Master of Occupational Therapy
FIELDWORK EXPERIENCE MANUAL
Gretchen Reeks, MA, LOTR, C/NDT
Academic Fieldwork Coordinator (AFWC)
Assistant Professor
greeks@lsuhsc.edu
Office: (318) 813-2953
Fax: (318) 813-2957
Louisiana State University HEALTH – Shreveport
School of Allied Health Professions
Program in Occupational Therapy
1450 Claiborne Avenue
Shreveport, LA 71103
* The material contained herein is subject to change from time to time. The Occupational Therapy
Program reserves the right to alter or amend the terms, conditions and requirements as necessary.
** LSU HEALTH-S MOT students are responsible for understanding information in this manual
AOTA’s Centennial Vision
We envision that occupational therapy is a powerful, widely recognized, science-driven, and evidence-based profession
with a globally connected and diverse workforce meeting society’s occupational needs.
LSU HEALTH-S OT Program Mission Statement
The Program in OT at LSU HEALTH-S subscribes to a three-fold mission. First, to educate students to become
reflective and empathetic practitioners who provide excellent quality care while maintaining high ethical
standards. These practitioners will be able to collaborate with clients, family members and other healthcare
providers. Second, to foster scholarly development through a spirit of inquiry that will result in intellectual
growth and lifelong learning. Scholarly development will promote research in order to enrich and validate the
knowledge base of occupational therapy. Third, to provide service through varied delivery models, to people in
Louisiana, the nation and the world, to enhance occupational performance.
Resources
Accreditation Council for OT Education (ACOTE): www.aota.org/Educate/Accredit.aspx
American Occupational Therapy Association (AOTA): www.aota.org
Canadian Association of Occupational Therapy (CAOT): www.caot.ca
FIELDWORK WIKI: http://motfieldwork.pbworks.com/FrontPage
Louisiana Occupational Therapy Association (LOTA): www.lota.org
Louisiana State Board of Medical Examiners: (LSBME): www.lsbme.la.gov
LSU HEALTH-Shreveport: www.sh.lsuhsc.edu
Master of Occupational Therapy Program: http://www.medcom.lsuhscshreveport.edu/ah/page.php?id=13
LSU Office of Legal Affairs: (Affiliation Agreements for Fieldwork)
http://www.lsuhscshreveport.edu/ImmigrationContracts/ImmigrationAffiliationSAHP.aspx
National Board for Certification in Occupational Therapy (NBCOT): http://www.nbcot.org/index.html
ii
TABLE OF CONTENTS
SECTION 1. STUDENT FORMS
1.1 Master of Occupational Therapy Student Verification of OT Program Policies
1.2 Master of Occupational Therapy Student Acknowledgement of Ethical Practice
1.3 Master of Occupational Therapy Student Verification of Understanding
1.4 Master of Occupational Therapy Student Waiver
2
1.5 Master of Occupational Therapy Student Contact Information
1.6 Academic Fieldwork Coordinator Contact Information
SECTION 2. FIELDWORK
2.1 Required Fieldwork Documentation
2.2 Medical Insurance
3
3
2.3 Professional Liability Insurance
2.4 Worker’s Compensation
2.5 Incident Reports
3
3
3
2.6 Cardiopulmonary Resuscitation
3
2.7 Blood Pressure / Pulse and Universal Precautions
2.8 Health Information
2.9 Immunizations
4
4
2.10 Drug Screen
4
2.11 Criminal Background Check
4
2.12 Criminal Background Re-Check
2.13 Fieldwork Policy Forms
5
2.14 Americans with Disabilities Act
2.15 Cost of Fieldwork
2.17 Social Networking
6
6
6
2.19 Electronic Communication
2.20 Fieldwork Cancellation
2.21 Pregnancy
6
6
6
2.22 Accident Reports
2.23 Vacation Days
5
6
2.16 Professional Appearance
2.18 Computer Use
5
7
7
iii
3
2
2
1
1
1
2.24 Ethical Standards
7
2.25 LSU Health –S E-Mail
2.26 Electronic Devices
7
7
2.27 Inclement Weather
7
2.28 The Family Educational Rights & Privacy Act
7
SECTION 3. FW I
3.1 Purpose of FW I
8
3.2 Master of Occupational Therapy Student Evaluation of Fieldwork I Site
8
3.3 Fieldwork I Evaluation of the Master of Occupational Therapy Student
8
SECTION 4. FW II
4.1 Purpose of Fieldwork II
9
4.2 Fieldwork II Participants Rules & Responsibilities
9
4.3 Master of Occupational Therapy Student Fieldwork II Site Selection Process
12
4.4 Master of Occupational Therapy Student Fieldwork II Site Selection Request Form
4.5 Fieldwork Syllabus
13
4.6 Independent Study
17
SECTION 5. GRADUATION
5.1 Graduation
18
5.2 National Board of Certification in Occupational Therapy
5.3 Alumni
18
18
SECTION 6. PHILOSOPHY OF FIELDWORK EDUCATION
6.1 Accreditation Council of Occupational Therapy Education
6.2 Student Responsibilities Agreement
19
6.3 Student Fieldwork Professional Behaviors
6.4 Academic Fieldwork Site Selection
20
21
iv
19
12
Appendices
Appendix 1 Fieldwork WIKI Table of Contents
22
Appendix 2 Occupational Therapy Fieldwork II Site Objectives
23
Appendix 3 Master of Occupational Therapy Student Evaluation of the Fieldwork I Site
27
Appendix 4 Fieldwork I Educator Evaluation of the Master of Occupational Therapy Student
Appendix 5 Fieldwork II Sample: AOTA Fieldwork Performance Evaluation
Appendix 6 Fieldwork II Weekly Collaboration Form
29
37
Appendix 5 Master of Occupational Therapy Student Evaluation of the Fieldwork II Experience
Appendix 6 Fieldwork Experience Assessment Tool
v
28
46
38
SECTION 1. MASTER OF OCCUPATIONAL THERAPY STUDENT (MOTS) FORMS
1.1 MOTS Verification of Occupational Therapy Program Policies
REVISED 10/2/13
By my signature below, I attest that I have received a copy of the Occupational Therapy (OT) program policies
and guidelines. I understand that I must have knowledge and familiarity of said policies and agree to abide by
the regulations as stated while I am on or off campus. I understand that this policy supersedes any policy that an
externship site might give to me. I understand I am bound by the policies and procedures provided in the
fieldwork (FW) syllabus, current school catalog, OT program student policy, SAHP student policy, and LSU
Health institution policies. I also understand this is a dynamic document and is subject to review and revision as
indicated by the changing needs of the OT program.
1.2 MOTS Acknowledgement of Ethical Practice
By my signature below, I attest that I have read and understand the American Occupational Therapy Association
(AOTA) Code of Ethics. I also agree to transmit the values and beliefs that enable ethical practice, and to
develop professionalism and competence in occupational therapy as identified by the Accreditation Council for
Occupational Therapy Education (ACOTE). I am aware that it is my duty to read and comprehend the terms of
these documents.
1.3 MOTS Verification of Understanding
By my signature below, I attest that I have read and understand the policies in this manual and agree to take
responsibility for my actions as outlined in the Fieldwork Manual. All MOT students are expected to read and
abide by the policies contained in this manual. The person listed for emergencies will be contacted upon
discretion of the Academic Fieldwork Coordinator (AFWC) and Program Director (PD). A successful FW
experience is dependent on the application of course work, intentional learning and initiated communication
with the FW educator (FE) and AFWC.
Upon completion of reading this manual and acceptance of these policies, please sign and date this page. The
signed copy is placed in the AFWC’s mailbox and retained in your student file. This manual is a guide for
fieldwork. The AFWC is available to clarify any information.
1.4 MOTS Waiver
By my signature below, I agree to the checked applicable statement (s)
_______ I grant permission for the AFWC to give out my name, address, email, and phone number to FW
educators needing to contact me.
_______ I grant permission for the AFWC to give out my address, email, and phone number to my
classmates.
_______ I grant permission for the AFWC to give out my name, address, email, and phone number to
potential job recruiters needing to contact me.
Signature: ___________________________________________
Printed Name: ________________________________________
1
Date: _____________________
1.5 MOTS Contact Information
MOTS Contact Information
Printed Name: _____________________________________________________________________
Cell Phone (include area code) ________________________________________________________
LSU email: ________________________________ other email: ____________________________
Emergency Contact
Name: ____________________________________________________________________________
Relationship: ______________________________ Phone: _________________________________
Name: ___________________________________________________________________________
Relationship: _______________________________ Phone: ________________________________
1.6 AFWC Contact Information
FW students should seek to develop open lines of communication with their immediate FE and concerns should
be addressed directly to this person. If students have concerns in which the FE(s) are unable to adequately
address, or which go beyond the scope of the FW site, the student should contact the LSU AFWC.
Professor Gretchen Reeks, MA, LOTR, C/NDT Email: greeks@lsuhsc.edu Office phone: 318-813-2953
Emergency Contact: Cell phone: 318-453-4448
Home Phone: 318.797.4140
You may email or text me. Please be sure to indicate if an immediate email reply or telephone call is required.
Also, indicate if the call should be made to your home, cell phone or to the fieldwork site. Be sure to include the
phone numbers in your email. I will attempt to return all calls in a timely manner.
2
SECTION 2. FIELDWORK
2.1 Required FW Documentation
Students are required to provide proof of each of the following categories at the beginning of the first semester of the
program and at the request of the AFWC thereafter. Students will not be permitted to begin FW if current proof of each
is not on file. Failure to start FW on the designated date may result in the student being withdrawn from that placement,
the loss of that specific placement opportunity, and delay in graduation. One copy for the school files and one copy in
your FW portfolio.
2.2 Medical Insurance
Students are required to carry their own medical insurance coverage, in the event of an injury while on
fieldwork. The cost of emergency and medical care is the responsibility of the student or the student insurance
provider.
2.3 Professional Liability Insurance
Malpractice insurance also referred to as professional liability insurance, with minimum limits of
$1,000,000/$3,000,000. In order to meet the requirement of the FW site, please purchase from:
-
Type in the address box: www.proliability.com (do not use search engine)
Open Healthcare professional, open students, open get a quote and pay online: Visa or MasterCard.
Type in the year of your graduation
Choose the 3 year plan. You will need your AOTA number.
If you have any questions M-F during the hours of 8:15-5:00, call 1-800-503-9230
Purchase the liability insurance and give the AFWC a copy for the school file.
2.4 Worker’s Compensation
Students do not qualify for worker’s compensation. An on-site incident must comply with sites written policies and the
student must immediately notify the AFWC. Your personal medical insurance is the primary policy for any injury you
incur.
2.5 Incident Reports
An on-site incident must comply with sites written policies and the student must immediately notify the AFWC.
Your personal medical insurance is the primary policy for any injury you incur.
