The purpose of
fieldwork experience is to provide occupational therapy students with the
opportunity to integrate academic knowledge with the application of skills at
progressively higher levels of performance and responsibility. The academic
setting emphasizes the acquisition of knowledge and the cognitive growth of the
student. The clinical setting emphasizes the direct application of this
knowledge through supervised intervention with patients and clients. The unique
contributions of fieldwork experience include the opportunity to test first
hand the theories and facts learned in academic study and to refine skills
through client intervention under the supervision of qualified practitioners.
Supervised fieldwork
experience in occupational therapy is an integral part of both the educational
process and professional preparation. It is intended to complement academic
preparation by offering additional opportunities for growth, application of
knowledge, development, and testing of clinical skills, and validation and
consolidation of those functions that comprise professional competence.
The goal of the
educational process is to produce competent occupational therapy practitioners.
Upon completion of Level II fieldwork education, the student is expected to
function at or above the minimum entry level of competence. Therefore,
fieldwork experiences should be structured to offer opportunities for
development of the necessary skills and abilities expected of entry-level
practitioners.
While general objectives
for fieldwork education have been identified by fieldwork and academic
educators in occupational therapy, it is important to recognize that each
fieldwork placement has its own unique characteristics. The philosophy of the
placement and its organization and environment directly affect the fieldwork
education program. Thus, each fieldwork placement must establish its own
educational objectives in collaboration with the educational instruction to
reflect learning outcomes that are realistic and feasible given the types of
learning experiences available.
Effective clinical
practice requires not only a solid knowledge base, but also effective
interpersonal behavioral characteristics. The value of both the academic and
clinical components of the educational process must be acknowledged. If there
is to be a productive interaction between the two settings, there must be
mutual respect for the contributions of each.
Reference Documents
American Occupational
Therapy Association. (1995). Developing, maintaining, and updating
competency in occupational therapy: A guide to self-appraisal.
American Occupational
Therapy Association. (1991). Essentials and guidelines for an accredited
educational program for the occupational therapist. American Journal of
Occupational Therapy, 45, 1077-1084.
American Occupational
Therapy Association. (1991). Guide to fieldwork education.
American Occupational
Therapy Association. (1993). Occupational therapy roles. American Journal
of Occupational Therapy, 48, 1087-1099.
Prepared by Carole Hays, MA, OTR/L, FAOTA, and the Intercommission Council.
Approved by the Representative Assembly April 1996.
Retyped June 1998
(Education Department)