Texas Woman’s University
School of Occupational Therapy
Fieldwork Intern/Learner Outcomes
Texas Woman’s University’s Curriculum Design incorporates four (4) broad, foundational concepts which serve to define
and support learner outcomes: Professional Values, Clinical Reasoning, Professional Skills, and Professional Knowledge.
As the student progresses through each semester module, the four (4) concepts are expanded and refined, setting the
stage for competent, entry-level performance across a wide variety of client conditions and contexts.
Fieldwork education experience is an integral part of the educational program and professional preparation, providing
an opportunity for student interns to integrate academic knowledge with application skills in an actual service delivery
setting. To assist the School, the intern, and the Fieldwork Educator (FWE) in identifying just how fieldwork supports
didactic learning, we have provided the module outcomes below. We ask that the FWE and intern review the outcomes,
identifying which fieldwork experiences or expectations most likely match which outcomes. It is not necessary that your
site provide an opportunity to meet each outcome. Our Fieldwork Intern/Learner Outcomes Checklist is to be used in
conjunction with AOTA’s Fieldwork Performance Evaluation and is not designed to replace the FWE’s assessment of sitespecific objectives. This is a part of on-going self study and institutional effectiveness measures. Please feel free to add
activities, comments, and share suggestions about the utility of this method of communicating the School’s curriculum
design and underlying expectations for all MOT graduates. We welcome your insights and input.
Module 1: Understand and value the professions’ foundational knowledge, beliefs and concepts. Recognize and employ
the professions’ language needed to communicate the analysis and evaluation of persons, occupations, and contexts.
Recognize the foundation of research in enhancing interventions as well as sustaining and advancing the profession.
Module 2: Apply occupational therapy and other practice models of interventions as they relate to an expanded
understanding of the process of occupational performance for adolescents and young adults. Apply and document
professional reasoning to complete the occupational therapy process for practice and research.
Module 3: Apply occupational therapy and other practice models of intervention as they relate to an expanded
understanding of the process of occupational performance of persons with mental health disorders and at risk
populations in the community. Apply the occupational process to health promotion and wellness.
Module 4: Apply occupational therapy and other practice models of intervention as they relate to an expanded
understanding of the process of occupational performance for middle through older adults. Apply and document the
professional reasoning process for practice including safe and efficacious use of rehabilitation technology. Articulate
principles of management and health care systems administration.
Module 5: Apply occupational therapy and other practice models of intervention as they relate to an expanded
understanding of the process of occupational performance for infants and children. Apply and document the
professional reasoning process for practice including safe and efficacious use of assistive and computer technology.
Synthesis of professional skills, and readiness to engage in practice through guided fieldwork experience.
Module 6: Display continuous and sustained entry level performance in application of the occupational therapy process
within a variety of client conditions and contexts.
This page is for your reference – no need to return this page
Revised July 2015
The following list includes possible Fieldwork Intern experiences/assignments that support display of competent skills
and knowledge of the above outcomes. As the fieldwork experience evolves with this student, it is expected that
additional opportunities for learning and responsibility may arise. Check those that apply, feel free to add others.
Records review, data gathering
Screening reports
Assessment reports
Intervention plans
Progress notes
Case study applying practice framework
Discharge Summary
Field visits to related sites/ f/u reports/comparisons
Journal article review & report
EBP information search/literature review
Research projects or summary reports
Contributes to student program
(manuals/handouts/other materials)
Supervision of others (FW1, aides, OTA, volunteers)
Collaborative meetings with supervisor
Team or dept client reports
Formal client case presentations
Participates in family interactions
Contributes as a team member
Diagnosis specific training/in-services
Attends
Presents
Collaborates with other disciplines/students
Utilizes/explains OT terminology within site’s
routine, level of client understanding
Self-reflective journaling
Presents self in mature, professional manner
Participates in department meetings/grand rounds
Observation of other units/programs/disciplines
We have read and reviewed the Fieldwork Intern/Learner Outcomes from Texas Woman’s University.
Fieldwork Educator Printed Name
Student Intern Printed Name
Print clearly - used to generate CEU/PDU certificate
Fieldwork Educator Signature
______________________
Student Intern Signature
Date
Fieldwork Educator received Intern information:
Yes
No – Please send to email address listed below
Intern information includes: Letter of introduction, Resume, Personal Data Sheet, Letter of Attestation, Fieldwork Learner
Outcomes, and Fieldwork Performance Evaluation
Fieldwork Educator’s E-Mail Address:
___________________
Fieldwork Educator’s Years of Practice:
Fieldwork Educator’s Years as Clinical Educator:
Fieldwork Educator’s OT License Number & State:
Fieldwork Educator’s Best contact phone number:
_________________
Please review within the first 2 weeks of the rotation. Return this signed page to the School via hardcopy fax to
940-898-2806, via Blackboard or via email to otfieldwork@twu.edu
Revised July 2015