Edited by Donna Costa, DHS, OTR/L, FAOTA
Fieldwork provides a valuable opportunity in occupational therapy to mentor and learn from students, promote the profession and contribute to its growth, document best practices, and increase professional development. This comprehensive, user-friendly manual provides the latest information, policies, and concepts affecting occupational therapy fieldwork education today. Each section begins with an introduction that succintly ties together the knowledge presented.
Experienced practitioners will find the updated materials useful for resolving challenging fieldwork situations. Those taking a student for the first time will see the big picture of preparing the profession's next practitioners. Clinical department managers and student coordinators will learn how to prepare a student fieldwork manual for clinical sites and educate staff about recent changes in education. AFWCs, whose job it is to pull the entire fieldwork experience together and make it work, will find new ideas to try and resources to share with colleagues. Newly appointed or hired AFWCs can use this guide to quickly get up to speed.
Contents
Part 1. The Purpose of Fieldwork Education
Chapter 1. Occupational Therapy Fieldwork Education: Value and Purpose
Chapter 2. Philosophy of Occupational Therapy Education
Chapter 3. Models and Theoretical Frameworks for Fieldwork Education
Chapter 4. Transformative Learning: Facilitating Growth and Change Through Fieldwork
Chapter 5. The Occupational Therapy Practice Framework, 3rd Edition, and Fieldwork
Chapter 6. A Descriptive Review of Occupational Therapy Education
Chapter 7. Evidence-Based Practice and How It Relates to Fieldwork
Part 2. Level I Fieldwork
Chapter 8. Level I Fieldwork Guidelines
Chapter 9. Sample Level I Fieldwork Assignments
Chapter 10. Sample Level I Fieldwork Evaluation Forms
Part 3. Level II Fieldwork
Chapter 11. COE Guidelines for an Occupational Therapy Fieldwork Experience—Level II
Chapter 12. Fieldwork Level II and Occupational Therapy Students: A Position Paper
Chapter 13. Fieldwork Experience Assessment Tool (FEAT)
Chapter 14. Suggestions for Level II Fieldwork Assignments
Chapter 15. Sample 12-Week Assignment Outlines for Level II Fieldwork
Chapter 16. Sample Weekly Supervisor–Student Feedback Forms
Chapter 17. Infusing "Occupation" in Fieldwork Assignments
Part 4. Policies Affecting Fieldwork
Chapter 18. OT/OTA Student Supervision and Medicare Requirements
Chapter 19. Practice Advisory: Services Provided by Students in Fieldwork Level II Settings
Chapter 20. State Occupational Therapy Statutes, Regulations, and Board Guidance: Occupational Therapy Students
Chapter 21. HIPAA and FERPA Guidelines for Fieldwork
Chapter 22. 2011 Accreditation Council for Occupational Therapy Education (ACOTE) Standards (Effective July 31, 2013)
Part 5. The Path to Becoming a Fieldwork Educator
Chapter 23. Supervision Competencies for Fieldwork Educators
Chapter 24. Becoming a Fieldwork "Educator": Enhancing Your Teaching Skills
Chapter 25. Creating Congruence Between Identities as a Fieldwork Educator and a Practitioner
Chapter 26. Specialized Knowledge and Skills of Occupational Therapy Educators of the Future
Chapter 27. The American Occupational Therapy Association Self-Assessment Tool for Fieldwork Educator Competency
Chapter 28. Collaborative Intraprofessional Education With Occupational Therapy and Occupational Therapy Assistant Students
Part 6. Fieldwork Resources for Students
Chapter 29. Answers to Your Fieldwork Questions
Chapter 30. Student Evaluation of the Fieldwork Experience (SEFWE)
Chapter 31. Student Guide to Planning International Fieldwork
Chapter 32. Top 9 Things You Should Know Before Transitioning From the Classroom to Level II Fieldwork
