Level I Fieldwork

This section is to help students and educators further understand the policies and procedures of level 1 Fieldwork education. The Academic Fieldwork Coordinator (AFWC) is available to clarify any information. Communication is extremely important for successful Fieldwork experiences. Your questions are always welcomed.

The AOTA Standards describe the goal of Level I Fieldwork “To introduce students to fieldwork, apply knowledge to practice, and develop understanding of the needs of clients” (ACOTE, 2018). Level I Fieldwork is not intended to develop independent performance, but and introduce the MSOT students to various levels of development and/or disability.  Level I Fieldwork supplements classroom learning by providing opportunities to integrate academic knowledge of each age population in real life and treatment situations. Students develop foundational observational, interpersonal and communication skills. Fieldwork experiences include involvement with persons with varied levels of abilities and with culturally diverse backgrounds. Specific Fieldwork I assignments and experiences are further defined in each course syllabus and in Canvas learning modules.

Cox College Level-I experiences are each 35- 40 hours of focused observation and participation in an area of occupational therapy or a related process. The Level-I fieldwork supervisors are qualified personnel with licenses to practice in their respected profession. Supervisors may include faculty, occupational therapists, occupational therapy assistants, teachers, social workers, nurses, physical therapists, physician assistants, and psychologists. Other professions that relate to the occupational therapy process and meet objectives of Level-I learning experiences will be considered. Level-I rotations are designed to expose the student to a diverse population of persons with varied occupational dysfunctions and needs.  Level-I experiences provide the student with broad exposure to a variety of settings and diagnoses of persons in different areas including: mental health and psychosocial focused settings, simulated physical disabilities and rehabilitation settings, older adult care settings, and settings focused on providing services for children and youth. More information from AOTA about Level-I Fieldwork can be found at Level-I FieldworkLinks to an external site.

Expectations of Level I Fieldwork Experience

Student

1. Review Level I objectives as outlined in the course syllabus.

2. Demonstrate professional level communication skills with the Fieldwork Educator, clients, and staff.

3. Develop professional relationship with clients/family.

4. Begin to develop written documentation skills.

5. Begin to: gather data, identify problems, and understand treatment goals and occupation based interventions to meet the goals.

6. Implement components of occupation based interventions.

7. Display professional behavior according to the student manual.

8. Display the initiative in asking questions and seeing that learning needs are met.

9. Demonstrate growth in areas of communication, documentation, intervention, and lifelong learning.

 

Facility

1. Follow Level I Fieldwork objectives as outlined in the course syllabus.

2. Provide on-going verbal feedback (positive as well as need for changes) to the student.

3. Provide a formal evaluation at the conclusion of the experience.

4. Provide opportunity for graded client involvement:

   1. Observe

   2. Interact

   3. Interview

   4. Plan or assist with treatment interventions

   5. Implement or assist with components of treatment interventions

5. Notify AFWC at Cox College of any difficulties as soon as possible.

6. Provide written feedback to students as to improve accuracy and appropriateness of student performance.

7. OPTIONAL: Provide the student with an optional assignment of your choice that you feel would enhance their learning experience at your facility.

Commission on Education Guidelines for Occupational Therapy Fieldwork – Level I

Information from this page is from  http://www.aota.org/Education-Careers/Fieldwork/LevelI.aspxLinks to an external site.

 

• Definition and Purpose – AOTA describes the goal of the Level I Fieldwork, “to introduce students to the Fieldwork experience, and develop a basic comfort level with an understanding of the needs of clients.” Level I Fieldwork is not intended to develop independent performance, but to “include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process.”

Services may be provided to a variety of populations through a variety of settings. Experiences may include those directly related to occupational therapy as well as other situations to enhance an understanding of the developmental stages, tasks, and roles of the individuals throughout the life span. Day care centers, schools, neighborhood centers, hospice, homeless shelters, community mental health centers and therapeutic activity or work centers are among the many possible sites. Fieldwork may also include simulated experiences, services management, and administrative experiences. Populations may include disabled or well populations; age – specific or diagnosis – specific clients.

