Document Type (Journals)

Original Research


Many occupational therapy students navigate the transition to the Level II fieldwork experience effortlessly, while others require support due to a lack of perceived self-efficacy. This perception dramatically impacts fieldwork performance and challenges academic fieldwork coordinators to support students struggling to believe in their own capabilities. This study utilized a quantitative quasi-experimental research design with a purposive sample of 16 occupational therapy assistant students to determine if an educational intervention increased perceived self-efficacy and overall confidence. Data collected from the Student Confidence Questionnaire (SCQ) pre, and post-intervention provided insight into the students’ report of perceived self-efficacy and overall confidence during the Level II fieldwork experience. This questionnaire assessed the domains of professional competence, communication, adaptability, innovation, risk-taking, supervision, and clinical practice (Derdall et al., 2002). The educational module included an introduction to the key concepts of self-efficacy, self-assessment, and reflection, seven weekly reflective practice journal assignments centered around domains of the SCQ, and feedback using a reflective practice rubric to scaffold the development of self-efficacy. A statistically significant increase occurred in self-efficacy and overall confidence after the intervention across all seven domains of the post-test SCQ. The results indicated that the educational module created an influential impression on the development of self-efficacy and overall confidence during the Level II fieldwork experience. Level II fieldwork performance was not measured. Considering that many students struggle with perceived self-efficacy this educational intervention provides a potential solution to support fieldwork students challenged by a lack of belief in their own capabilities.


Kristy Meyer, OTD, MS, OTR/L, BCP is an assistant professor and doctoral capstone coordinator in the Institute for Occupational Therapy Education at Widener University. She received a bachelor’s degree in occupational therapy from Alvernia University, and both her post-professional master’s and doctorate degree in occupational therapy from Mount Mary University.

Julie H. Hunley, Ph.D., O.T., CLT is an Associate Professor of Occupational Therapy at Mount Mary University in Milwaukee, Wisconsin. Dr. Hunley’s research includes the scholarship of teaching and learning, oncology and lymphedema rehabilitation, and population-based interventions for lowering disease risk and improving well-being in African American women with breast cancer.

Declaration of Interest

The authors report no declarations of interest.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.