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Development of student self-efficacy in innovative fieldwork placements: A qualitative study
Mackenzie Cheng1, Felicity Niles-Williams1, Andrea Duncan1
1Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, ON, Canada.
The British Journal of Occupational Therapy
|May 26, 2026
Summary
Occupational therapy students
Area of Science:
- Occupational therapy education
- Clinical competency development
- Student self-efficacy
Background:
- Self-efficacy is crucial for occupational therapy students' clinical competency.
- Knowledge gaps exist regarding self-efficacy in non-traditional fieldwork.
- LEAP placements represent a novel approach to fieldwork education.
Purpose of the Study:
- To explore occupational therapy students' experiences in LEAP placements.
- To understand the perceived development of self-efficacy in these non-traditional settings.
- To identify factors influencing self-efficacy during LEAP placements.
Main Methods:
- Qualitative phenomenology study.
- Descriptive lens with thematic analysis.
- Sixteen occupational therapy students participated.
Main Results:
- Role clarity and self-direction significantly impacted self-efficacy.
- Support, preceptor factors, perceived value, and environment played dual roles.
- Complex and nuanced factors shape student self-efficacy in LEAP placements.
Conclusions:
- Enhanced understanding of self-efficacy development in occupational therapy fieldwork.
- Highlights innovative practices and challenges within LEAP placements.
- Emphasizes the multifaceted nature of student self-efficacy in diverse clinical settings.
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