Qualified personnel for supervision of Level I Fieldwork may include, but are not limited to:  Academic or Fieldwork Educators, Occupational Therapists, Psychologists, Physician Assistants, Teachers, Social Workers, Nurses, Physical Therapists, Social Workers, etc. The supervisors must be knowledgeable about occupational therapy and cognizant of the goals and objectives of the Level I Fieldwork experience.

• Objectives – Objectives of Level I Fieldwork may vary significantly from one academic institution to another. These variations occur as a result of differences in individual academic institutional missions, programmatic philosophical base, curriculum design and resources, etc. As a result, the individual academic institutions should provide information regarding the specific didactic relationship and should provide objectives for the experience. Fieldwork educators should determine if the resources of their facilities are adequate to meet the objectives of the educational institution and then apply the objectives to the fieldwork setting.

Fieldwork objectives should reflect role delineation between professional and technical level students (as specified by The Guide to OT Practice, AJOT Vol 53 No 3). In the event a facility provides Level I Fieldwork experiences to both levels of students, separate objectives and learning experiences should be utilized, as developed by the academic program faculty. Students should be evaluated using these objectives. In instances where students will have a prolonged/consecutive fieldwork experience in the same facility, the objectives should also reflect a sequential orientation and move from concrete to conceptual or from simple to more complex learning activities. In the event that the student rotates through a variety of settings, it is recommended that a master list of objectives be developed that demonstrate a developmental learning continuum and indicate which objectives/learning experiences have been provided in previous experiences.

Schedule design of Level I Fieldwork will depend on the type of setting and the curriculum of the academic institution. Options include, but are not limited to: full days for 6- 8 weeks, two separate half days for 6-8 weeks, one full week of 35-40 hours. This will be assigned by the AFWC.

Academic Institution

1. Identify course content areas to be enhanced by Level I Fieldwork experiences.

2. Develop general goals that clearly reflect the purpose of the experience and level of performance to be achieved.

3. Assure that objectives reflect the appropriate role of an OT student.

4. Sequence the objectives from concrete to conceptual or from simple to increasing complexity.

5. Identify facilities that may be able to provide the necessary learning experiences.

6. Share the objectives with the fieldwork educators and ask them to identify those objectives that could be met in their facility.

7. Discuss and coordinate fieldwork administration issues such as: scheduling, work load, report deadlines, etc.

8. Collaborate with fieldwork educators to clearly identify the skill level necessary for successful completion of Level I Fieldwork experiences.

9. Develop an evaluation form and protocol.

 

Fieldwork Facility

1. Evaluate administrative aspects of the program to determine the feasibility of providing education experiences of high quality while maintaining the effectiveness of services. Some considerations are: providing the necessary supervision and scheduling learning experiences.

2. Review objectives and learning experiences with academic representatives to assure they address the Level I Fieldwork objectives of the program.

3. Review the evaluation form and associated protocols and seek any necessary clarification prior to its implementation.

4. Review the Level I Fieldwork objectives and evaluation form to determine if the learning experiences can be provided at your fieldwork facility and if they are compatible with the philosophy of the program.

5. In collaboration with the academic program faculty, identify and design, if possible, specific learning activities which will meet Level I objectives.

6. Those facilities providing Fieldwork for both the professional and technical level students should have different learning experiences designed to clearly reflect role delineation.

AOTA Commission on Education (COE) and Fieldwork Issues Committee (FWIC),Amended and Approved by FWIC 11/99 and COE 12/99,Last Updated 12/1/99,Copyright 1999 – 2006 American Occupational Therapy Association, Inc. All rights reserved. http://www.aota.org/Education-Careers/Fieldwork/LevelI.aspxLinks to an external site.

