CE Article: Developing Fieldwork Experiences: Examples From Early Intervention and School-Based Practice
Winifred Schultz-Krohn, PhD, OTR/L, BCP, FAOTA
Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)
Fieldwork education is an important element in training future occupational therapy practitioners. It fosters the application of didactic knowledge to practice and the transition from student to occupational therapist or occupational therapy assistant. More than 25% of occupational therapists work in schools and early intervention, and more than 20% of occupational therapy assistants work in school-based practice (American Occupational Therapy Association [AOTA], 2010a), so it is critical that Level I and Level II fieldwork experiences include these settings to prepare entry-level occupational therapy practitioners to meet the needs of clients.
After reading this article, you should be able to:
- Identify the important elements of Level I and Level II fieldwork experiences.
- Compare the different requirements between Level I and Level II fieldwork.
- Select appropriate documents to develop learning objectives for both Level I and Level II fieldwork.
- Identify how reflective exercises can be incorporated into Level I and Level II fieldwork to foster clinical reasoning.
Learning Level: Entry Level
Target audience: Occupational therapists and occupational therapy assistants
Content: Category 3: OT Education
Schultz-Krohn, W., (2012). Developing Fieldwork Experiences: Examples From Early Intervention and School-Based Practice. OT Practice, 17(1), CE-1–CE-8.
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