2.6 Cardiopulmonary Resuscitation Certification (CPR): Required for infant, child and adult.
Prior to any type of FW, students are required to provide proof of current CPR for Health Care Providers certification.
CPR certification must be current though the completion of FW II. Training is also available from the American Heart
Association, the Red Cross, and most local hospitals.
2.7 Blood Pressure/Pulse and Universal Precautions
Prior to any FW experience, students are instructed in blood pressure/pulse and universal precautions.
3
2.8 Health Information
It is the student’s responsibility to insure that the appropriate and up to date health information is completed. Students
are responsible for keeping copies of the documentation. All students are required to have health and hospitalization
insurance. The insurance must be applicable for coverage throughout the FW II experiences. Students should find out
any specific immunization requirements for their specific sites in the FW files in room 2-206.
2.9 Immunizations and/or screening tests include:
1. Positive Rubella (German Measles) Titer Test or Immunization and Positive Rubeola (Measles) Titer Test or
Immunization.
2. Positive Varicella (Chicken Pox, Herpes Zoster) Titer Test or Immunization or validation of having Chicken
Pox.
3. Current Tetanus booster (within 10 years).
4. Mantoux TB screening test within 1 year of application and yearly thereafter. A positive Mantoux test result
must be followed up with a chest x-ray and verification of inactive status.
5. Yearly evidence of TB mask fit/check.
6. Evidence of Hepatitis B Vaccine series completed or initiated, positive titer or a student signed waiver. Hepatitis
B (HB) Vaccine is given as a series of 3 immunizations, with the final 2 given 1 and 6 months following the
initial immunization. A student who does not wish to take or who is unable to take the immunization is required
to sign a waiver for the Hepatitis B Vaccine series.
2.10 Drug screen
MOT students are required to complete the drug screen upon admission to LSU HEALTH-S. Please go to the
FW WIKI page or LSU HEALTH web page http://myhsc.lsuhscshreveport.edu/HResources/HRForms.aspx and
complete the form requesting a copy of your drug screen. Turn this form in to and the HR office will call or
email you when the form ready. Turn in a copy of your drug screen to the AFWC and keep a copy for your FW
portfolio. A copy of this original document must be made and given to the AFWC prior to any FW placement.
2.11 Criminal Background Check
MOT students are required to complete a background check prior to admission to the LSU HEALTH-S OT
program. All incoming students complete a criminal background check through our approved third-generation
applicant screening company. Students have lifetime access to their criminal background check through the
secure website of the applicant screening company. The cost of the check, which may range from $50 to $100
depending on the number of cities, parishes, counties or states you lived in, is the responsibility of the student.
Any student whose background check yields negative information will be required to meet and review the
processes for prescreening through NBCOT and the LA OT Licensure Board to determine if the identified
offense(s) will prevent the student from sitting for the NBCOT exam or from obtaining a license to practice.
LSU Health Shreveport requests that you use the Application Station - Student Edition to complete necessary screening
services through Certiphi Screening, Inc. Please follow the instructions below:
1. Click the link below or paste it into your browser: http://www.applicationstation.com
2. Enter the Code: LSUHEALTH in the Application Station Code field.
3. If you have not already created an account for yourself, click the "SIGN UP NOW" button to do so. Otherwise, just
click the "SIGN BACK IN" button to login using your Username and Password.
4. Follow the instructions on the Application Station web site.
5. If you have technical issues, please contact Application Station Support at: 888-291-1369 X2006.
4
2.12 Criminal Background Re-Check
This is the original background check requested during the pre-registration time period.
You are responsible for your User ID and PIN number.
1. Contact the Office of Admissions and Records for a criminal background re-check:
2. Melissa Greaves: mgreav@lsuhsc.edu 318-813-2908
3. You may also go to the Office of Admissions and Records with your photo ID and receive a copy of the
report. Or you may contact the Certiphi Request Line: 1-(800) 260-1680 to request a hard copy.
4. No results, User ID’s or PINS are retained in the Office of Student Affairs.
5. Students have unlimited, 24-hour online access to their check up to one year from the time the report was
completed at: www.applicationstation.com.
Students may not participate in any FW or community activity until these are completed. A copy must be given to the
AFWC one month prior to FW start date. Keep the original in your FW Portfolio.
Any student whose background check yields negative information will be required to meet and review the processes for
prescreening through NBCOT and the LA OT Licensure Board to determine if the identified offense(s) will prevent the
student from sitting for the NBCOT exam or from obtaining a license to practice.
2.13 FW Policy Forms
Read, sign and turn in to the AFWC: MOTS Verification of OT Program Policies; MOTS Acknowledgment of
Ethical Practice; MOTS Verification of Understanding; MOTS Waiver and MOTS contact/emergency contact
information. This is due week 3 of your first fall semester.
If these forms are not completed the student will not be able to participate in any course related activities that
involve patient/ client contact in or out of the classroom.
2.14 Americans with Disabilities Act (ADA)
The School of Allied Health Professions seeks to comply with Section 504 of the Rehabilitation Act of 1973 and
the Americans with Disabilities Act by providing reasonable accommodations to students with documented
disabilities. Students must register with the Office of Student Affairs to request disability-related
accommodations, and are responsible for providing documentation of a disability. Costs associated with
documentation of a disability are the responsibility of the student.
For further information contact Melissa Greaves: 318.813.2908 mgreav@lsuhsc.edu
Students with identified disabilities are strongly encouraged to initiate a discussion with the AFWC during the
second semester of the program to discuss their needs for accommodations within the FW settings. This should
allow sufficient time for the student to become well informed of his/her rights and to determine if and what
information s/he wishes to disclose to the FE.
If a student would like to request ADA accommodations for FW, the appropriate documents must be submitted.
This document may be found: http://www.lsuhscshreveport.edu/AlliedHealth/AlliedHealthProspective.aspx
Students may not ask for accommodations once the FW placement has begun. The FW courses will not provide
accommodations without prior knowledge. Students who choose not to disclose such information may be on
jeopardy of failing.
5
2.15 Cost of Fieldwork
Students financially assume the costs that accompany all FW experiences. The cost includes full tuition per FW
course and all other site-specific fees. Additional expenses may consist of: housing, meals, transportation, travel,
parking, materials for projects, scrubs, uniforms, etc.
The LSU HEALTH web page has the specific tuition/fee schedule for each semester:
http://www.lsuhscshreveport.edu/AlliedHealth/AlliedHealthCurrentStudents.aspx
2.16 Professional Appearance
Students are required to dress as designated by the assigned fieldwork facility. In the absence of a facility dress
code, the OT Program dress code is in effect at all times that the student is in the fieldwork facility. In all
instances the student must wear a name badge. Full-length pants must meet malleoli. Axilla must be covered.
Undergarments must be worn and may not be visible. No facial piercings or jewelry. Tattoos covered at all
times. Excellent personal hygiene is expected including hair, facial hair and nails: no longer than ¼ inch; no
artificial nails. Hair must be pulled back and out of face and eyes. Chewing gum or tobacco is strictly prohibited.
2.17 Social Networking
Many potential employers go to social networking sites to see what you have posted. It is important that you
avoid posts or photos on Facebook, Twitter, etc. about your FW experiences. Here are some specifics:
1. Please do not ask any of your FE to “friend” you. This puts everyone in an awkward situation. If you mutually
decide to do this after the FW, that is a personal choice.
2. Do not list names of supervisors, comments or criticism about sites.
3. It is a HIPAA violation if you mention a client with enough information that the person might be identified.
The consequences for violations, as you know, are severe.
For more information: http://www.aota.org/Educate/EdRes/Fieldwork/Supervisor/HIPPA/39884.aspx
2.18 Computer Use
Computers are to be used for professional work/school. Checking personal email is strictly prohibited.
2.19 Electronic Communication
Electronic communications devices (cellular phones, beepers, hand-held computers, blackberry’s, I-pods,
pagers, etc.) must be silenced and not used (including text messaging) during all FW experiences.
Phones and pagers are considered distractions to the learning environment. They should be turned off and out of
site during all learning experiences. Appropriate accommodations will be considered if the student notifies the
AFWC and FW educator of any extenuating circumstances.
2.20 Fieldwork Cancellation
A FW site may need to cancel a confirmed placement. If a cancellation occurs, the AFWC will notify the
student. The AFWC and student will discuss alternative options and reschedule the FW experience.
2.21 Pregnancy
If a student is or becomes pregnant while enrolled in the OT academic courses, she must notify the AFWC
immediately. This is necessary so the student can plan for and make decisions for course completion. Any student who
is pregnant will be required to have a letter from her physician stating she is capable of assuming the normal clinical
duties of an MOT student.
6
2.22 Accident Reports
In the event of an accident, personal injury or injury to a client while on fieldwork or at an off-campus site for another
class, the student will report the accident or injury to her/his immediate supervisor at the site and complete the necessary
paperwork for that organization. In addition, the student will notify the LSU AFWC immediately.
2.23 Vacation Days are not permitted
The LSU HEALTH-S academic holidays do not apply to FW students. Do not plan family trips, weddings or other
scheduled holidays to interrupt a FW experience or to closely coincide with the expected completion date of the FW
course.
2.24 LSU HEALTH and AOTA’s Ethical Standards
Students are responsible for learning about and upholding the ethical standards of the LSU Health-S pertaining
to research, as well as the ethical standards of the American Occupational Therapy Association (AOTA)
encompassed in the AOTA Code of Ethics. It is imperative that students take these responsibilities seriously as
evidence of a serious breach in research ethics or in the AOTA Code of Ethics may precipitate immediate
dismissal of a student from the program. Students are also directed to the AOTA Code of Ethics. This code
includes occupational therapy students in its definition of personnel and is based on seven principles, each of
which bears implications for student conduct
(http://www.aota.org/Practitioners/Ethics/Docs/Standards/38527.aspx?FT=.pdf).
2.25 LSU HEALTH-S E-Mail
A large portion of communication with students happens through the LSU HEALTH-S email, not your personal
e-mail accounts. Students are expected to check their LSU e-mail regularly, and to keep their mailboxes “clean”
so that efficient communication between students and AFWC can take place. If e-mail cannot be delivered to a
student due to a full e-mail box, the AFWC is not responsible for attempts to deliver the communication
2.26 Electronic Devices
Electronic communications devices (cellular phones, beepers, hand-held computers, blackberry’s, I-pods, pagers, etc.)
must be silenced and not used (including text messaging) during all fieldwork experiences.
2.27 Inclement Weather
Students are responsible to plan ahead for travel needs during inclement weather. Unless the assigned fieldwork
placement is closed due to inclement weather, the student is expected to report to their FW site. If the assigned
FW site is closed due to inclement weather, the student is required to make up these missed days. (Weekends or
extend FW dates). The AFWC must be notified with number of missed days and the plan of action to make-up
the missed days. Closure of LSU Health-S due to inclement weather does not relieve the student of the
responsibility to report for duty.