Chapter 33. Top 6 Tips for Navigating Relationships With Fieldwork Educators
Chapter 34. Framework for Fieldwork: Making the Most of Student–Educator Collaboration
Chapter 35. Fieldwork Opportunities at AOTA
Part 7. Establishing New Fieldwork Programs
Chapter 36. Strategies for Creative Fieldwork Opportunities
Chapter 37. Steps to Starting a New Fieldwork Program
Chapter 38. AOTA-Recommended Content for a Student Fieldwork Manual
Part 8. Expanding Fieldwork Opportunities
Chapter 39. Recommendations for Expanding Fieldwork
Chapter 40. Introduction to Role-Emerging Fieldwork
Chapter 41. General Guide for Planning International Fieldwork
Chapter 42. Ethical Considerations Related to International Fieldwork
Chapter 43. Excellence in Fieldwork: Criteria for Fieldwork Educator Excellence and Criteria for Fieldwork Site Excellence
Chapter 44. The Multiple Mentoring Model of Student Supervision: A Fit for Contemporary Practice
Part 9. Resources for Academic Fieldwork Educators
Chapter 45. Working Smarter in the Academic Fieldwork Coordinator Role
Chapter 46. Fieldwork Councils and Consortia
Chapter 47. Maintaining Longevity in the Role of Academic Fieldwork Coordinator
Chapter 48. Online Learning Resources for Academic Leadership
Chapter 49. Guidelines for Supervision, Roles, and Responsibilities During the Delivery of Occupational Therapy Services
Chapter 50. Guidelines for Reentry Into the Field of Occupational Therapy
Chapter 51. Occupational Therapy Code of Ethics (2015)
Chapter 52. Enforcement Procedures for the Occupational Therapy Code of Ethics
Chapter 53. Promoting Ethically Sound Practices in Occupational Therapy Fieldwork Education
Part 10. Continuing Competency
Chapter 54. Continuing Competency as a Fieldwork Educator
Chapter 55. NBCOT and Continuing Competency
Part 11. Assessment of Student Competencies
Chapter 56. Using the AOTA Fieldwork Performance Evaluation Forms
Chapter 57. The Importance of Site-Specific Objectives and Sample Objectives
Chapter 58. Fieldwork Performance Evaluation Form for the Occupational Therapy Assistant Student
Chapter 59. Fieldwork Performance Evaluation Form for the Occupational Therapy Student
Part 12. Challenging Fieldwork Situations
Chapter 60. Working With Marginal Students—Remediation or Failure?
Chapter 61. The Challenges of Working With Advanced Students
Chapter 62. Progression in Fieldwork Supervision—Providing the Just-Right Challenge
Chapter 63. Working With Occupational Therapy and Occupational Therapy Assistant Students With Disabilities
Chapter 64. Advisory Opinion on Ethical Considerations for the Professional Education of Students With Disabilities
Part 13. Professional Behavior
Chapter 65. Advisory Opinion on Patient Abandonment
Chapter 66. Guidelines for Documentation of Occupational Therapy
Chapter 67. Professional Dress and Appearance
Chapter 68. A Fieldwork Educator's Guide to Social Networking
Part 14. Resources for Further Learning
Chapter 69. AOTA Fieldwork Educators Certificate Program Workshop
Chapter 70. Online Fieldwork Educator Training Programs
Chapter 71. Suggested Reading List
Appendixes
Appendix A. Washington University School of Medicine Programs in Occupational Therapy Fieldwork Manual
Appendix B. Colorado State University Department of Occupational Therapy 2015 Fieldwork Educator Handbooks for Fieldwork IB (Adult to Old Age) and IC (Infancy to Young Adults) and Level IIA Fieldwork Educator Handbook
Appendix C. Penn State Mont Alto University College Occupational Therapy Assistant Program Fieldwork Manual Appendix D. Barnes Jewish Hospital Department of Rehabilitation Occupational Therapy Student Orientation Manual.
The Essential Guide to Occupational Therapy Fieldwork Education also includes a flash drive with sample fieldwork manuals.
978-1-56900-366-4, 576 pages, 2015