Level II Fieldwork Educators' Perceived and Experienced Challenges with Using the Collaborative Fieldwork Supervision Model

Oaklee Rogers, Northern Arizona UniversityFollow
Cherie Graves, University of North DakotaFollow
Tamara Turner, Midwestern University - GlendaleFollow
Debra J. Hanson, University of MaryFollow
Marilyn G. Klug, University of North DakotaFollow

Document Type (Journals)

Original Research

Abstract

Fieldwork shortages have been noted in the literature for some time. With the ever-changing healthcare system and an increasing number of students in occupational therapy programs, the scarcity of fieldwork placements is dire. Rooted in adult learning principles, the collaborative fieldwork supervision model is one approach to fieldwork education that may alleviate the shortage of placements, while also supporting student learning. This model is designed to have one fieldwork educator supervising two or more students throughout a fieldwork experience. The strengths and challenges of this model are well documented, although it is unclear if the identified challenges are the same or different for those who have and have not used the model. Therefore, a research study was conducted to investigate Level II fieldwork educators’ experienced and perceived challenges of the collaborative fieldwork supervision model. Narrative data was gathered from both fieldwork educators who have used the model and those who have not used the model, within the last five years. The researchers investigated two open-ended questions from a nationwide survey disseminated in 2018. Nearly 30% of the study respondents reported having used the model, while 70% reported not using the model. The same five themes emerged from both groups, however, the prevalence and subthemes between the two groups were different. The themes are: 1) considerations at fieldwork site; 2) knowledge, skill, and professionalism of students; 3) client needs and level of comfort; 4) fieldwork educator knowledge and familiarity with model; and 5) culture of fieldwork education. Methods for addressing challenges and implications for occupational therapy education are discussed.

Biography

Oaklee Rogers, OTD, OTR/L is the Department Chair and Associate Clinical Professor in the Department of Occupational Therapy at Northern Arizona University.

Cherie Graves, PhD, OTR/L is the Academic Fieldwork Coordinator and Assistant Professor in the Department of Occupational Therapy at the University of North Dakota.

Tamara Turner, EdD, OTR/L is the Academic Fieldwork Coordinator and Assistant Professor in the Department of Occupational Therapy at Midwestern University.

Debra Hanson, PhD, OTR/L, FAOTA is a Professor in the Department of Occupational Therapy at the University of Mary.

Marilyn G. Klug, PhD is an Associate Professor in the Department of Population Health at the University of North Dakota.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Rogers, O., Graves, C., Turner, T., Hanson, D. J., & Klug, M. G. (2022). Level II Fieldwork Educators' Perceived and Experienced Challenges with Using the Collaborative Fieldwork Supervision Model. Journal of Occupational Therapy Education, 6 (1). https://doi.org/10.26681/jote.2022.060112