2.28 The Family Educational Rights and Privacy Act (FERPA)
FERPA affords students certain rights with respect to the educational records. The LSU Health-S Student
Handbook, (page 8) further defines this policy and procedure.
7
SECTION 3. FIELDWORK I
3.1 Purpose of FW I
The ACOTE Standards for FW I explain that the goal is to “introduce students to the FW experience, to apply
knowledge to practice, and to develop understanding of the needs of clients.” This experience offers students the
opportunity to translate theory into practice and enrich the didactic coursework. OT services in a variety of settings with
a variety of populations are offered. The concepts of occupation-based practice, client-centered practice, evidence-based
practice and adaptation across the lifespan are supported by the FW experience.
FW I introduces the MOTS to a variety of settings in which OTs work. FW I experiences are designed in a
developmental learning continuum. Each course builds on the previous, moving from simple to complex with the
learning activities. FW I educators are qualified occupational therapists. These FW I experiences will occur in
conjunction with the curriculum (i.e. FW I in pediatrics while taking pediatric course).
FW I placements are made by the AFWC. The course learning objectives are compiled by the course instructor.
The AFWC and course instructor discuss these objectives to coordinate the FW I sites that best meet these
objectives. The AFWC will coordinate these objectives with the individual site and FE. The FE’s are in
agreement with the plan set by the AFWC and course instructor prior to the MOTS placement.
FW I experiences are selected each semester based on the course objectives and sites ability to carry out the specific
academic and clinical requirements. At a minimum, students will complete 24 hours in an outpatient orthopedic site, 40
hours in a pediatric site, 40 hours in an adult rehabilitation site, and 40 hours in an older adult site that has as its focus
psychological and social factors that influence the engagement in occupation. (ACOTE C.1.7)
The course instructor will facilitate discussions and design class assignments to support the course objectives, listed on
the syllabi. The FE will evaluate the student in the areas of clinical application of knowledge, professional behavior,
observation skills, and performance skills. The final grade from this experience, assignments, and classroom
participation will be given by the course instructor.
3.2 MOTS Evaluation of the FW I Site (FW WIKI)
The MOTS will evaluate the FW I SITE and FE using the LSU OT Program SEFWE for FW I. The MOTS
will review this form with the FE after the FE has given the MOTS their evaluation. Both will sign and the
MOTS will bring back to the AFWC.
3.3 FW Educator Evaluation of the MOTS (FW WIKI)
The MOTS is evaluated by the FE using the LSU OT Program Evaluation Form. On the last day of the
FW I, the FE will review this document with the MOTS and both will sign. The MOTS will bring the evaluation
form to the AFWC in the envelope provided by the AFWC, with the FE’s signature on the envelope seal.
The student must receive a score of at least "3" in all areas to pass FW I. If a student does not receive a
score of "3", then the AFWC, MOTS, and course instructor will develop a remediation plan. The
MOTS is responsible for scheduling a meeting with the course instructor and collaborating on a plan for
improvement which addresses the identified areas.
8
SECTION 4. FIELDWORK II
4.1 Purpose of FW II
FW II placements are designed to develop competent, entry-level, generalist occupational therapists. The goal of
FW II is to provide an in-depth experience in OT services that support the curriculum design, with a focus on
purposeful and meaningful occupations. Research, administration, and management of OT services is also
emphasized. The student will also be exposed to a variety of occupational therapy practice sites serving clients
experiencing a variety of physical and psychosocial occupational performance issues across the life span.
The Program in OT follows AOTA’s suggested Level II FW dates: aota.org. International FW experiences are
not available at this time, per the policy of the LSU HEALTH -S Legal Affairs Department. The AFWC ensures
that each MOTS is supervised by a currently licensed occupational therapist who has a minimum of 1 year fulltime of practice experience subsequent to the initial certification and who is adequately prepared to serve as a
FE.
The AFWC conducts pre-fieldwork on-campus seminars each semester to transition the MOTS into FW II by
reviewing the general procedures and expectations. FW II placements are discussed with each MOTS
individually to best match student learning with site expectations. The request to the FE /FW site is made only
by the AFWC. The AFWC monitors student progress by contacting both the MOTS and FE at midterm.
Students are required to complete a written discussion form prior to the phone conversation or gotomtg.com
group call with the AFWC. The FE evaluates the MOTS at mid-term and upon completion of the rotation using
AOTA’s FWPE.
Enrollment in the two FW II courses (OCCT 6911 and OCCT 6913) follows successful completion of all other
academic requirements of the occupational therapy curriculum. During the FW II courses, the MOTS transitions
into the role of student occupational therapist. Students actively participate in all aspects of the delivery of
occupational therapy services, from referral to screening/evaluation/intervention and discontinuation of services.
Emphasis is placed on the use of occupation that is purposeful and meaningful to clients and is based on evidence.
Clinical reasoning and reflective practice skills are developed, as well as the values and beliefs that guide ethical
practice and the development of professionalism. MOTS’s are also exposed to various aspects of administration and
management of occupational therapy services. Student learning outcomes are generalized outcomes that guide the FW
experience, and are complemented by the specific objectives and activities that reflect the uniqueness of each FW
placement.
Each rotation is a full-time, 12-week placement, for a total of 24 weeks of Level II experience. Actual days of the week
and exact number of hours of work per week will vary, depending on the schedule of the FE to whom the MOTS is
assigned. Students should plan on each FW course including a 40 hour work week, which may include weekend days
and holidays, with several hours devoted to reflection, research, and preparation each evening. Students are strongly
advised to NOT maintain outside employment during this last critical phase of their professional preparation.
Upon the successful completion of the final FW II rotation, the student is eligible to sit for the national certification
examination and to apply for licensure to practice as an occupational therapist. At this point, students have transitioned
through the roles of occupational therapy student to student occupational therapist to entry-level occupational therapist
4.2 FW II Participants Roles and Responsibilities
FW education is accomplished through the collaborative efforts of the AFWC, FE and MOTS. The following is
a brief description of the roles and responsibilities of each.
9
Academic Fieldwork Coordinator
The AFWC is the faculty member responsible for the program’s compliance with Accreditation Council for
Occupational Therapy Education FW education requirements Section C (C.1.0 - C.1.19). The AFWC is
responsible for the development and monitoring of the FW education program. Responsibilities include, but
are not limited to:
 Ensure that the FW program strengthens/supports the curriculum design and student learning outcomes.
 C.1.11 FW is designed to promote clinical reasoning and reflective practice, to transmit the values and
beliefs that enable ethical practice, and to develop professionalism and competence in career
responsibilities.
 Document process for FW site selection. Maintain MOU’s and review periodically. Collaborate with the
FW site to update site objectives and site data forms.
 Update FW Manual and FW courses
 Orientation of students to the purpose and process of FW expectations.
 Assignment of eligible students to FW and FW site paperwork.
 Midterm and as needed communication with each MOTS and FE. (email, phone, gototmtg.com)
 Reassignment of MOTS FW per departmental policies.
 Document FW supervision effectiveness: Student Evaluation of Fieldwork Experience (SEFWE)
 Document formal evaluation of student performance: AOTA Fieldwork Performance Evaluation for the
Occupational Therapy Student (AOTA FWPE)
 Assignment of final grade for the FW courses.
 Collaborate FE’s to develop instructional strategies: initial supervision is direct and then decreases to less
supervision as appropriate for the setting; continuing education workshops, etc.
 Assist the MOTS and/or FE should concerns arise regarding the student’s performance, requirements of
the fieldwork site, personality conflicts, etc. The AFWC is available to participate in telephone
conferences or, if the site is within a “reasonable” drive from the University, the AFWC can attend an onsite conference.
Fieldwork Educator (FE)
The FE a licensed OT who has a minimum of 1 year full-time of practice experience subsequent to initial
certification. The FW site may assign the administrative responsibilities to the FE or these responsibilities
may be assigned to another FW site employee. The FE day-to-day supervisory responsibilities include, but
are not limited to:
 Collaborates with AFWC in establishing FW objectives
 Orientation of the student to pertinent departmental and organizational policies/ procedures and
meetings/team rounds/conferences.
 Review with the MOTS
o Learning objectives, learning expectations, projects and timelines.
o All documentation procedures and expectations. (evaluation, tx planning, discharge, billing)
o Model best practice with client-centered and evidence based at forefront
o Assign clients with graded supervision matching the skill and clinical reasoning of the MOTS.
 Supervision of the student’s delivery of occupational therapy services, including documentation in all
forms.
 Conduct regular supervisory meetings, mid-term evaluation and final evaluation using the FWPE
Communicate student progress and evaluation results to AFWC at mid-term and the conclusion of the
fieldwork experience, and at any time that concerns regarding the student’s performance mar arise.
 Mails the original AOTA FWPE to AFWC when student has completed this FW II experience.
10
FE’s provide learning opportunities to encourage students to apply classroom knowledge into the skills needed for
entry-level practitioners. The FE is considered an important member of the education process. The AFWC offers
seminars, resources and information to support best practice. FE’s clinical practice skills include competent/ ethical
behavior; good communication skills and an understanding of the generational differences are key factors in site
selection.
The Program in OT encourages FE participation in national and state OT associations. Involvement with the OT
program is done through on-site visits, telephone calls, email, etc. The AFWC initiates collaboration between the
academic faculty and FE’s. This is accomplished through seminars, course laboratory experiences, lecture and
discussion which review the academic curriculum and curriculum design and the FW site focus and scope of
practice. Current practice trends, LSU HEALTH-S philosophy, mission and curriculum design is reviewed.
Occupation-based practice, current trends and strategies for student learning are presented. Resources are provided
to support best practice in FW.
FW II students are supervised by FE’s that are occupational therapists with a minimum of 1 year of practice
experience, subsequent to initial certification by NBCOT as an occupational therapist. The FE must meet state
regulations governing practice and referrals from qualified physicians and form others seeking service in the
medical, educational and broader human services community. The supervision ratio is either a 1:1 or 1:2 between
FE and student. The FE provides ongoing graded supervision, weekly meetings and formal valuations at midterm
and at the conclusion of the FW II experience. The AOTA Fieldwork Performance Evaluation (FWPE) is the
assessment completed by the FE regarding each MOTS 12 week placement.
The AFWC communicates with FE throughout each student FW II rotation via telephone, electronically and/or FW
site visits to ensure entry-level performance is achieved. At midterm the AFWC contacts the student and FE to
discuss progress. The AFWC provides resources to FE to support the development of supervisory skills, articles,
resources, in-services. For example, decreasing supervision as the student demonstrates increased competence and
performance.
MOT Student
The student collaborates with each of FE and the AFWC to ensure that the requirements of the FW
experience are met. The student’s responsibilities include, but are not limited to:
 The MOTS will email the FW II site six weeks prior to start date to confirm the dates, time and
meeting location of first day. Included in this email is the MOTS Personal Data Sheet.
 Provide the FE proof of liability insurance, CPR certification, and immunizations, as well as any
other documentation required by the placement.
