Fieldwork Supervision, Motivation and Competency among Norwegian Community-Based Occupational Therapists

Even E. Edvardsen, UiT Arctic University of NorwayFollow
Tore Bonsaksen, University of Inland Norway, Elverum; and VID Specialized University, StavangerFollow
Sissel Horghagen, Norwegian University of Science and Technology, TrondheimFollow
Cathrine Arntzen, UiT – the Arctic University of Norway, Tromsø; and University Hospital of North Norway, TromsøFollow
Unni Sveen, Oslo Metropolitan University, OsloFollow
Astrid Gramstad, UiT The Arctic University of NorwayFollow
Ruca E. K. Maass, Norwegian University of Science and Technology, TrondheimFollow
Linda Stigen, Norwegian University of Science and TechnologyFollow

Document Type (Journals)

Original Research

Abstract

Occupational therapists’ supervision of students remains a critical component during occupational therapy education. This study aimed to examine supervision practice, motivation, and competency among community-based occupational therapists in Norway, exploring organizational and personal factors associated with formal and perceived supervision competency, willingness to serve as fieldwork educators, and collaboration with educational institutions. A cross-sectional survey was distributed among occupational therapists in community-based practice in Norway. A total of 617 occupational therapists participated in the study. Free-text responses were thematically analyzed and interpreted. Differences between fieldwork educators and non-fieldwork educators’ training, recency of being fieldwork educators, willingness to assume the role of fieldwork educator, formal supervision training and perceived supervision competency were examined with independent t-tests and chi-square tests. Four multivariate logistic regression analyses were conducted to assess factors associated with serving as a fieldwork educator. The study found that lower age and working alongside other occupational therapists were associated with higher likelihood of being a fieldwork educator the preceding year. Higher motivation for being a fieldwork educator was associated with lower age. Formalized supervision competency was associated with higher age, further education, and longer work experience, while self-perceived supervision competency was associated with more work experience and working alongside other occupational therapists. The thematic analysis showed there is a need for more support among fieldwork educators and for further developing the collaboration between fieldwork educators and educational institutions.

Biography

Edvardsen, Even E., MSc

UiT The Arctic University of Norway, Tromsø

Bonsaksen, Tore, MSc

Inland Norway University of Applied Sciences; and VID Specialized University

Horghagen, Sissel, PhD

Norwegian University of Science and Technology, Trondheim

Arntzen, Cathrine, PhD

UiT The Arctic University of Norway, Tromsø; and Center for Care Sciences, North

Sveen, Unni, PhD

Oslo Metropolitan University

Gramstad, Astrid, PhD

UiT The Arctic University of Norway, Tromsø; and Center for Care Sciences, North

Maass, Ruca E. K., PhD

Norwegian University of Science and Technology, Trondheim

Stigen, Linda, PhD

Norwegian University of Science and Technology, Gjøvik

UiT The Arctic University of Norway¹; Inland Norway University of Applied Sciences²; VID Specialized University³; Norwegian University of Science and Technology⁴; Center for Care Sciences, North⁵; Oslo Metropolitan University⁶

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Edvardsen, E. E., Bonsaksen, T., Horghagen, S., Arntzen, C., Sveen, U., Gramstad, A., Maass, R. E., & Stigen, L. (2025). Fieldwork Supervision, Motivation and Competency among Norwegian Community-Based Occupational Therapists. Journal of Occupational Therapy Education, 9 (4). Retrieved from https://encompass.eku.edu/jote/vol9/iss4/17