Document Type (Journals)

Educational Innovations


This article describes the creation and outcomes of simulation as Level I Fieldwork for entry level graduate occupational therapy students. The simulations were created by a team of interprofessional educators following the International Nursing Association for Clinical Simulation and Learning best practices. Additionally, the simulations were designed to meet the student learning outcomes of Level I Fieldwork. Students participated in eight high-fidelity simulations and were evaluated with self-ratings, peer ratings, and faculty ratings. Each student completed a student evaluation of the fieldwork experience, with rating scales and open-ended questions to understand student perceptions of the experience. The vast majority of students met or exceeded expectations on all rating scales. Faculty ratings on student performance were consistently higher than peer ratings and self-ratings. Student perceptions of their experiences were mostly positive, and the majority of students reported meeting the student learning outcomes. The results of this study indicate that Level I Fieldwork with well-designed simulation can result in positive student perceptions, achievement of student learning outcomes, and a consistent student experience.


Darla Coss, OTD, OTR, CHT is an Associate Professor at St. Catherine University. She teaches occupational therapy students in areas related to health, wellness, and rehabilitation. Her scholarship includes interprofessional practice, simulation, and primary care. In addition to teaching, Dr. Coss serves as a level I fieldwork educator and clinician in a free clinic.

Stephanie de Sam Lazaro, OTD, MA, OTR/L is an Associate Professor at St. Catherine University with roles in occupational therapy and simulation and interprofessional learning departments. She teaches content related to child, adolescent, and family centered practices. Her scholarship focuses on intra and interprofessional educational outcomes, family centered practice, and simulation.

Katelyn Brady, OTD, OTR/L is an Assistant Professor at St Catherine University. She has been at the University in the role of both academic fieldwork coordinator and course management for the graduate occupational therapy program and the occupational therapy assistant program. Her main teaching focus is related to clinical practice with older adults. Her scholarship focus is on experiential learning best practices and student leadership development.

Declaration of Interest

The authors report no declaration of interest.

Creative Commons License

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.