 Comply with all policies/procedures of the fieldwork site, unless specifically exempted.
 Comply with all aspects of the Academic Code of Conduct, as defined in the LSU HEALTH-S
Student Policies.
 Promptly notify the FE of an absence. The MOTS will work all scheduled FW days, except in the
case of unavoidable absences due to illness or death in the immediate family. Absences must be
made up in a manner that is mutually agreeable to the FE, the MOTS and the AFWC.
 Conduct her/himself in a professional manner, at all times.
 Work the same hours as the FE, including weekends and holidays, unless otherwise determined by
the FE and the AFWC.
 Fulfill all duties and assignments given by the FE and the AFWC within the specified time frame,
unless otherwise exempted.
 Actively and appropriately participate in the supervisory process; receiving and reflecting on
constructive feedback from the FE and modifying behavior’s accordingly.
 Complete all assignments and from AFWC. This includes, but is not limited to active participation in
GOTOMTG.com, written collaborative assignments and the LSU SEFWE.
11

Follow the line of authority in the FW setting to discuss any problems or issues that may arise.
Discussions should first be conducted with the FE. If resolution is not achieved with the FE, the
student should attempt to resolve the issue with the FE and his/her supervisor. The AFWC is
available to assist the student in planning how to approach the FE and/or supervisor, and how to
express his/her concerns or issues. If problems or issues are not resolved at this level, the student
may contact the PD.
4.3 MOTS FW II Site Selection Process
1. Review the list of sites: LSUHSC-Shreveport; Office of Legal Affairs /Affiliation Agreements
http://www.lsuhscshreveport.edu/ImmigrationContracts/ImmigrationAffiliationSAHP.aspx
2. Review the FW office files
a. AOTA Fieldwork Data Form
b. Student Evaluation of Fieldwork (SEFWE)
c. Facility brochures
3. LSU HEALTH-SFW II criteria:
a. Review and select one FW site that is in Louisiana and one FW site that is out of state. You may choose to
do both out of state.
b. Rotations must be across the lifespan: pediatric ↔ adult
c. Variety of settings: in-patient, out-patient, rehab, private practice, acute, orthopedic, work hardening
4. To request a FW placement, schedule an appointment with the AFWC and two learning objectives for each
site selected. One goal must address ACOTE C.1.12. (In all settings, psychosocial factors influencing
engagement in occupation must be understood and integrated for the development of client-centered,
meaningful, occupation-based outcomes).
5. Once you have made your decision, complete the FW II Request Form and submit to the AFWC.
6. The AFWC will request the FW II placement with the requested site. Once there is confirmation from the site,
you will receive a confirmation email from the AFWC.
4.4 MOTS FW II Site Request Form for Courses: OCCT 6911 and OCCT 6913
LSU/AOTA FW Rotation Schedule: www.aota.org OT FW WIKI: http://motfieldwork.pbworks.com/FrontPage
LSU HEALTH-S Contracts: http://www.lsuhscshreveport.edu/ImmigrationContracts/ImmigrationAffiliationSAHP.aspx
Student Name: _______________________________ Cell #: ___________________________
FW II Dates
Site Name/Type of Setting
City
State
Lifespan
1.
2.
3.
4.
Comments: (Special interests/learning style/concerns you would like considered if at all possible)
12
4.5 FW II Syllabus
Course Instructor and AFWC
Professor Gretchen Reeks, MA, LOTR, C/NDT
Email: greeks@lsuhsc.edu
Work: 318-813-2953 Fax: 318-813-2957 Emergency: 318-453-4448
LSUHSC-Shreveport FW WIKI: http://motfieldwork.pbworks.com/FrontPage
Course Pre-requisites
1. The Level II FW courses are available to students who have earned a passing score on the Professional
Development Assessment (PDA). Students’ who do not receive a passing score will not progress to FW
II. Students may not enroll in the FW II courses until all FW I course prerequisites are completed
successfully.
2. Students may not participate in the FW II courses until all prerequisite course work has been completed
successfully.
Course Descriptions
Spring Semester OCCT 6911 (9 credit hours)
Fieldwork II: An in-depth experience in delivering occupational therapy services to clients. Students
are supervised in a clinical setting full-time (40 hrs. per week) for 3 months.
Summer Semester OCCT 6913 (6 credit hours)
Fieldwork II: An in-depth experience in delivering occupational therapy services to clients. Students are
supervised in a clinical setting full-time (40 hrs. per week) for 3 months.
FW II Outcome Objectives
The MOT student will:
1. Consistently adhere to the AOTA Code of Ethics, safety regulations and use sound judgment.
2. Effectively communicate verbally and in writing articulate the values and beliefs of the OT profession,
and the role of the OT to clients, families, significant others, colleagues, service providers, and the
public.
3. Focus on the application of purposeful and meaningful occupation and research, administration and
management of OT services.
4. Develop occupation-based intervention plans and strategies, and demonstrate the ability to apply them to
client situations.
5. Demonstrate the screening and evaluation tools used in OT practice, including assessments of
occupational functioning, client factors, context, and determination of an occupational profile.
6. Communicate the role of the occupational therapist and occupational therapy assistants
7. Apply principles of management and systems in the provision of OT services including timeliness,
correct and complete documentation, adherence to policy and procedure, collaboration, delegation,
program evaluation and supervision.
8. Utilize current research and professional literature to make informed evidence-based practice decisions.
9. In all settings, understand and integrate psychosocial factors influencing engagement in occupation for
the development of client-centered, meaningful, occupation-based outcomes.
13
10. Participate in the supervisory process; utilizing available resources, communicating assertively and
respectfully, and responding appropriately to constructive feedback
11. Assume a full client caseload, as defined by the FW site, by the end of the FW experience.
12. Follow all policies and procedures as directed by the fieldwork site and LSU HEALTH–S.
13. Submit correct and complete documentation in a timely manner.
14. Develop competent, entry-level, generalist competencies upon completion of the FW II experience.
15. Complete and participate in all FW II assignments from AFWC
Course Requirements and Course Grade
1. The MOTS must complete a total of 12 weeks of full time clinical FW experience per course. Each
course must have a minimum of 470 hours.
2. FW II takes place at 2 separate sites. This can be either one FW II in state and one FW II out of state, or
both FW II’s out of state.
3. FW II experiences are scheduled to assure that the MOTS is exposed to a variety of settings and to a
variety of clients across the life span.
4. An MOTS who does not complete or does not earn a passing score in the AOTA FWPE (score of 122 or
above) for each of the two required FW II experiences: OCCT 6911 and OCCT 6913 will be ineligible to
take the National Board for Certification in Occupational Therapy (NBCOT) certification exam.
5. All assignments requested from the AFWC must be completed in order to receive a passing grade on the
AOTA FWPE. The AFWC will determine the course grade.
6. FW II may be repeated one time only. Students who repeat a course but earn an unacceptable grade will
be dismissed from the School and Program in OT.
Personal Data Sheet and FW Introduction Letter
1. The MOTS will complete the FW letter and Personal Data Sheet 6 weeks prior to the start date of each
FW II.
2. The AFWC will contact the MOTS and FE at midterm to discuss the learning opportunities and student
performance.
3. The LSU FW assignments are on the FW WIKI site. Each MOTS must complete these and email to the
AFWC prior to the midterm collaborative FW call.
4. As requested by the AFWC, the MOTS will assist the site FE with updating the AOTA DATA Form and
Staff Profile.
5. The FW II site experience is evaluated by the student, using the Student Evaluation for Fieldwork
Experience (SEFWE) form. Students complete this form on Survey Monkey and then emails to the
AFWC. The AFWC will email back in a PDF format. The MOTS prints and reviews with the FE and
then mails to the AFWC. This form is reviewed by the AFWC and a summary given to the academic
faculty. The form is then placed in the site file in the FW office. Pre-FW students have access to this
document when choosing a FW II placement.
6. The MOTS performance will be evaluated by the FE using the AOTA Fieldwork Performance
Evaluation for the Occupational Therapy Student (FWPE). The Fieldwork Educator completes the
FWPE at midterm and at the completion of the FW. The original final FWPE is mailed to the AFWC by
the FE.
7. Requirements for Pass on FWPE are: Rating of 3 or above for all Ethics and Safety items and an
Overall Final Score of 122. Failure to achieve a score of 3 or 4 will be recorded as a failed FW II
experience. Students who obtain a score of 122 or more, but do not have a 3 or 4 on the FWPE will earn
a failed FW II experience.
14
8. Failure may occur prior to midterm. Immediate removal from the site and/or a failing grade may be
given for any fieldwork placement for the following:
a. Violation of patients’ rights, violation of the rights of others, violation of the AOTA Code of
Ethics.
b. Unprofessional behavior, unsafe practice, substance abuse, failure to complete any requirements
c. Continued unsatisfactory performance, insubordination, excessive tardiness, risks to patient care
d. A final score below a “3” on items 1–3 of Section 1 of the FWPE (Fundamentals of Practice)
9. Students need to refer to the School’s Policies and Procedures for Academic Misconduct, Dismissal, and
Appeals for further information. In the event a student is dismissed from the School for misconduct, he
or she is ineligible for readmission to the School.
10. The FE mails the original AOTA FWPE to the LSU HEALTH-S AFWC.
11. The SEFWE and AOTA FWPE forms should be mailed no later than one week after the student has
completed the experience.
12. If the student does not meet the expectations of the Level II FW placement, they will earn a grade of
“F”. Students who receive a failing grade or withdraw from a FW placement (per student, AFWC, or FE
request) in one Level II experience may be given permission to take the course for a second time.
13. Students failing more than one fieldwork placement will be terminated from the program.
14. All fieldwork experiences must be completed within 24 weeks of fulfillment of didactic coursework.
Withdrawal Procedures
If either the student makes the decision to withdraw or if the AFWC/FE requests termination, the student may be
given permission to take the course for a second time. The withdrawal process is:
1. The MOTS and FE will meet to determine the professional requirements that must be fulfilled prior to
final exit.
2. If the student requests withdrawal he/she will write a letter to the FE with a copy to the AFWC
indicating reasons for withdrawal and the commitment to fulfill final requirements as determined by the
facility.
3. If the FE requests the student to be withdrawn from FW, a letter is written to the AFWC.
4. The FE and student will schedule an exit interview. The FE will contact the AFWC after the exit
interview. Failure to follow this process will result in a recorded grade of “F” on the MOTS academic
record.
5. The student will schedule an appointment with the AFWC after completing the entire withdrawal
process.
6. The student must contact the Registrar’s Office (Kim Carmen: Khatch@lsuhsc.edu (318.675.5207) to
complete the required paperwork before leaving the Health Sciences Center. Failure to complete the
withdrawal process will result in a block on the student’s academic record.
FW II Objectives: ACOTE Standards
The 42 performance items listed on the AOTA FWPE are used as objectives to be met by all students
during their FW II experiences. Sites are encouraged to collaborate with the AFWC in supplementing
these with site specific objectives, site requirements and assignments. Available site specific objectives
are filed in the FW files. (Sections C.1.1 -1.7 and C.1.11-1.19).
