Readying occupational therapy assistant students for level II fieldwork: beyond academics to personal behaviors and attitudes

Clinical Placements for the Professions Allied to Medicine, Part 2: Placement Shortages? Two Models that can Solve the Problem

Traditional models of fieldwork education are unable to provide for the increasing numbers of student placements required to cope with the growing demand for qualified staff. Part 1 of this article summarised the recent research carried out in the North West Region which explored many clinical placement issues. It highlighted the need for occupational therapists to use different approaches to fieldwork education and to utilise non-traditional placement models which have the potential to increase the numbers of appropriate learning experiences without compromising the placement quality.

Willingness to test new placement models is the key issue. Part 2 of the article looks at current placement provision and describes the advantages and disadvantages of two fieldwork education models identified in the North West Region research: the collaborative and the role-emerging models. These models have the potential to increase the numbers of good quality placements available to occupational therapy students while preparing them for working in a changing and challenging health care environment.

Commonalities in Level II Fieldwork Failure

Despite the efforts of academic educators and fieldwork supervisors, not all students successfully complete their Level II field-work experience (AOTA, 1997). This study used quantitative and qualitative data to identify common characteristics surrounding Level II fieldwork failure. Eleven participants responded to a questionnaire regarding their experience in supervising a student who failed a Level II fieldwork experience; six also participated in a telephone interview to provide additional information regarding the experience. Students in this study who failed a Level II fieldwork experience exhibited poor problem solving skills, poor clinical reasoning skills, had difficulty getting the "big picture," and had difficulty responding to constructive feedback. Additionally, supervisors reportedly believe students were academically unprepared for the fieldwork experience. In this study, there were common characteristics, including student attributes and supervisors' strategies for dealing with problematic behaviors, which existed in the circumstances surrounding Level II fieldwork failure.

A conceptual model for the development of professional behaviours in occupational therapists

The ever-changing, dynamic practice environment coupled with increased consumer needs and awareness create an atmosphere that requires optimal professionalism from occupational therapists. Professionalism requires specific knowledge, attitudes, and values--all manifested by professional behaviours. The authors assume that professional behaviours mature through a natural developmental process; a process that requires careful nurturing on the part of educators and clinical supervisors. Based on this assumption, the authors propose this conceptual model based on Erikson's life cycle stages. The model implies that occupational therapy professional behaviours develop sequentially through stages that begin during the educational process of occupational therapists, and progress throughout their career. The purpose of this model is to provide a framework for educators and supervisors to nurture professional behaviours in students and novice clinicians, and to continue their own professional growth.