Effect of Simulation on Occupational Therapy Students' Self-Efficacy When Preparing for Level II Fieldwork

Juliet Steffe, University of St. Augustine for Health SciencesFollow
Karen Menard, University of St Augustine for Health SciencesFollow
Angela Gibson, Texas A & M University - KingsvilleFollow

Document Type (Journals)

Original Research

Abstract

Occupational therapy academic programs provide students with knowledge and professional skills through coursework and clinical skills practice, enabling them to transition successfully into clinical placement. Despite completing multiple semesters of didactic work, students may experience high levels of anxiety and self-doubt when preparing for Level II fieldwork. The problem addressed in this study was the lack of perceived self-efficacy in clinical skills when preparing for Level II fieldwork, leading to the potential for difficulty transitioning from the classroom to the clinic among entry-level occupational therapy graduate students. A basic qualitative study was conducted using focus groups to explore how providing experiential learning opportunities through high-fidelity computer-based simulation may improve self-efficacy in clinical skills during preparation for Level II fieldwork. Following Level II fieldwork, participants shared their perceptions of self-efficacy in clinical skills after participating in high-fidelity computer-based simulations as part of their preparation for clinical placements. Four themes emerged from the data, supporting the use of high-fidelity computer-based simulations as a teaching method to enhance entry-level Doctor of Occupational Therapy (OTD) students' self-efficacy before Level II fieldwork. The study outcomes provide academic programs with additional educational strategies to prepare students for Level II fieldwork. The data support existing research regarding the benefits of experiential learning, particularly simulation. The results also suggest that providing simulations specific to assigned Level II fieldwork sites improves student perceptions of self-efficacy in clinical skills before Level II fieldwork. Embedding simulation throughout the curriculum, rather than just as fieldwork preparation, was an additional result worth further examination.

Biography

Juliet Steffe, EdD, OTD, OTR/L, CHT graduated from the Medical College of Ohio in 1995 with a Master of Occupational Therapy. She earned a postdoctoral degree in 2005 and an Ed.D. in 2025 from the University of St. Augustine. She practices as a hand therapist at Louisville Orthopedics Rehab Clinic. She is the Director of Academic Fieldwork and Assistant Professor at the Auerbach School of Occupational Therapy at Spalding University. Her research interests include experiential learning methods and preparing students for fieldwork. She received the “Excellence in Dissertation Research Award” from USAHS for her work on this topic.

Karen Menard, PhD, OT recently retired from the Academic Program Director for the Post-Professional Doctor of Occupational Therapy (PPOTD) Program at the University of St. Augustine for Health Sciences in St. Augustine, Florida. She currently is semi-retired while facilitating Doctor of Education students by chairing dissertation committees and PPOTD students by advising capstone projects. Her academic leadership focused on program and curriculum development/assessment, instructional management, capstone and dissertation advisement, as well as contributions to international cross-cultural projects and interprofessional course development. Dr. Menard is a licensed occupational therapist and brings more than 35 years of managerial and clinical experience in a variety of settings specializing in orthopedic, neurological, cognitive, and emotional disorders. She completed her PhD from Walden University in 2014 with a concentration in Education, MS in Health Sciences with a concentration in Education from University of Central Florida in 1992, and a BS in Occupational Therapy from Florida International University in 1985. She is an international scholar, presenting at conferences in the U.S., Switzerland, France, and Greece, and published work on interprofessional education (IPE), occupational therapy clinical practice and education, and biopsychosocial interventions in occupational therapy, interprofessional, mental health, and health sciences journals.

Angela M. Gibson, EdD serves as Coordinator and faculty for the Adult and Higher Education Master’s program at Texas A & M University Kingsville. She trains for the OLC Center for Professional Learning. Dr. Gibson presents at conferences and publishes in journals. She is a recipient of various awards.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Steffe, J., Menard, K., & Gibson, A. (2026). Effect of Simulation on Occupational Therapy Students' Self-Efficacy When Preparing for Level II Fieldwork. Journal of Occupational Therapy Education, 10 (1). Retrieved from https://encompass.eku.edu/jote/vol10/iss1/12