Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Three faculty-facilitated, community-based level I fieldwork programs

K Rydeen1, L Kautzmann, M K Cowan

  • 1Eastern Kentucky University, College of Allied Health and Nursing, Department of Occupational Therapy, Richmond 40475-3135.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|February 1, 1995
PubMed
Summary

Faculty-led occupational therapy fieldwork programs address placement challenges. These innovative programs benefit students, agencies, and service recipients, reinforcing theory-to-practice application.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Treatment methodology. Guiding of behaviour through redirection in brain injury rehabilitation.

Brain injury·1996
Same author

Sex role typing in the blind child as measured by play activity choices.

The American journal of occupational therapy : official publication of the American Occupational Therapy Association·1972
See all related articles

Area of Science:

  • Occupational Therapy Education
  • Clinical Education
  • Health Sciences

Background:

  • Securing adequate Level I fieldwork placements is a significant obstacle in occupational therapy (OT) programs.
  • Faculty involvement in facilitating fieldwork experiences has become increasingly necessary.
  • Eastern Kentucky University developed faculty-facilitated programs to address these placement challenges.

Purpose of the Study:

  • To present the conceptualization, site selection, implementation, and outcomes of three faculty-facilitated Level I fieldwork programs for OT students.
  • To explore the benefits of faculty-led fieldwork experiences for students, faculty, and service recipients.
  • To recommend the use of faculty role models in fieldwork education.

Main Methods:

  • Three distinct faculty-facilitated Level I fieldwork programs were designed and implemented.

Related Experiment Videos

  • Program 1: Students and faculty relocated to a rural area for pediatric fieldwork.
  • Programs 2 & 3: Faculty developed and students/faculty implemented enrichment and day-care services for adults and individuals with Alzheimer's disease, respectively.

    • Main Results:

    • All three programs yielded positive outcomes for the persons receiving services, the participating agencies, students, and faculty.
    • Students gained practical experience while faculty reinforced theoretical concepts.
    • Faculty role modeling was observed to be beneficial in demonstrating theory-to-practice integration.

    Conclusions:

    • Faculty-facilitated fieldwork programs can effectively address placement shortages in occupational therapy education.
    • These programs offer mutual benefits to all stakeholders involved.
    • Utilizing faculty as role models is crucial for bridging the gap between theoretical knowledge and practical application in OT fieldwork.