 Cox College Level I Fieldwork Objectives:

1. 1. Demonstrate use of therapeutic skills to effectively interact with supervisors, clients, volunteers, peers, and others. (B.4.1, B.4.10) (Curriculum Thread: 2)

   2. Recognize and adapt to a variety of diverse and alternative cultures, processes, and ideas. (B.5.1, B.4.10)

   3. Demonstrate the values, attitudes, and behaviors congruent with occupational therapy’s profession’s philosophy, standards, and ethics. (B.4.10, B.7.1) (Curriculum Thread: 2)

   4. Demonstrate intellectual curiosity and growth in critical thinking.(B.7.1) (Curriculum Thread: 2)

   5. Demonstrate growth in personal and professional behaviors (including "soft skills") through ongoing reflection and self-assessment. (B.7.4) (Curriculum Thread: 2)

   6. Analyze how client factors (including psychosocial factors) impact occupational performance among a variety of clients in various contexts. (B.4.3,B.4.9, B.4.10)

   7. Analyze and modify a variety of occupation-based interventions in collaboration with clients, groups, and populations which promote health, prevent disease, and improve quality of life. (B.4.3, B.4.9, B.4.22)

   8. Identify appropriate discharge recommendations that include community resources and products designed to promote a client’s independence and optimal occupational function in their least-restrictive environment. (B.4.18, B.4.28)

   9. Recognize and demonstrate ability to follow safety procedures to protect self, clients, and others. (B.4.10, B.4.18) (Curriculum Thread: 2)

   10. Identify a variety of service delivery contexts, documentation practices, reimbursement practices, coding, and rationale for treatment. (B.4.6, B.4.15, B.4.29, B.5.1)

    

It is expected that students will show growth in the skills of observation, participation, and consultation as they progress through Level I experiences.

Grading of Level I Fieldwork:

Level I Fieldwork will be graded as Pass/Fail. The final grade will be determined by the Academic Fieldwork Coordinator after review of the evaluation is completed by the supervisor(s) and upon completion of all assignments related to the Level I Fieldwork.  If the evaluation of the student from the fieldwork educator indicates that the student has shown unsatisfactory performance or needs improvement in one or more areas, the Academic Fieldwork Coordinator will meet with the student to discuss the evaluation. Failure of a fieldwork experience may result in inability to progress further in the program. Unexcused absences from Level 1 fieldwork or 2 or more excused absences may impact pass/fail status.

Exxat is our software tracking system for fieldwork. Communication between the college, the student, and the site will occur within Exxat. Exxat also will house all fieldwork site information, clinical educator information, and student information. Students will be responsible for providing information to the AFWC as requested by each site. Exxat software fee are paid by each student. Training in the use of Exxat will be provided prior to the first fieldwork rotation.

Level I Fieldwork Scheduling Procedure

Specifics of site selection are explained in the Fieldwork meetings with the Academic Fieldwork Coordinator. All students will complete 35-40 hours of 4 different Level I Fieldwork rotations for a total of 140-160 hours. Students may be assigned different sites within the Fieldwork experience (i.e. pediatric experience may include one day care setting and one school setting). It is encouarged the one rotation include placement in a community based program such as a group home or drug/alcohol day treatment center. This rotation is specific to the mental health/psychosocial experience.  Participation in a community practice area in Occupational Therapy is vital to your development as a clinician. Cox College students may also have simulated experiences within the state of the art Cox Health Simulation Lab or Cox Cottage as well as other non clinic, faculty led experiences as a part of their fieldwork education. The Level I experiences will occur in conjunction with the related seated clinic courses. 

Level I Fieldwork Rotations- Descriptions

Fieldwork Level 1-A has a focus on social, sensory, and psychological person factors which
impact occupational performance. Rotation occurs 4 hours a week in Feb-April at a clinic for 8 weeks and a one day experience in mental health for a total of 40 hours. (Mental health, community based and in-patient based dementia care, forensic, substance abuse treatment facilities, etc.) This first Level I experience must be related to an area of mental health. The student may participate in screening, evaluation, and intervention with clients in various stages of mental illness. Students may have opportunities to lead or co-lead an intervention group during this experience

Fieldwork Level 1-B includes a series of simulated physical disability scenarios where students train to assess and treat a variety of conditions in orthopedic, out-patient, and acute care settings. This experience has a focus on physical disability, assistive technologies, or related area that impacts occupational performance. Rotation occurs during the fall 2 semester for a total of 35-40 hours and may include simulation experience, skills labs, faculty led community screenings, and exposure to a variety of clinics (OP clinic, prosthetics, wheelchair clinic, community resources, etc.) Students will observe/participate in various aspects of screening, evaluation, and intervention, as possible.

