Date Presented 4/8/2016
This paper will present the quantitative findings of the study examining use of peer-based mentoring as a means to promote self-perceived preparedness for Level II fieldwork. It will further present the use of the Occupational Self-Assessment as a measurement tool for student self-assessment.
Primary Author and Speaker: Karen Ann Cameron
Additional Author and Speaker: Kellyann Bramley
BACKGROUND: Successful completion of fieldwork II is a requirement for occupational therapy (OT) students to progress into entry-level professionals. Although there have been multiple articles identifying methods to improve this success and increase preparedness, such as mentoring, OT educators are faced with limited research evidence identifying the viability and impact of such classroom and instructional strategies. Therefore, this paper will present the findings of the research study examining the research question “What is the impact of mentoring on self-perceived preparedness for Level II fieldwork?”
DESIGN: Quantitative secondary data analysis
ETHICAL CONSIDERATIONS: Approved by institutional review board
MEASUREMENT TOOL: The Occupational Self-Assessment 2.2 (OSA) served as the measurement tool to examine any change in perceived level of preparedness and classroom effectiveness. The OSA assesses an individual’s values and competence in daily occupations.
PARTICIPANTS: Senior-level OT students enrolled in two distinct sections of a fieldwork seminar course completed multiple assignments for fieldwork II preparation. One section consisting of 16 students completed the OSA at the beginning of the course and the fieldwork preparatory activities assigned within the course, and a second section consisting of 18 students completed the OSA at the beginning of the course and preparatory activities. However additionally, this group was supported by the guidance of a 5th-yr OT student mentor who had participated in at least one fieldwork II rotation. All students completed a posttest OSA at the completion of the course.
ANALYSIS: Statistical analysis of pre- and posttest OSA scores utilizing two-way analyses of variance
Course instructors evaluated the overall effectiveness of the assignments, and the primary research investigator and graduate research assistants, then conducted a secondary data analysis to determine the effectiveness of the use of a mentor to promote self-perceived preparedness for fieldwork II. The data analysis comparing the pre- and posttest OSA scores revealed one statistically significant finding: an increase in the scores in the OSA subscale area of competence (p < .001). This increase demonstrated that mentoring increased students’ self-perceived competence for fieldwork II. Furthermore, it demonstrated the viability of the OSA as an objective measure to identify student self-perceived Level II Fieldwork preparedness.
IMPACT STATEMENT: As is noted in clinical practice, evidence must be available to validate practice. OT educators too must identify evidence to support instructional methods as well as use of valid and reliable instruments to measure student outcomes. This study helps to provide evidence on the commonly utilized educational strategy of mentoring. It further identified that the OSA can be used outside of the traditional patient realm and in the realm of OT education.
