Fieldwork Objectives for the OTA Student
Level II Experience
“Fieldwork education is a crucial part of the preparation of the occupational therapy assistant and is best
integrated as a component of the curriculum design. Fieldwork experiences should be implemented and evaluated
for their effectiveness by the educational institution. The experience should provide the student with the opportunity to
carry out professional responsibilities under supervision and for role modeling. The academic fieldwork coordinator is
responsible for the program’s compliance with fieldwork education requirements.” ACOTE Standard B.10.0.
“The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy assistants. Level
II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in
delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful
occupation. It is recommended that the student be exposed to a variety of clients across the life span and to a variety
of settings.”

Level II fieldwork experiences will take place in traditional or emerging settings, in facilities registered
according to the State of Texas Practice Act.

Fieldwork rotations will consist of eight weeks in beginning Level II and eight weeks in Advanced level II
with a total of 16 weeks as required by Standard B10.16.

Clinical instructors must be licensed with one year minimum experience. (Standard B10.17.)
Supervision of the Level II OTA Student
“Ensure that supervision provides protection of consumers and opportunities for appropriate role modeling of
occupational therapy practice. Initially, supervision should be direct and then decrease to less direct supervision as
is appropriate for the setting, the severity of the client’s condition, and the ability of the student.” (Standard
B.10.19.)

Close and direct supervision initially by an OTR or a COTA with at least one year of clinical experience.

Beginning Level II students are still practicing their skills and may not demonstrate all of them
independently.
Screening and Evaluation
The student will
1. gather relevant information from the medical records and patient/family interviews as directed
2. observe client performance during site specific screenings or evaluations and,
a. in collaboration with the fieldwork educator, identify and prioritize client strengths and
weaknesses which may impact occupational performance
b. (if direct observation is not available, the student can meet the objective by reviewing a completed
evaluation)
3. state and prioritize problem areas and skills (using the OT Practice Framework as a guide) based on
evaluation results in preparation for short term goal development, in collaboration with the fieldwork
educator
4. under the supervision of the fieldwork educator, assist with portions of assessments and demonstrate
performance on screening tools appropriate for the facility
5. write short term goals directed at prioritized problems, in collaboration with the fieldwork educator
Intervention and Implementation
The student will
1. carry a caseload of three to five patients, under supervision of the fieldwork educator
2. select interventions that address the identified goals, in collaboration with the fieldwork educator
3. engage the client in treatment activities with the supervision of the fieldwork educator (as the student
becomes more proficient, supervision should gradually decrease)
4. demonstrate clinical reasoning skills in both verbal and written form with regard to assigned clients on
caseload.
5. incorporate the psychosocial aspect of intervention in all clients whether in developmental, mental health,
home care or short/long term physical rehabilitation facilities.
6. identify and implement activity adaptations or environmental modifications, in collaboration with the
fieldwork educator, that reflect the changing needs of the client
7. develop or update short term goals, in collaboration with the fieldwork educator, based on observed client
performance using the OT Practice Framework
During treatment implementation, the student can be expected to demonstrate with proficiency, under the
supervision of the fieldwork educator the following skills: standard precautions, proper greeting and
introduction of activity to client, implementation of patient safety techniques, accurate goniometry
measurements, accurate manual muscle testing, safe lifts and transfers, a variety of inhibitory/facilitory
techniques such as brushing, vibration, use of vestibular equipment, effective positioning, variety of feeding
techniques, demonstrate splinting principles and techniques (if required), application of knowledge of adaptive
equipment, facilitation of group process techniques, instruct in ADLs, instruct in a variety of craft activities.
Communication/Documentation
The student will
1. utilize OT terminology that is consistent with OT Practice and the Occupational Therapy Practice
Framework in both written and oral forms of communication
2. consistently identify him/herself as an OTA Student from Austin Community College
3. verbalize the role of occupational therapy (specific to the area of practice) and compare and contrast the
responsibilities of an OTR with an OTA in the setting
4. write facility specific documentation on every patient seen
Professional Literature
The student will
1. present a case study or in-service based on a topic chosen in collaboration with the fieldwork educator (the
presentation should include research of professional literature)
Based on his/her discretion, the fieldwork supervisor may also request that the student prepare additional
assignments as needed to enhance his/her learning. This may include, but is not limited to, additional readings
or a facility specific project.
Professional Values, Ethics, and Responsibilities
The student will
1. demonstrate active participation in the learning process
2. demonstrate adherence to HIPPA regulations by maintaining client confidentiality
3. demonstrate adherence to safety regulations, using sound judgment in regards to personal, environmental,
and patient safety
4. demonstrate adherence to the OT Standards of Practice, Occupational Therapy Code of Ethics, and OT
Practice Framework while engaging in fieldwork activities
5. demonstrate professional behaviors that are consistent with site (and academic institution) expectations
6. demonstrate appropriate interactions with clients, families, the fieldwork educator, and members of the
interdisciplinary team
7. demonstrate an active role in the supervisory process by giving, receiving, and responding to feedback in a
professional manner
Revised: M .Reyes/ 1-24-11