Fieldwork Level 1-C has a focus on issues impacting older adults as well as exploring environments in which occupational therapists support the occupational needs of older persons. This rotation is 35-40 hours during the spring 2 semester.

Fieldwork Level 1-D has a focus on occupation in pediatric settings. This rotation occurs in March of the spring 2 semester and is also a week long experience (4-5 days). For the pediatric experience, students may have an opportunity to observe typical and/or atypical development. Students will be provided with the opportunity to practice use of developmental screening assessments and evaluations, as well as prepare and present a group activity to a group of children.

Carrie Miller OTR/L is the Academic Fieldwork Coordinator assigned as coordinator for each of the fieldwork rotations. The Academic Fieldwork Coordinator is responsible for assigning students to fieldwork slots reserved by facilities. Factors to be considered in assigning student include: geographic proximity to student’s home, student’s interest, learning needs, family considerations, past experiences, and inherent demands of facility rotation.

The Academic Fieldwork Coordinator will assign students to a Fieldwork site. Approximately one month before the starting date, the facility will receive information (email or mail) confirming placement of a student(s) at the facility. The information will include:

1. Name and telephone number of student(s) assigned.

2. Dates of the rotation

3. Fieldwork course syllabus

4. Level I evaluation form

5. AOTA fieldwork supervisor self – evaluation form

The student will be given their Fieldwork assignment no less than one month prior to the start date. They will be given the name of the contact person and the name, address, and phone number of the facility. They will be in instructed to contact the facility by a certain date. Failure to do this may impact placement.

Students will be responsible for creating, maintaining, and updating their Exxat profile to include all needed information. Students will be able to share their profile with assigned sites to meet the requirements of onboarding.

Again, Level-I fieldwork selection for placement will occur within the semester prior to the experience. Once a placement is confirmed, it cannot be changed. Students must make every effort possible to successfully complete their assigned placement or they may face having to pay tuition again or failure of the program.

Level 1 fieldwork forms may include:

Self-Assessment, Student Evaluation of Fieldwork Experience, Site Objectives, Link to Student Manual, AOTA Fieldwork Data Form, Level I Performance Evaluation Form, and Learning Agreement.

 

Level 1A Fieldwork Assignments

Examples of Student Assignments (please see course syllabus for details and assignments)

Client Plan Observation - During your fieldwork, student can pick two clients to observe more intently while they are engaged in an activity. Jot down items under all categories on assignment sheet that are appropriate. You can then give to the fieldwork supervisor so they can write comments OR you can sit and discuss your observations.  

Progress notes or SOAP notes.  These can be spaced out throughout your experiences

Completion of an OT assessment test or a section of a test with one client. This can be with a client you have observed for your observation worksheet or another client. Your fieldwork supervisor can work with you on helping you organize the time and space needed. You will need to come prepared to do the test- having reviewed and practice in or out of class time. You may need to check out the materials from the MSOT department to perform your test.

Group Activity Plan or Patient Treatment Plan: Complete a treatment plan with a client or group at your facility.  Review it with your supervisor and implement the plan, if appropriate.

Final Evaluation- DUE at the end of your experience. Please complete the student evaluation of level 1 fieldwork BEFORE you meet with the fieldwork supervisor.Failure to complete or turn in student evaluation of FW1 experience will result in and incomplete grade in AEI, and will delay your progress to the next semester. The fieldwork supervisor will also fill out an evaluation on the student and will ideally, review it with the student prior to their departure on the final day.

Level 1 Fieldwork: Fieldwork Site Supervisor's Evaluation of the Student: