Date Presented 04/03/2025
This presentation is of a capstone project whose purpose was to evaluate the impact of an in-person workshop focused on novice OTPs’ perceived level of preparedness in supervising Level II OT fieldwork.
Primary Author and Speaker: Inken Prochilo
Contributing Authors: Casey Humphrey
PURPOSE: The purpose of this Capstone was to evaluate the impact of an in-person workshop on novice occupational therapy practitioners’ perceived level of preparedness in supervising Level II fieldwork students. Theoretical Framework. Social constructivism and cognitive constructivism framework for this research study and the development of the workshop.
METHODS: This study used a mixed-method research design using convenience and snowball sampling (Dickerson, 2017). Pre- and post-survey data was analyzed in Qualtrics to determine percentage and count change in perceived levels of preparedness, confidence, and willingness in supervising a Level II fieldwork student. Participants were therapists, licensed less than five years, with no prior experience supervising a Level II occupational therapy fieldwork student. Participants completed a pre-survey prior to the workshop and a post-survey at the conclusion of the 6-hour workshop.
RESULTS: Nineteen novice therapists, with no supervisory experience participated in the workshop. Results indicate a positive change in participants perceived preparedness, with 5% (n = 1) feeling more than or very prepared to be a FWE before the workshop and 63% (n = 12) for the same category after the workshop. Before the workshop, 5% (n = 1) reported feeling more or very confident to supervise a fieldwork student, whereas 48% (n = 9) were more or very confident after completing the workshop. Finally, 37% (n = 7) were more than or very willing to supervise a level II fieldwork student, yet 74% (n = 14) reported they felt more than or very willing to supervise a level II. Results to open-ended questions revealed areas of hesitations, further education, and support preferred from academic institutions.
CONCLUSIONS: The in-person workshop had a positive effect on participants’ level of perceived preparedness, confidence, and willingness in supervising occupational therapy fieldwork students and has implications for decreasing fieldwork shortages.
References
American Occupational Therapy Association. (2023). Start your own fieldwork program. https://www.aota.org/education/fieldwork/starting-a-fieldwork-program
DeIuliis, E., & Hanson, D. (2023). Fieldwork educator guide to level II fieldwork. SLACK Inc.
Karp, P., Lavin, K. A., & Collins, T. (2022). Exploring fieldwork educator development: preparation methods and support tools. Journal of Occupational Therapy Education, 6(1).https://doi.org/10.26681/jote.2022.060113
Varland, J., Cardell, E., Koski, J., & McFadden, M. (2017). Factors influencing occupational therapists’ decision to supervise fieldwork students. Occupational Therapy in Health Care, 31:3, 238–254, https://doi.org/10.1080/07380577.2017.1328631