Required Teaching and Learning Experiences
Fieldwork II is a practicum clinical experience. Students are strongly advised not to maintain outside
employment during this last critical phase of their professional preparation.
15
Justification
Accreditation Standards for a Master’s-Degree-Level Educational Program for the Occupational
Therapist: Effective July 31, 2013, by The Accreditation Council for Occupational Therapy Education
(ACOTE) of the American Occupational Therapy Association (AOTA).
Behavioral Objectives
Behavioral objectives are developed by the FW Site in collaboration with the AFWC. The FW Site
provides one copy of these objectives to the student. An additional copy is sent to the AFWC who is
responsible for maintaining student fieldwork files. Students are strongly advised not to maintain outside
employment during this last critical phase of their professional preparation.
Relationship to the Curriculum Design
FW II provides students with in depth experiences in integrating theory, practice and developing skill in
the delivery of occupational therapy services. Students have the opportunity to begin acting as change
agents and exploring roles in research, administration and management of occupational therapy services.
Attendance and Absences
The Standards for an Accredited Educational Program for the Occupational Therapist require a total of
24 weeks of Level II fieldwork. Students are required to be in attendance during the hours that their FE
works. Actual days of the week and exact number of hours of work per week will vary, depending on
the schedule of the FE to whom the student is assigned. Students should plan on each rotation including
a 40 hour work week, with several hours each evening devoted to reflection, research, and preparation
for the next day. The Monday through Friday 8 hour work day is mandatory and any modification of
this time must be approved by the AFWC.
Absences or loss of time beyond two sick days during each 12 week/470 hour FW must be made up for
successful completion of the FW experience. Absences cannot exceed 2 days without make-up. School
districts or state and federal agencies may have additional holidays which, along with illness, count
toward two days of absence.
Student Performance
The student is responsible for following the line of authority in the FW setting. Discussions should first
be conducted with the FE. If resolution is not achieved with the FE, the MOTS should resolve the issue
with the FE and her/his supervisor. The AFWC is available to assist the student in planning how to
approach the FE and/or supervisor. If problems or issues are not resolved at this level, the student may
contact the O.T. PD.
If the student’s midterm performance score on the AOTA FWPE is an 89 or below the AFWC must be
notified immediately. Any concerns, at any point during the FW experience must immediately be
brought to the attention of the AFWC. A written plan will be developed jointly by the FE, AFWC and
student. The plan includes a description of the problem, suggested learning strategies, outcomes
measures, timelines and consequences of success or failure to meet timelines. The FE monitors the
progress and provides written feedback for the student at daily/weekly meetings. AOTA’s Fieldwork
Experience Assessment Tool (FEAT) may also be used to structure and promote FE/student
communication on the learning experience. This tool enables the FW educator and student to reflect and
create a plan. The student outcome is to develop clinical skills and appropriate professional behaviors.
If the AFWC receives notification from the FE/Supervisor that student is demonstrating unprofessional
behaviors, is not competent to perform assigned tasks, and/or is a safety risk to self, patients and/or staff,
the FE and AFWC will counsel the student on corrective actions. A learning contract is established to
16
attempt to remediate/correct the identified issues. The learning contract will include, but is not limited to:
a description of the problem, suggested learning strategies, outcome measures, time lines, and
consequences of success or failure to meet requirements set forth in the plan. The FE monitors the
student’s progress and provides formal (written) and informal feedback to the student and AFWC at
intervals established in the learning contract.
If the student does not meet the expectations outlined in the learning contract the fieldwork placement
will be terminated and the student will receive a grade of “F” for the placement. Students who receive a
failing grade in one FW II will be scheduled, at the convenience of the AFWC, to repeat this FW II
course. If the student fails again, they will not be scheduled for additional FW II experiences.
Students must notify the AFWC prior to withdrawing from FW II. Any abandonment of one’s
professional responsibilities to the patient and facility is considered a serious violation of professional
ethics. The student will receive a failing grade if they leave a FW site without notifying AFWC.
4.6 FW II Optional Independent Study (OCCT 6413: 3 credit hours)
Optional Independent Study Fieldwork II: An in-depth experience in delivering occupational therapy
services to clients. Students are supervised in a clinical setting full-time (40 hrs. per week) for 6 weeks.
Course must be approved by AFWC and PD prior to MOTS registration.
This FW allows students the opportunity for in-depth study in specialty practice areas. Written objectives
are jointly established by the AFWC, MOTS and FW educator. Registration for this course is done with
approval of the PD and AFWC. All FW II courses are graded by the FE using AOTA’s FWPE. All items in
the, Fundamentals of Practice, section must be scored #3 or above on the final evaluation to pass fieldwork. A
pass/fail grade is assigned by the AFWC.
17
SECTION 5
5.1 Graduation
During the second FW II rotation you will receive emails from LSU regarding:
The OT Program FW Seminar and Hooding Ceremony as well as information about the day of graduation.
5.2 National Board for Certification in Occupational Therapy (NBCOT) www.nbcot.org
Once you have received a passing score on both FW II’s, the AFWC will post your grade. Once the grade has
been posted, you may go to the NBCOT web site and download the Academic Credential Verification Form
(ACVF). Complete Section I and email this to the OT Program Director. Upon receiving this, the OT Program
Director will complete the school section and then send the information to NBCOT. Kim Carmen (LSU
Registrar) will send your transcripts to NBCOT the Monday after the graduation ceremony.
In Louisiana, you may obtain a temporary license after you have scheduled your exam with NBCOT. You will
work under the supervision of an OTR.
5.3 Alumni
The Program in OT at LSU HEALTH-S is interested in where its graduates begin their professional careers.
Please contact the MOT Program Administrative Assistant: (acoll2@lsuhsc.edu 318.813.2950) and let us know
where you are working. We look forward to being your colleagues.
18
SECTION 6: PHILOSOPHY OF FIELDWORK EDUCATION
6.1 ACOTE
The LSU HEALTH-S Program in OT complies with the FW Educational Standards for a Master’s Degree Level
Educational Program, established ACOTE and AOTA. FW sites are sufficient in number and types to meet the
curriculum intent and design. A web page is listed below for complete sites offerings:
http://www.lsuhscshreveport.edu/ImmigrationContracts/ImmigrationAffiliationSAHP.aspx
Fieldwork seminars are held during the academic semesters for planning and discussing FW procedures. These
seminars are mandatory for all students to participate in fieldwork.
FW experiences are designed to provide students with multiple and varied opportunities to apply the knowledge
and skills gained through didactic interactions and experiential learning experiences. Under the supervision of
the FE’s, students identify clients' occupational performance issues and select appropriate theoretical frames of
reference to screen and assess the clients. Students develop action plans with measurable goals and objectives
that are matched to client-therapist agreed upon targeted outcomes, carry out interventions and plan for
discontinuation of occupational therapy services and/or transition to other services. Within the fieldwork
practice settings, students further develop the professional skills necessary for the establishment of effective
client-therapist relationships and for successful collaboration with other members of the client's service delivery
team.
LSU Health-S academic coursework divides fieldwork education into two components, identified as FW I and
FW II. ACOTE provides general guidelines regarding fieldwork education, but the specific nature and structure
is determined by the academic faculty in collaboration with the FW educator. FW I may not be substituted for any
part of FW II.
6.2 Student Responsibility Agreement
1. The department only guarantees fieldwork placements that meet the AOTA standards and the department
requirements. Students may request a specific placement, but the final decision is determined by availability
of sites and will be made by the AFWC.
2. Students must earn a successful completion of six (6) months of FW II, prior to graduation.
3. Students may not participate in clinical or fieldwork courses until all prerequisite course work has been
completed successfully. See Provisions for Academic Progression in general section of School of Allied
Health Professions catalog.
4. Students have the opportunity for an additional FW II experience through an Independent Study. This must
approved by the OT Program Director and AFWC. The course credit, content, written objectives, and
evaluation criteria are jointly established by the student and AFWC.
5. A student who receives a grade of “Failure” in any FW II twice will be dismissed from the program
regardless of the student’s cumulative grade point average. This requirement may be waived upon
recommendation of the Department Head and approval of the Dean.
6. All FW II requirements must be completed within 24 months following completion of didactic course work.
7. One FW II placement must be scheduled outside of Louisiana. Students may complete both FW experiences
out of state.
8. Students assume their own financial responsibility for travel, living accommodations, etc., for each
fieldwork placement. Very few facilities offer stipends, housing or meals.
19
9. After the paperwork has been completed and the FW site has been confirmed, there will be no changes in the
placement. If there is an emergency or dire circumstance, the student may request a change in writing to the
AFWC indicating the reason for the change request. The request will be reviewed and the student will be
notified in writing of the decision.
10. A site may change areas of experience (e.g., from rehab to acute). This is not a reason for a student to
request withdrawal from the placement contract.
11. The MOTS assumes the responsibility to:
a. Review FW files and consider all contingencies prior to selecting a FW site.
b. Meet the pre-requisite expectations of each facility.
c. Submit Personal Data Sheet, letter of intent and any required information to fieldwork educator 60 days
prior to schedule starting date.
d. Submit copies of liability insurance, health insurance, CPR, etc information to department and fieldwork
site prior to starting dates and any other forms required by the site.
e. Complete the SEFWE after each FW. Mail the original to the AFWC and leave one copy with your FW
educator.
f. Upon completion of fieldwork, please write a letter of appreciation to the OT FW Educator.
12.
Only the AFWC will contact FW sites for the purpose of setting up FW placements. All negotiating of
FW II experiences will be done by the AFWC. No student may contact a site for the purpose of assessing
the availability of a student placement or to secure a site for themselves or others.
13. The student is responsible to contact the school when problems arise during fieldwork.
6.3 Fieldwork Professional Behaviors
The Program in OT values each FW as an opportunity for the students to demonstrate intentional learning under
the supervision of an occupational therapist. Evaluation of student performance during FW experiences is an
ongoing process. This occurs during supervisory sessions, both formal and informal, as well as during the
processing of FW in the academic course work.
The occupational therapy program utilizes an adaptation of the Professional Development Assessment © (PDA)
developed by Kasar, Clark, Watson, & Pfister (1996) to assess students’ professional behaviors. The OT faculty
collaborates and assesses each student’s professional behaviors at the end of each semester. Each student is
provided with written and verbal direct feedback regarding their professional behaviors in the classroom and in
course related activities in various community settings. Students who do not receive ratings by faculty of a 3 or
4 in each area will work with their faculty advisor to determine strategies for achieving these expected ratings
during the current semester. These strategies, expressed as personal objectives with timelines for achievement,
will be documented. The form will be entered into the student’s file, with a copy provided to the student.
Achievement of the objectives will be discussed at follow-up meetings between the student and his/her advisor.
Failure to correct identified unprofessional behaviors will result in dismissal from the program and the student
will not progress to FW II.
FW I professional behaviors are assessed by the fieldwork educators using a form designed by the course
instructor to best meet the course objectives. Students who do not receive ratings on the PDA of a 3 or 4 will
meet with the AFWC and/or course coordinator to discuss strategies for achieving these ratings. These
strategies will be documented and a collaborative plan will be developed and signed by both the student and
faculty.
FW II professional behaviors are evaluated on the FWPE (The American Occupational Therapy Association,
Inc., 2002). Failure to correct or modify behaviors identified in the academic or fieldwork settings and
described in a formal plan, could result in a failure of the FW rotation.
20
Failure to correct or modify behaviors identified in the academic or fieldwork settings and described in a formal
plan, will result in disciplinary process
6.4 Academic Fieldwork Site Selection
The AFWC confirms that there is a current written contract is in place between LSU and the site throughout the
time that the student is on FW. The LSU Health-S Legal Affairs department initiates all contracts to each site,
per the AFWC’s request. All original contracts are kept in the Legal Affairs Office with copies in the Allied
Health’s Dean’s office. The Legal Affairs web page lists the current contracts with the contract expiration date.
The AFWC reviews this site at the beginning of the fiscal year and requests contract renewals if needed.
Contracts are reviewed at least every 5 years.
The faculty and AFWC work closely to discuss and select FW sites that best support occupation-based practice
and the curriculum design. Sites that meet the faculty site selection criteria are used to support the didactic
teachings. Students will not be placed at FW sites that do not support the LSU curriculum. FW site or educators
that are under review for unethical practice will be eliminated from the site selection.
The AFWC also collaborates with the site FW coordinator to update or complete forms electronically, site-visit
or on the phone. The AOTA Data Form is completed by the FW educator and provides comprehensive
knowledge of the sites FW philosophy. FW experiences are, “a crucial part of professional preparation”
(ACOTE), and sites are selected based on occupational therapy practice that best integrates the LSU curriculum
design. The FW site AOTA Data Forms are reviewed by AFWC prior to student placement. If this form is not
current, the AFWC notifies the site and requests an update either electronically or verbally. This form reveals
current FW site current participation in a review process, (i.e.: Joint Commission on Accreditation of Health
Care Organizations), and also the philosophy of OT service delivery. The narrative section allows the FW
educator to write about the OT department philosophy and services. This includes integrating client-centered
practice, clinical reasoning and reflective practice as taught in the OT curriculum. Meaningful occupations
should be a site recurring theme.
Faculty/student evaluations may be informal: classroom discussion, graduation seminar or formal: Student
Evaluation of Fieldwork Experience (SEFWE). Student feedback regarding FW sites is an important means of
assisting students to develop the ability to critically analyze situations in a professional manner. It also provides
the site and academic program with information on the program, clients, supervision and ability to integrate
classroom knowledge into practical application.
The AFWC conference calls are also incorporated into the site selection process. At the forefront of this
selection, is the FE’s support of role modeling and commitment to student learning. The AFWC consults with
the FE’s regarding compliance with ACOTE standards and understanding of the academic curriculum design.
The AFWC encourages all FW educators to advance their clinical teaching skills by attending the AOTA
Fieldwork Certificate Program.
21
Fieldwork Wiki http://motfieldwork.pbworks.com/w/page/15468986/FrontPage
LSU FW SITES
ACOTE Standards
Pre-FW Documents
FW I Student Information
FW II Student Information
AOTA Documents
Sample Site Objectives
Sample FW II Site Weekly Guidelines
FW Educator Resources for the Struggling FW Student
FW Manual Suggestions for FW Sites
Expanding your FW Site Program
Sample FW Feedback Forms
FW Educator Resources
Suggestions for Level II Assignments.docx
FW PDU's
MOTS FW Portfolio
Fieldwork II
Fieldwork
NBCOT
22
LSUHSC FW II Objectives
Fundamentals of Practice
 Adheres consistently to the AOTA Code of Ethics and site policies and procedures
 Adheres consistently to safety regulations
 Anticipates potentially hazardous situations and takes steps to prevent accidents
 Consistently follows universal precautions at all times
 Consistently monitors client’s vital signs before, during, and after interventions
 Consistently follows health and safety regulations posted at all work sites
 Uses sound judgment in regard to safety of self and others by consistently evaluating
 Environment is set up for safety before providing interventions with clients, including but not limited to
transfer setup, shower safety, community outings and level of environmental stimuli.
 Informs patient of expectations for behavior and takes action or redirects inappropriate behavior
 Follows proper body mechanics
Basic Tenets
 Clearly and confidently articulates the values and beliefs of the OT profession to clients, families,
significant others, colleagues, service providers and the public
 Explains clearly to families or significant others how client’s engagement in desired occupations and
activities supports their quality of life
 Clearly, confidently, and accurately articulates the value of occupation as a method and desired outcome
of OT to clients, families, significant others, colleagues, service providers and the public
 Clearly explains the use of occupation to team members during co-treatments
 Clearly, confidently and accurately communicates the roles of the OT and OTA to clients, families,
significant others, colleagues, service providers and the public
 Clearly explains to client and family or significant others the reason for therapist change from OT to
OTA
 Collaborates with client, family and significant others throughout the OT process
 Uses mutual goal setting with client and significant others to determine intervention priorities
 Incorporates client’s goals into all treatment plans
 Demonstrates interpersonal skills required to work effectively with an interdisciplinary team of
professionals, family members, and employers while providing individualized, meaningful, and
successful OT services
Evaluation and Screening
 Clearly explains to supervisor the sequence of his or her chosen evaluation methods and the rationale for
the approach
 Clearly explains to FE the chosen evaluation methods leading to the determination of eligibility for OT
 Can appropriately administer Cardinal Hill’s analysis and profile
 Identifies the need for additional testing: ex. Reflex testing, vestibular testing, oculomotor testing,
dermatome testing, or sensory processing
 Accurately determines various community environments that would be appropriate to use when
assessing participant’s performance
 Determines client’s occupational profile and performance through appropriate assessment methods
 Accurately compares and contrasts the differences between what the participant says he or she can do
and what he or she can do
 Assesses client factors and context(s) that support or hinder occupational performance
23









Obtains sufficient and necessary information from relevant resources such as client, families, significant
others, service providers and records before and during evaluation
Administers assessments in a uniform manner to ensure that findings are valid and reliable
Accurately completes manual muscle testing range of motion, coordination and sensory testing
according to standard guidelines
Adjusts or modifies the assessment procedures based on client’s needs, behaviors and culture
Effectively engages in “in the moment” reasoning to modify tasks as needed during the evaluation
process
Interprets evaluation results to determine client’s occupational performance strengths and challenges
Establishes an accurate and appropriate plan based on the evaluation results, through integrating multiple
factors such as client’s priorities, context(s), theories and evidence based practice
Consistently selects appropriate intervention strategies for patient’s needs, prior lifestyle, and anticipated
discharge
Documents the results of the evaluation process and demonstrates objective measurement of client’s
occupational performance
Intervention
 Discusses rationale of intervention choices using motor learning principles and how every theory is
appropriate
 Uses evidence from published research and relevant resources to make informed intervention decisions
 Initiates discussion with fieldwork educator and team members regarding the rationale intervention
choices
 Chooses occupations that motivate and challenge clients incorporating client’s likes or hobbies into
intervention strategies
 Provides the necessary support to participants as they seek to gain, regain, or maintain their
independence in chosen work, school, home and community environments
 Selects relevant occupations to facilitate clients meeting established goals
 Effectively chooses activities to meet individual goals when leading groups
 Implements intervention plans that are client centered, consistently incorporating client’s occupations
and purposeful activities required in anticipated discharge environment
 Effectively obtains access to community resources and assists participants in connecting with and using
resources
 Implements intervention plans that are occupation based consistently selecting intervention activities that
encompass the full scope of activities the patient will participate in on discharge
 Modifies task approach, occupations, and the environment to maximize client performance
 Effectively selects and prepares physical environment before group to create a therapeutic milieu and to
support maximum participation of group members
 Engages in effective “in the moment” problem solving during intervention sessions to ensure safety and
maximize functional outcomes of clients
 Updates, modifies, or terminates the intervention plan when patient has met goal or reached plateau and
justifies reason for termination, ensuring that all possible intervention strategies have been considered
 Accurately revises goals that correlate to the changes in the clients performance in a timely manner
 Accurately completes all daily notes or weekly notes per department guidelines clearly identifying what
occurred and how the participant performed in a manner that demonstrates the efficacy of interventions
24
Management of OT Services
 Demonstrates through practice or discussion the ability to assign appropriate responsibilities to the OTA
and OT aide
 Demonstrates through practice or discussion the ability to actively collaborate with the OTA regarding
the need to update client’s goals as appropriate
 Demonstrates understanding of the costs and funding related to OT services at this site by planning
appropriate interventions, goals, and intervention plans based on insurance coverage, client needs and
departmental productivity standards
 Accomplishes organizational goals by establishing priorities, developing strategies, and meeting
deadlines
 Completes all paperwork and client care responsibilities, schedules client case load independently, and
coordinates treatment schedules on staffing days and reports in staff meetings
 Assists with patient coverage as indicated within the department and the team
 Consistently comes prepared and on time to all meetings
 Produces the volume of work required in the expected time frame
 Completes client care, all paperwork, and related activities within an 88.5 hour day
Communication
 Clearly and effectively communicates verbally and nonverbally with clients, families, significant others,
colleagues, service providers and the public
 Demonstrates congruency between actions and words
 Produces clear and accurate documentation according to site requirements accurately completing all
paperwork within departmental guidelines
 All written communication is legible, using proper spelling, punctuation and grammar
 Uses language appropriate to the recipient of the information, including but not limited to funding
agencies and regulatory agencies
Professional Behaviors
 Collaborates with FE to maximize the learning experience and asks for clarification or assistance when
needed
 Takes responsibility for attaining professional competence by seeking out learning opportunities and
interactions
 Locates, effectively uses and initiates discussion about resources being used to guide own learning
 Responds constructively to feedback by accepting feedback and effectively incorporating into daily
routine
 Demonstrates consistent work behaviors, including initiative, preparedness, dependability and work site
maintenance
 Demonstrates effective time management by following through with all assigned duties and
responsibilities
 Demonstrates positive interpersonal skills, including but not limited to cooperation, flexibility, tact, and
empathy
 Demonstrates respect for diversity factors of others, including but not limited to sociocultural,
socioeconomic, spiritual and lifestyle choices
 Respects others’ values and interests when they are different than own personal values and beliefs
25
FWPE/OTS objectives contributed by the OT staffs of Springfield Hospital Center, Sykesville MD; Northwest
Regional Educational Service District, Beaverton, OR; Memorial Hospital, Colorado Springs, CO; and the
Center for Community Participation, Colorado State University, Fort Collins.
Adapted from: The Essential Guide to Occupational Therapy – Fieldwork Education – Resources for Today’s
Educators and Practitioners, edited by Donna M. Costa, MS, OTR/L, 2004 by The American Occupational
Therapy Association, Inc.
Adapted from: The Upstate New York Occupational Therapy Fieldwork Consortium, September 19, 2005,
Margot Elacqua, (518) 2444524, The Sage Colleges, Troy, New York 12180
Adapted from: Cardinal Hill Healthcare System: FW II Manual, November 13, 2013. Lexington, KY 40504
26
LSU Health Sciences Center – Shreveport
Master of Occupational Therapy Program
STUDENT EVALUATION OF FW I SITE
Student Name: _________________________________________________ FW Dates: ___________________
FW Educator Name: __________________________________ Credentials: ________ Membership: NBCOT AOTA LOTA
Facility Name:________________________________________ Phone: _____________________ Fax: ______________
Facility Address: _____________________________________________________________________________________
FW I Experience
yes
no
_____
_____
_____
_____
_____
_____
_____
_____
______
______
_____
_____
_____
_____
______
______
______
_____
_____
_____
_____
_____
Site Experience
- Variety of diagnoses: Example:
____________________________________________________________________________
- OT treatment emphasizes occupation vs. exercise Example:
____________________________________________________________________________
- Pace of setting is conducive to student learning
____________________________________________________________________________
- OT staff were available to serve as role models Example:
____________________________________________________________________________
- Professional staff were approachable and offered different perspectives about the client
Example:
Fieldwork Educator
- Devotes time to student Example:_____________________________________________
- Positive and encourages questions Example:
Organized and met with student each day Example:_________________________________
- Provides a “just right” challenge for student learning Example:
____________________________________________________________________________
- Feedback is timely Example: __________________________________________________
- Promotes clinical reasoning Example: ___________________________________________
- Shares resources and knowledge Example: _______________________________________
Enthusiastic about OT and life-long learning Example:
A positive FW experience includes a balance between the environment, FW educator and
MOT student. Describe 2 interactions that support this statement.
Additional comments from MOT’s or FW Educator
______________________________ ___________________________________________
MOTS Printed Name
OT FW Educator Printed Name
______________________________
MOTS Signature
_________________________________ __________
OT FW Educator Signature
27
Date
Master of Occupational Therapy Program
FW I Educator Evaluation of MOTS
Student Name: _________________________________________________ FW Dates: _____________________________
Facility Name: _________________________________________________________________________________________
FW Educator Name: ______________________________________ FW Educator email: ______________________________
Grading Criteria:
5 = (90% of the time) 3 = (50-89% of the time) 0 = (less than 50% of the time)
Ethics, Values and Responsibilities:
Adheres to AOTA OT Code of Ethics; Core Values and Attitudes of OT; HIPPA
Uses good judgment in regard to safety of self and others: asks if unsure
Accurately articulates the value of occupations to client, families, etc.
5
5
5
3
3
3
0
0
0
Can listen to other viewpoints whether agree or disagree
Displays sensitivity to differences in culture and values
Accurately communicates the role of a COTA in this setting: even if there is not an OTA site
5
5
5
3
3
3
0
0
0
5
5
5
5
5
5
5
5
3
3
3
3
3
3
3
3
0
0
0
0
0
0
0
0
5
5
5
5
5
5
3
3
3
3
3
3
0
0
0
0
0
0
Clinical Reasoning:
Can adapt and cope with change: time schedule, demands of setting, assignments
Modifies performance after constructive feedback: attentive listening, appropriate change in behavior
Reads and interprets client and family cues
Initiates one research article pertaining to EBP
Seeks ways to improve and takes advantage of non-client time to learn
Is able to “think on his/her feet” and is appropriately assertive
Abides by program or clinical setting guidelines: dress, punctuality, hygiene
At all times exhibits confidence and projects professional demeanor
Professional Development:
At all times uses appropriate non-verbal communication and assertive communication
Is concise in verbal communication: uses language that is appropriate to the client/family
Manages stressors in positive and constructive ways
Respects supervisor and “chain of command”
Shows enthusiasm
Discusses the importance of psychological and social factors that influence engagement in occupation
MOTS Strengths:
MOTS Areas of Professional Development:
___________________________________________
______________________________________ _________________
MOTS Printed Name
OT FW Educator Printed Name
Credentials
_________________________________ ___________
___________________________________________ ____________
MOTS Signature
OT FW Educator Signature
Date
FW Educator: Would you like NBCOT PDU’s?
Yes
No
(circle)
If yes, please write your name and address on the back of this form.
28
Date
29
30
31
32
33
34
35
36
MOTS and Fieldwork Educator Weekly Collaboration
Student Name: _____________________________ FW Educator: _______________________________
FW week: 1 2 3 4 5 6 7 8 9 10 11 12 (circle one)
Date: __________
Student and OTR complete this form separately. Each week collaborate and update learning strategies.
0 = poor & 10 = excellent
MOTS self-rating for this past week: _______
OTR rating of MOTS performance this past week: ______
1. Strengths:
2. Growth Areas:
3. Goals for next week:
4. Meetings, Assignments due, etc.:
5.
6.
7.
8.
9.
Consistently adheres to ethics and safety precautions
Consistently uses evidence based intervention
Articulates the roles the OTR and OTA: must be able discuss OTA role
Consistently initiates collaboration with all team members
To Be Checked by the Student:
(Yes or needs improvement)
_________________
_________________
_________________
_________________
____ I agree with the above written statements.
____ I do not agree with the above written statements.
______________________________
MOT’s Signature
Date
______________________________________________
Fieldwork Educator Signature
Date
Concerns: Please notify LSU HEALTHS AFWC
Professor Gretchen Reeks, MA, LOTR
office: 3188132953 fax: 3188132957
greeks@lsuhsc.edu
37
STUDENT EVALUATION OF THE FIELDWORK EXPERIENCE (SEFWE)
Purpose:
This evaluation serves as a tool for fieldwork sites, academic programs, and students. The main
objectives of this evaluation are to:
 Enable the Level II fieldwork student who is completing a placement at the site to evaluate
and provide feedback to the supervisor and fieldwork setting;
 Enable academic programs, fieldwork sites, and fieldwork educators to benefit from student
feedback in order to develop and refine their Level II fieldwork programs;
 Ensure that all aspects of the fieldwork program reflect the sequence, depth, focus, and
scope of content of the curriculum design;
 Provide objective information to students who are selecting sites for future Level II
fieldwork; and
 Provide a means of evaluation to ensure that fieldwork is performed in settings that provide
educational experiences applicable to the academic program.
This form is designed to offer each program the opportunity to gather meaningful and useful
information. Sections outlined with thick black double borders are designed to be customized by your
program as needed. Pages involving evaluation of individual fieldwork educators have been
positioned at the end of the form to allow academic programs to easily remove these pages before
making them available for student review, if they choose to do so.
38
STUDENT EVALUATION OF THE FIELDWORK EXPERIENCE (SEFWE)
Instructions to the Student:
Complete this STUDENT EVALUATION OF THE FIELDWORK EXPERIENCE (SEFWE) form before
your final meeting with your fieldwork supervisor(s). It is imperative that you review the form with your
supervisor and that both parties sign on page 1. Submit this form on Blackboard with your supervisor
then print and sign page 1 to give to your Academic Fieldwork Supervisor. This information may be
reviewed by future students as well. The evaluation of the student (FWPE) should be reviewed first,
followed by the student’s evaluation of the fieldwork experience (SEFWE), allowing the student to be
honest and constructive.
Fieldwork Site
Site Code
Address
Placement Dates: from Click here to enter a date.to Click here to enter a date.
Order of Placement:
First
Second
Third
Fourth
Living Accommodations: (include type, cost, location, condition, contact phone number if applicable)
Public transportation in the area:
Please enter your e-mail address here if you do not mind future students contacting you to ask you
about your experience at this site:
We have mutually shared and clarified this Student Evaluation of the Fieldwork Experience
report.
_______________________________________
Student's Signature
_______________________________________
Student's Name (Please Print)
________________________________________
FW Educator's Signature
________________________________________
FW Educator’s Name and credentials (Please Print)
FW Educator’s years of experience ____________
39
ORIENTATION
Indicate your view of the orientation by checking "Satisfactory" (S) or "Needs Improvement” (I) regarding the three factors of
adequacy, organization, and timeliness.
TOPIC
Adequate
S
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Organized
I
S
I
Timely
S
I
Site-specific fieldwork objectives
Student supervision process
Requirements/assignments for students
Student schedule (daily/weekly/monthly)
Staff introductions
Overview of physical facilities
Agency/Department mission
Overview of organizational structure
Services provided by the agency
Agency/Department policies and procedures
Role of other team members
Documentation procedures
Safety and emergency procedures
Confidentiality/HIPAA
OSHA—Standard precautions
Community resources for service recipients
Department model of practice
Role of occupational therapy services
Methods for evaluating OT services
Other
Comments or suggestions regarding your orientation to this fieldwork placement:
CASELOAD
List approximate number of each age
category in your caseload.
Age
Number
List approximate number of each primary
condition/problem/diagnosis in your caseload
Condition/Problem
0–3 years old
3–5 years old
6–12 years old
13–21 years old
22–65 years old
> 65 years old
40
Number
NA
OCCUPATIONAL THERAPY PROCESS
Indicate the approximate number of screenings/evaluations you did and indicate their value to your learning experience by
checking the appropriate number with 1 being least valuable and 5 being most valuable.
Required How
Yes No Many
1
Educational Value
2
3
4
5
1. Client/patient screening
2. Client/patient evaluations
(Use specific names of evaluations)
3. Written treatment/care plans
4. Discharge summary
List major therapeutic interventions frequently used and indicate whether it was provided in group, individually, Co-Treatment,
or consultation. List other professionals involved.
Therapeutic Interventions
Individual
Occupation-based activity, i.e., play, shopping, ADL, IADL, work,
school activities, etc. (within client’s own context with his or her goals)
1.
2.
3.
4.
Purposeful activity (therapeutic context leading to occupation)
1.
2.
3.
4.
Preparatory methods, i.e., sensory, PAMs, splinting, exercise, etc.
(preparation for occupation-based activity)
1.
2.
3.
4.
THEORY—FRAMES OF REFERENCE—MODELS OF PRACTICE
41
Group
Co-Tx
Consultation
Indicate frequency of theory/frames of reference used
Never
Rarely
Occasionally
Frequently
Model of Human Occupation
Occupational Adaptation
Ecology of Human Performance
Person–Environment–Occupation Model
Biomechanical Frame of Reference
Rehabilitation Frame of Reference
Neurodevelopmental Theory
Sensory Integration
Behaviorism
Cognitive-Behavioral Frame of Reference
Cognitive Disability Frame of Reference
Motor Learning Frame of Reference
Coping Frame of Reference
Other (list)
FIELDWORK ASSIGNMENTS
List the types of assignments required of you at this placement (check all that apply), and indicate their
educational value (1 = not valuable ------- 5 = very valuable). Indicate if more than one required.
1
2
Case Study Applying the Practice Framework
Evidence-based practice presentation topic:
Revision of site-specific fieldwork objectives
Program development topic:
Research topic:
Other:
42
3
4
5
NA
1 = Rarely
2 = Occasionally
3 = Frequently
4 = Consistently
ASPECTS OF THE ENVIRONMENT
1
2
3
Slow
Med
Fast
4
Staff and administration demonstrated cultural sensitivity
The Practice Framework was integrated into practice
Student work area/supplies/equipment were adequate
Opportunities to collaborate with and/or supervise OTs, OTAs, and/or aides
Opportunities to network with other professionals
Opportunities to interact with other OT students
Opportunities to interact with students from other disciplines
Staff used a team approach to care
Opportunities to observe role modeling of therapeutic relationships
Opportunities to expand knowledge of community resources
Opportunities to participate in research
Additional educational opportunities (specify):
How would you describe the pace of this setting? (choose one)
Types of documentation used in this setting:
Ending student caseload expectation:
# of clients per week or day
Ending student productivity expectation:
% per day (direct care)
SUPERVISION
What was the primary model of supervision used? (check one)
one supervisor : one student
one supervisor : group of students
two supervisors : one student
one supervisor : two students
distant supervision (primarily off-site)
three or more supervisors : one student (count as supervisor if supervision occurred at least weekly)
List fieldwork educators who participated in your learning experience.
Name
Credentials
1.
2.
3.
4.
5.
43
Frequency
Individual
Group
1 = Strongly disagree
2 = Disagree
3 = No Opinion
4 = Agree
5 = Strongly agree
SUMMARY
1
2
3
4
5
Expectations of fieldwork experience were clearly defined
Expectations were challenging but not overwhelming
Experiences supported student's professional development
Experiences matched student's expectations
What particular qualities or personal performance skills do you feel that a student should have to function
successfully on this fieldwork placement?
What advice do you have for future students who wish to prepare for this placement?

Study the following evaluations:

Study the following intervention methods:

Read up on the following in advance:
Overall, what changes would you recommend in this Level II fieldwork experience?
Please feel free to add any further comments, descriptions, or information concerning your fieldwork at this center.
44
1 = Strongly Disagree
2 = Disagree
3 = No opinion
4 = Agree
5 = Strongly agree
Indicate the number that seems descriptive of each fieldwork educator. Please
make a copy of this page for each individual.
FIELDWORK EDUCATOR NAME:
FIELDWORK EDUCATOR YEARS OF EXPERIENCE:
1
Provided ongoing positive feedback in a timely manner
Provided ongoing constructive feedback in a timely manner
Reviewed written work in a timely manner
Made specific suggestions to student to improve performance
Provided clear performance expectations
Sequenced learning experiences to grade progression
Used a variety of instructional strategies
Taught knowledge and skills to facilitate learning and challenge student
Identified resources to promote student development
Presented clear explanations
Facilitated student’s clinical reasoning
Used a variety of supervisory approaches to facilitate student performance
Elicited and responded to student feedback and concerns
Adjusted responsibilities to facilitate student's growth
Supervision changed as fieldwork progressed
Provided a positive role model of professional behavior in practice
Modeled and encouraged occupation-based practice
Modeled and encouraged client-centered practice
Modeled and encouraged evidence-based practice
Frequency of meetings/types of meetings with supervisor (value/frequency):
General comments on supervision:
45
2
3
4
5
FIELDWORK EXPERIENCE ASSESSMENT TOOL (FEAT)
Student’s name:
Supervisor(s) names:
Facility name:
Fieldwork experience type (setting, population, level):
Date:
Week #:
Context:
The Fieldwork Experience Assessment Tool (FEAT) is the result of an American Occupational Therapy
Foundation qualitative study completed by six occupational therapy programs across the United States and
Puerto Rico. Data were collected from fieldwork students and fieldwork educators. In their interviews,
students and fieldwork educators described fieldwork education in terms of a dynamic triad of interaction
among the environment, the fieldwork educator, and the student. Interviewees indicated that a positive
educational experience occurred when a balance existed among these three key components.
Purpose:
The FEAT identifies essential characteristics for each of the three key components. By providing a
framework to explore the fieldwork experience, the FEAT can help students and fieldwork educators
consider how to promote the best possible learning experience.
The purpose of the FEAT is to contribute to student and fieldwork educator discussions, so that reflection
and problem solving can occur to enhance the fieldwork experience. The tool is designed to both assess
the balance of the three key components, and to facilitate discussion about student and fieldwork educator
behaviors and attitudes, and environmental resources and challenges. By mutually identifying issues
present during fieldwork, the fieldwork educator and student can use the FEAT as a tool to promote
dialogue, and foster the identification of strategies to facilitate the just right challenge. The FEAT may be
used early in fieldwork as a tool to promote dialogue, or at any time throughout fieldwork as the need for
problem solving emerges.
Directions:
In the Assessment Section, the FEAT is organized according to the three key components:
environment, fieldwork educator, and student. Under each component, essential characteristics and
examples are listed. These examples are not all inclusive, and new descriptors may be added to
individualize the tool for different settings. The fieldwork educator and student, either individually or
together, should complete the FEAT by describing each component using the continuum provided at the
top of each section (limited � just right challenge � excessive).
Following the assessment portion of the FEAT, questions are provided to guide student and fieldwork
educator discussion and problem solving. Collaboratively reflect upon the student and fieldwork educator
descriptions on the FEAT to identify commonalities and differences between the two perspectives, and
identify patterns across the key components. Based on these discussions, develop strategies for a more
balanced fieldwork experience. Consider environmental experiences and resources; fieldwork educator
attitudes, behaviors and professional attributes; and/or student attitudes and behaviors that could enhance
the experience. The examples listed within each section are intended to guide discussion between the
fieldwork educator and student in an effort to create a successful fieldwork experience. Additional
elements may be identified and included according to the nature of the setting or the fieldwork process.
46
A. Assessment Section
ENVIRONMENT
Descriptions (Limited � Just right challenge � Excessive)
I. VARIETY OF EXPERIENCES
A. Patients/Clients/Diagnoses
Different diagnoses
Range of abilities for given diagnosis (complexity,
functiondysfunction)
Diversity of clients, including socioeconomic &
lifestyle
B. Therapy approaches
Engage in the entire therapy process (evaluation,
planning, intervention, documentation)
Learn about different roles of therapist (direct
service, consultation, education & administration)
Use variety of activities with clients
Observe and use different frames of reference/
theoretical approaches
Use occupation vs. exercise
C. Setting characteristics
Pace (setting demands; caseload quantity)
Delivery system
II. RESOURCES
A. OT Staff
See others' strengths and styles
Have multiple role models, resources and support
Descriptions (Limited �� Just right challenge �� Excessive)
B. Professional Staff
Observe and hear a different perspective on clients
See/experience cotreatments and team work to get
whole person perspective
Have others to share ideas and frustrations
C. OT Students
Able to compare observations & experiences
Exchange ideas
I. ATTITUDE
FIELDWORK EDUCATOR
Descriptions (Limited � Just right challenge � Excessive)
A. Likes Teaching/Supervising Students
Devote time, invests in students
Enjoy mental workout, student enthusiasm
B. Available/Accessible
Take time
C. Supportive
Patient
Positive and caring
Encourages questions
Encourages development of individual style
47
FIELDWORK EDUCATOR (continued)
D. Open
Accepting
Alternative methods
To student requests
Communication
E. Mutual Respect
II. TEACHING STRATEGIES
Descriptions (Limited � Just right challenge � Excessive)
A. Structure
Organize information (set learning objectives,
regular meetings)
Introduce treatment (dialogue, observation,
treatment, dialogue)
Base structure on student need
Identify strategies for adjusting to treatment
environment
B. Graded Learning
Expose to practice (observe, model)
Challenge student gradually (reduce direction,
probing questions, independence)
Base approach on student learning style
Individualize based on student’s needs
Promote independence (trial & error)
C. Feedback/ Processing
Timely, confirming
Positive and constructive (balance)
Guide thinking
Promote clinical reasoning
D. Teaching
Share resources and knowledge
E. Team Skills
Include student as part of team
III. PROFESSIONAL ATTRIBUTES
Descriptions (Limited � Just right challenge � Excessive)
A. Role Model
Set good example
Enthusiasm for OT
Real person
Lifelong learning
B. Teacher
Able to share resources and knowledge
48
FIELDWORK STUDENT
I. ATTITUDE
Descriptions (Limited � Just right challenge � Excessive)
A. Responsible for Learning
Active learner (ask questions, consult)
Prepare (review, read and research materials)
Self direct (show initiative, is assertive)
Learns from mistakes (self correct and grow)
B. Open/ Flexible
Sensitive to diversity (nonjudgmental)
Responsive to client/consumer needs
Flexible in thinking (make adjustments, try alternate
approaches)
C. Confident
Comfort in knowledge and abilities
Comfort with making and learning from mistakes
(take risks, branch out)
Comfort with independent practice (take
responsibility)
Comfort in receiving feedback
D. Responsive to Supervision
Receptive to feedback (open-minded, accept
criticism)
Open communication (two-way)
II. LEARNING BEHAVIORS
Descriptions (Limited � Just right challenge � Excessive)
A. Independent
Have and use knowledge and skills
Assume responsibility of OT without needing
direction
Incorporate feedback into behavioral changes
Use “down time” productively
Become part of team
B. Reflection
Self (processes feelings, actions and feedback)
With others (supervisor, peers others)
C. Active in Supervision
Communicate needs to supervisor (seek supervision
for guidance and processing; express needs)
Ask questions
49
B. Discussion Section: Questions to Facilitate Dialogue and Problem Solving
1. A positive fieldwork experience includes a balance between the environment, fieldwork educator and
student components. Collaboratively reflect upon the descriptions outlined by the student and fieldwork
educator and identify perceptions below.
Common perspectives between student
and fieldwork educator
Environment
Different perspectives between student and
fieldwork educator
Fieldwork Educator
Student
2. What patterns are emerging across the three key components?
3. What strategies or changes can be implemented to promote a successful fieldwork experience? Describe below:
Components of a
Successful Fieldwork
Environment, Fieldwork Educator and/or Student Strategies and Changes to Promote
Successful Fieldwork Experience at this Setting
Environment
Experiences
Resources
Fieldwork Educator
Attitudes
Behaviors
Professional attributes
Student
Attitudes
Behaviors
This Fieldwork Experience Assessment Tool (FEAT) was developed by The Fieldwork Research Team:
Karen Atler, Karmen Brown, Lou Ann Griswold, Wendy Krupnick, Luz Muniz de Melendez and Patricia StutzTanenbaum
Project funded by The American 1998; revised August 2001] FEAT 13.doc
50