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Related Experiment Videos

Level I fieldwork today: A study of contexts and perceptions.

Caryn R Johnson1, Kristie P Koenig, Catherine Verrier Piersol

  • 1Thomas Jefferson University, Jefferson College of Health Professions, Department of Occupational Therapy, 130 South 9th Street, Philadelphia, Pennsylvania 19107, USA.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|June 17, 2006
PubMed
Summary

Level I fieldwork in occupational therapy now spans diverse settings, with increasing non-occupational therapist educators. Opportunities for clinical skill practice are limited and setting-specific.

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Area of Science:

  • Occupational Therapy Education
  • Clinical Practice
  • Healthcare Workforce Development

Background:

  • The last comprehensive review of Level I fieldwork was 15 years ago.
  • Current occupational therapy (OT) and occupational therapy assistant (OTA) students have limited descriptive resources for Level I fieldwork.
  • Understanding contemporary Level I fieldwork is crucial for educational program development.

Purpose of the Study:

  • To examine the current state of Level I fieldwork experiences for OT and OTA students.
  • To analyze the settings, supervision, and skill development opportunities in current Level I fieldwork.
  • To explore student perceptions of occupation-based practice and emerging practice settings.

Main Methods:

  • Analysis of 1,002 student reports on Level I fieldwork experiences.

Related Experiment Videos

  • Categorization of fieldwork settings including physical disability, pediatrics, mental health, and emerging practices.
  • Examination of reported supervision structures and opportunities for clinical skill acquisition.

    • Main Results:

    • Level I fieldwork occurs across diverse settings: physical disability, pediatrics, mental health, and emerging practices.
    • A notable increase in non-occupational therapists serving as fieldwork educators.
    • Students reported varied opportunities for clinical skill practice, often limited by setting, with observation and communication skills being most common.

    Conclusions:

    • Current Level I fieldwork is varied and expanding into new practice areas.
    • The composition of fieldwork educators is shifting, with more non-OT practitioners.
    • Further research is needed to optimize clinical skill development and occupation-based practice within Level I fieldwork limitations.