· Withdrawal and Failure from the OTD Doctoral Experiential Component …………………...……23
· What Happens If (various questions) ……………………………………………………....……24 - 28
· Hints for a Successful Fieldwork Experience….……………………………………..…… ……28 - 29
· ASD Tips for A Successful Experience……………………………………..……………...…………30
· The Effective vs. Challenging Student……………………………………………………..........30 - 32
FORMS for FIELDWORK and OTD DOCTORAL EXPERIENTIAL COMPONENT
· Appendix A: Level II Fieldwork Mid-Term for the Occupational Therapy Student………....33 - 37
· Appendix B: Student Evaluation of the Fieldwork Experience …….……...….…………..…38 - 45
· Appendix C: Weekly Review Forms …………………………………………………...............46 - 47
· Appendix D: AOTA FW Performance Evaluation (PDF copy)………………………….…… 48 - 55
· Appendix E: OTD Doctoral Experiential Component Plan D-4..………………………..……56 - 58
· Appendix F: OTD Doctoral Experiential Component Learning Plan & Evaluation D-6…... 59 - 62
Fieldwork Level II and Occupational Therapy Students:
A Position Paper (2012)
The purpose of this paper is to define the Level II fieldwork experience and to clarify the appropriate conditions and principles that must exist to ensure that interventions completed by Level II fieldwork students are of the quality and sophistication necessary to be clinically beneficial to the client. When appropriately supervised, adhering to professional and practice principles, and in conjunction with other regulatory and payer requirements, the American Occupational Therapy Association (AOTA) considers that students at this level of education are providing occupational therapy interventions that are skilled according to their professional education level of practice.
AOTA asserts that Level II occupational therapy fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist in compliance with state and federal regulations. Occupational therapy assistant fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist or occupational therapy assistant under the supervision of an occupational therapist in compliance with state and federal regulations.
Occupational therapy Level II fieldwork students are those individuals who are currently enrolled in an occupational therapy or occupational therapy assistant program accredited, approved, or pending accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE; 2012a, 2012b, 2012c). At this point in their professional education, students have completed necessary and relevant didactic coursework that has prepared them for the field experience.
The fieldwork Level II experience is an integral and crucial part of the overall educational experience that allows the student an opportunity to apply theory and techniques acquired through the classroom and Level I fieldwork learning. Level II fieldwork provides an in-depth experience in delivering occupational therapy services to clients, focusing on the application of evidence based purposeful and meaningful occupations, administration, and management of occupational therapy services. The experience provides the student with the opportunity to carry out professional responsibilities under supervision and to observe professional role models in the field (ACOTE, 2012a, 2012b, 2012c).
The academic program and the supervising OT practitioner are responsible for ensuring that the type and amount of supervision meets the needs of the student and ensures the safety of all stakeholders. The following General Principles represent the minimum criteria that must be present during a Level II fieldwork experience to ensure the quality of services being provided by the Level II student practitioner: ¹
a. The student is supervised by a currently licensed or credentialed occupational therapy practitioner who has a minimum of 1 year of practice experience subsequent to initial certification and is adequately prepared to serve as a fieldwork educator.
¹When the term occupational therapy practitioner is used in this document, it refers to both occupational therapists and occupational therapy assistants (AOTA, 2006).
b. Occupational therapy students will be supervised by an occupational therapist.
Occupational therapy assistant students will be supervised by an occupational therapist or an occupational therapy assistant in partnership with the occupational therapist who is supervising the occupational therapy assistant (AOTA, 2009).
c. Occupational therapy services provided by students under the supervision of a qualified practitioner will be billed as services provided by the supervising licensed occupational therapy practitioner.
d. Supervision of occupational therapy and occupational therapy assistant students in fieldwork Level II settings will be of the quality and scope to ensure protection of consumers and provide opportunities for appropriate role modeling of occupational therapy practice.
e. The supervising occupational therapist and/or occupational therapy assistant must recognize when direct versus indirect supervision is needed and ensure that supervision supports the student’s current and developing levels of competence with the occupational therapy process.
f. Supervision should initially be direct and in line of sight and gradually decrease to less direct supervision as is appropriate depending on the
•Competence and confidence of the student,
•Complexity of client needs,
•Number and diversity of clients,
•Role of occupational therapy and related services,
•Type of practice setting,
•Requirements of the practice setting, and
•Other regulatory requirements. (ACOTE, 2012a, 2012b, 2012c)
g. In all cases, the occupational therapist assumes ultimate responsibility for all aspects of occupational therapy service delivery and is accountable for the safety and effectiveness of the occupational therapy service delivery process involving the student. This also includes provision of services provided by an occupational therapy assistant student under the supervision of an occupational therapy assistant (AOTA, 2009).
h. In settings where occupational therapy practitioners are not employed,
1. Students should be supervised daily on site by another professional familiar with the role of occupational therapy in collaboration with an occupational therapy practitioner (see b above).
2. Occupational therapy practitioners must provide direct supervision for a minimum of 8 hours per week and be available through a variety of other contact measures throughout the workday. The occupational therapist or occupational therapy assistant (under the supervision of an occupational therapist) must have three years of practice experience to provide this type of supervision (ACOTE, 2012a, 2012b, 2012c).
i. All state licensure policies and regulations regarding student supervision will be followed including the ability of the occupational therapy assistant to serve as fieldwork educator.
j. Student supervision and reimbursement policies and regulations set forth by third-party payers will be followed.
It is the professional and ethical responsibility of occupational therapy practitioners to be knowledgeable of and adhere to applicable state and federal laws, and payer rules and regulations related to fieldwork education.
References
Accreditation Council for Occupational Therapy Education. (2012a). Accreditation standards for a doctoral-degree-level educational program for the occupational therapist. American Journal of Occupational Therapy, 66.
Accreditation Council for Occupational Therapy Education. (2012b). Accreditation standards for a master’s-degree-level educational program for the Occupational Therapist. American Journal of Occupational Therapy, 66.
Accreditation Council for Occupational Therapy Education. (2012c). Accreditation standards for an educational program for the occupational therapy assistant. American Journal of Occupational Therapy, 66.
American Occupational Therapy Association. (2006). Policy 1.44: Categories of occupational therapy personnel. In Policy manual (2011 ed., pp. 33–34). Bethesda, MD: Author.
American Occupational Therapy Association. (2009). Guidelines for supervision, roles, and responsibilities during the delivery of occupational therapy services. American Journal of Occupational Therapy, 63, 797–803.
Authors
Debbie Amini, EdD, OTR/L, CHT, Chairperson, Commission on Practice
Jyothi Gupta, PhD, OTR/L, OT, Chairperson, Commission on Education
for
The Commission on Practice
Debbie Amini, EdD, OTR/L, CHT, Chairperson
and
The Commission on Education
Jyothi Gupta, PhD, OTR/L, OT, Chairperson
Adopted by the Representative Assembly Coordinating Council (RACC) for the
Representative Assembly, 2012 in response to RA Charge # 2011AprC26.
Note. This document is based on a 2010 Practice Advisory, “Services Provided by
Students in Fieldwork Level II Settings.” Prepared by a Commission on Practice and
Commission on Education Joint Task Force:
Debbie Amini, EdD, OTR/L, CHT, C/NDT
Janet V. DeLany, DEd, OTR/L, FAOTA
Debra J. Hanson, PhD, OTR
Susan M. Higgins, MA, OTR/L
Jeanette M. Justice, COTA/L
Linda Orr, MPA, OTR/L
To be published and copyrighted in 2012 by the American Occupational TherapyAssociation in the American Journal of Occupational Therapy, 66(6, Suppl.).
Requirements for Level II Fieldwork & OTD Doctoral Experiential Component
In accordance with the ACOTE Standards (2011), each MSOT student must successfully complete two Level II fieldwork experiences in order to complete the requirements for graduation from the Washington University Program in Occupational Therapy. Each OTD student must successfully complete two Level II fieldwork experiences and one 16 week Doctoral Experiential Component (referred to as the OTD Doctoral Experiential Component) in order to complete the requirements for graduation from the Washington University Program in Occupational Therapy. The Level II fieldwork and OTD Doctoral Experiential Component experiences are credited courses (6 credit hours each). It is highly recommended that students (MS and OTD) complete at least 1 clinically based FWII.
