Prep For Fieldwork Level I & 2
Cara Westerman, MOT, OTR
Academic Settings & Clinical
Environments
• While both consider learning, the academic and
clinical settings are very different
• Students need to adapt from “classroom”
students to “clinical” students.
• See page 22 in your fieldwork manual for
reference.
Let’s Relate this to your simulation
experience
•
Adapted from AOTA Conference 2001 presentation by:J. Gorecki and B. Grassett from the Delaware Technological and Community College in Wilmington, DE.
Clinical Environment
How can you transition to a
“Clinical” Student?
Environment is Client Centered rather
than centered on the student
Must take responsibility for own
learning
Review recommended materials
before arrival
Fewer supportive relationships;
seldom have other students from class
at the same site
Take ownership of performance
Do not “hide” behind classmates
Evaluation is based on performance,
clinical judgment rather than a test or
practical
Clinical Environment
Supervisors may not answer questions
as quickly. Supervisor is still
responsible for expectations of the job.
Supervisors may want you to reason
through a thought process, or look up
something you should have access to.
May use terminology or jargon specific
to setting
How to transition to a “clinical
student”
The Ideal Student
• You are ultimately responsible for
your learning while on fieldwork.
Here are some tips to being an
“ideal” rather than “challenging”
student.
• Fieldwork is your top priority when
on fieldwork. Leave personal
concerns at home.
• Prepare for your rotation. Review
any information that may be
relevant before your arrival.
• Remember that appearances and
first impressions do matter!
▫ Dress in appropriate, professional
clothing
▫ Its not just the basics- affect,
attitude and non-verbals “speak
louder than words.”
• Demonstrate to the clinician that
you are engaged, interested and
enthusiastic. Clinicians put extra
time preparing for a student and
while you are there.
The Ideal Student Continued
• Jot down any questions. In the
• Try new things! Even if you are
moment may not be the most
intimidated or afraid of doing
appropriate time to ask.
it wrong. This is a good
opportunity to ask for a chance
• If you have any assignments,
to try things that you have
complete in a timely manner.
role-played or done in
• Notice your environment & be
practicals.
a quick study.
Try to solve your own problems.
Questions are great- but
Adapted from Creating a Positive Level I
sometimes you need to review Fieldwork Experience, AOTA, 1995
for yourself or reason through
the process.
Professional Development
• You got your professional
development sheet back today.
• Goals should have been
SMART goals.
• Goals were either for the end
of the semester or the end of
fieldwork.
• Goals should have been related
to professional development.
• Please revise based on
feedback.
• Choose a trusted partner to
review your goals and to
evaluate if you have made
progress thus far. If you need
to revamp your goals, now is
the time to do so.
• Access the professional
development worksheet. You
will input your goals, tie them
to fieldwork as we have talked
about at the beginning of
today’s lecture.
Professional Development
Worksheet & Final Statement
• Note Change in Due DateApril 11th. Bring Form To
Class
• You will be identifying a “peer”
to share your goals with and
gain feedback.
• Please make sure your
advisor’s name is in the
designated blank.
• Indicate Upper Left Corner if
you would like a meeting with
your advisor this semester
regarding professional
development.
• The Worksheet & Grading
Rubric are located on
Blackboard
▫ Content
▫ Assignments
▫ Professional Development
Worksheet and Rubric
Level I FW Evaluation
• FW Evaluation is located on
Blackboard.
• Worth 30% of Grade, so read
carefully before the rotation.
• You will fill out the form to
self-rate your performance and
go over with your clinical
instructor the final day.
• Take a blank copy with you
during the week just in case
the CI does not have access to
the form.
• You will return the
evaluation form to me
Monday, March 25, before
5 pm.
• I do not need the copy of
the evaluation you filled
out for yourself.
Evaluation of Fieldwork Site
• You will be filling out an
evaluation of the FW site. You
DO NOT need to go over this
with your CI.
• This is due Monday,
March 25 Before 5 pm.
Journals
• You have six journals to be
completing during the one –
week FW rotation.
• The first is due March 8 before
11:59 pm.
• They are located on
blackboard, under the
assignments tab. Each
corresponding journal
submission is due each day
before 11:59 pm.
• The writing prompt is included
in each journal.
Case Study & Presentation
• You will be completing a Case
Study assignment March 28th
from 3-5 pm in MML Lab.
• You will need to collect data
beforehand during your week
of FW. The data instructions
are located on Blackboard,
under assignments.
• You will be responsible for
bringing the data to class
March 28th.
• You will be presenting
your cases April 4th from
3-6 pm (Take Note of
Calendar Change)
• You will be notified of
seminar instructors and
group assignments
Discussion & Simulation
• April 11th 3-6 pm
• Will spend 1.5 Hours
completing discussion with a
clinician.
• Remaining 1.5 Hours, you will
be completing a similar
simulation experience. The
clinicians will give you
feedback based on your
performance.
Level II FW
• A full-time internship.
• After students successfully complete the
academic portion of the MOT curriculum
• Two 3-month rotations
• Students work full-time at an occupational
therapy site
• By the end of each clinical rotation students
must demonstrate entry-level competency in
that area of occupational therapy practice.
• Must pass each rotation in order to graduate.
Do I Get To Choose?
• Yes, to an extent
• Submit ranked list of top 5 preferences for EACH Level
II rotation.
• No guarantee that students will get their selected sites.
• I’ll work with students who don’t get chosen sites.
• Must be flexible. Clinical sites may cancel at any time.
Expenses may be incurred with a change in FW site.
▫ Must work hard and engage in the learning process even
when placed at the site that was not a 1st choice or in a site
where area of practice is not a primary interest.
Process
• Rank 5 choices for each rotation
• Types:
▫ 1 physical health
▫ 1 either mental health or developmental health
• Must send choices of same type of facilities for
each rotation, don’t mix them – i.e. 3 choices
must be all in adult PD or all in pediatrics, don’t
mix them.
• Consider risks with ranking / types
Level II Placements
1st Rotation
2nd Rotation
FW Site 1
1
Student 1- 1st Choice
1
Student 2- 1st Choice
FW Site 1
1
Student 1- 1st
0
Student 2- 1st
FW Site 2
1
Student 2- 1st Choice
Student 3- 2nd Choice
Student 4- 3rd Choice
1
Student A- 1st
Student B- 2nd choice
Student C- 3rd Choice
FW Site 3
1
Student 4- 1st Choice
Student 5- 1st Choice
Student 6- 1st Choice
Student 7-2nd Choice
Student 8- 2nd Choice
Student 9- 3rd Choice
1
Student 2- 1st
Student 3- 1st
Student 4- 1st
Student 5- 1st
Student 6- 1st
Student 7- 1st
FW Site 4
0
Student 10- 1st
0
Student 11- 1st Choice
FW Site 5
1
No Student
1
No Student
1
No Student
1
Student 11- 1st
Student 12- 1st
Lake Charles MC with free
housing
FW Site 6
When are Requests Due
• Requests are due at the time of meeting with me.
• You must review Ch. 5 & 6 of your Sladyk Text
before meeting with me & finish a worksheet
reflecting on your strengths and weaknesses
(Posted after Level I FW).
• I will post a sign-up sheets with available times
after completion of Level I FW.
Take Note:
• Delivering Your Confirmations to you is
rewarding! Some tips on making this process go
smoothly.
▫ Avoid emailing me repeatedly regarding your
placement. If you don’t hear from me, I am
probably waiting for a facility to get back with me.
Answering repeated emails takes time away from
securing your placements.
Take Note:
• You are NOT PERMITTED to contact any
fieldwork sites until you are confirmed with a
placement or have been permitted to do so. You
will be copied on the confirmation email to the
fieldwork site with the name and contact
information. NO CHANGES ARE ALLOWED
AFTER YOU RECEIVE YOUR
CONFIRMATION.
Take Note:
• I will be working on this most of the summer
semester. Some may get confirmations sooner
than others.
▫ You may contact the facility and ask to take a tour
etc. during the break you have between summer
and fall semesters.
▫ Your facility may not get back to you right away
since there is quite some time before you come on
site. The facilities are most likely hosting students
from other universities.
Facilities
• Contracts with over 100 OT facilities across
Texas
• New Contracts however take time. May not be
done “on demand.”
• Mrs. Isbel and I are working on updating the
listing.
• We are getting more contracts all the time
• Types of settings:
▫
▫
▫
▫
▫
▫
▫
Hospitals
Community Agencies
Nursing Homes
Private Practices
Residential Programs
Schools
Early Childhood Intervention Programs
Some Rules on Choosing
• Can’t be in a facility in which you previously
volunteered or worked
• Can’t be in a facility in which a family member
or close friend works
• Know the dress code and be able to comply
▫ May need to purchase new clothes
▫ May need to cover tattoos, remove piercings, etc.
Planning for that time
• ACOTE standards: students must complete 12 weeks
(480 hours) of clinical time
• In addition to work, students will need to study most
evenings after work; therefore, personal time may be
quite limited during this exciting learning time
• Students are NOT entitled to any time off during their
fieldwork rotations
▫ Not even 1 day!
▫ It is like the “Probation Period” of a new job
• Students should avoid planning events such as weddings
or vacations during Level II fieldwork
Fit is More Important Than Name
• Facilities Take Students for a variety of reasons
• You are trained as a generalist; and your role as
student is to prepare to be an entry-level
practitioner.
• There is no good or bad site. It’s all about
matching the level of challenge to your academic
performance. Just like you think about the PEO
model for your clients, you need to apply the
same thinking to yourself. That is why reviewing
Ch. 5 & 6 of Sladyk text is important!!!!