OT593A Fieldwork II
This course provides fieldwork experience under the supervision of an occupational therapist. Students’ participation includes in-depth experience in delivering occupational therapy services to clients including evaluation, treatment and intervention. Students have the opportunity to practice in a variety of clinical or community based settings. During the fieldwork process, students are expected to assume increasing responsibilities related to patient or client care. The fieldwork experience is designed to promote clinical reasoning, professionalism and competency.
Duration is 12 weeks.
OT 593B Fieldwork II
This course provides a second fieldwork experience under the supervision of an occupational therapist. Students’ participation includes in-depth experience in delivering occupational therapy services to clients including evaluation, treatment and intervention. Students have the opportunity to practice in a variety of clinical or community based settings. Because this is the second of two fieldwork II experiences, students are expected to build on their first fieldwork and assume increasing responsibilities related to patient or client care. The fieldwork experience is designed to progressively build competencies in clinical reasoning, professionalism and entry-level skills. Duration is 12 weeks.
OT 793C OTD Doctoral Experiential Component (OTD students only)
This course provides a customized experience specific to the doctoral pursuit of the student. Students may participate in research, policy, clinical practice, advocacy, teaching, etc.
Students may or may not be supervised by an occupational therapist. Students are expected to achieve specific goals established by the student, the site supervisor, and the doctoral chair. Duration is 16 weeks.
Prerequisites for Fieldwork and Doctoral Experiential Component Coursework
· Level II Fieldwork: Must successfully complete all first and second year coursework prior to first Level II experience; including all Masters Project requirements.
· OTD Doctoral Experiential Component: Must successfully complete Level II fieldwork experiences (OT 593A & B) and all third year coursework prior to the Doctoral Experiential Component experience, including ALL Doctoral Project requirements.
o As stated in the ACOTE (2011) standards (C.2.0), both FW Level II experiences are to be completed prior to the OTD Doctoral Experiential Component.
o No portion of a FWII experience or work experience will be substituted for the Doctoral Experiential Component.
· Each student MUST complete a competency requirement after completion of the 2nd FWII before beginning the Doctoral Experiential Component. Students will complete the NBCOT General Practice Entry Level Self-Assessment Tool online and send a PDF copy of it to Program’s Course Coordinator (Joanne Morrissey).
o The General Practice Entry Level Self-Assessment Tool can be found on the NBCOT website: www.nbcot.org.
o Certification Candidates tab/Entry-Level Self Assessment. You may choose to do any of the self-assessments but the OTR General Practice self – assessment is REQUIRED.
o The direct link is: https://secure.nbcot.org/ReadinessTools/Default.aspx?Testid=2
Timeline Requirements
All students must successfully complete the required Level II Fieldwork and/or OTD Doctoral Experiential Component experiences within 12 months of completion of academic coursework. Failure to successfully complete the Level II experiences within the 12-month period will result in dismissal from the Program. Unforeseen circumstances may require a leave of absence or an extension to the fieldwork experience that may allow the 12-month time frame to be extended.
The Committee on Academic and Professional Evaluation of Students (CAPES) will determine the impact of a Leave of Absence or extension on the 12-month time frame for completion of the FW Level II and/or OTD Doctoral Experiential Component experiences. A leave of absence or an extension during Fieldwork must be approved by the CAPES.
LEVEL II FIELDWORK OBJECTIVES FOR WASHINGTON UNIVERSITY
Fieldwork is an integral part of the educational experience. It is during this time that the student gains the opportunity to “operationalize” their knowledge and be mentored in the process. Fieldwork is also the first time the student has responsibility for their own clients in which they demonstrate behaviors and ethical decision-making and use the evidence available of person, environment and occupational factors that help clients achieve their own goals. It is our objective for the students to engage in and demonstrate the capacity to practice in ways that support their clients in achieving quality of life through occupation.
The following objectives should set the tone for the fieldwork experience.
Students will (ACOTE 2011 standards are identified):
1. Demonstrate the ability to perform assessment and treatment planning processes consistent with the AOTA Practice Framework using the Models of Practice consistent with their educational preparation (ACOTE B.4.1, B.4.2, B.4.3, B.4.4).