The Role of Fieldwork Educator
Supervision can be described as a mutual undertaking between supervisor and supervisee. It is an evolving process, intended to promote growth and development while evaluating performance and maintaining standards of the profession. AOTA uses the term “fieldwork educator” to help to clarify the roles and responsibilities of those therapists who are committed to “training up” the next generation of OT practitioners. Supervision of fieldwork students is a dynamic process of managing learning experiences in relation to the fieldwork objectives and expectations outlined in the Fieldwork Performance Evaluation. The fieldwork experience should be structured to maintain quality care for clients (always a priority), while simultaneously facilitating learning for the OT/OTA fieldwork student. Working toward mastery of entry-level skills required for competence is a collaborative process between the fieldwork educator and the student.
Fieldwork educators’ roles, responsibilities, and styles vary. However, responsibilities consistent with all supervisors include:
In engaging in the supervisory process, both the fieldwork educator and student are responsible for seeking a balance in this relationship. Throughout this relationship the fieldwork educator’s roles may include:
Fieldwork educators’ roles, responsibilities, and styles vary. However, responsibilities consistent with all supervisors include:
- Orienting fieldwork student to the place, people, routines/schedules, policies, protocols
- Collaborate with the academic fieldwork coordinator in establishing site specific fieldwork objectives
- Establishing expectations, perhaps in conjunction with the fieldwork student
- Providing learning opportunities tailored to the needs of the fieldwork student
- Providing opportunities for appropriate role modeling of occupational therapy practice while ensure protection of clients
- Providing ongoing feedback, monitoring, and evaluation of performance
In engaging in the supervisory process, both the fieldwork educator and student are responsible for seeking a balance in this relationship. Throughout this relationship the fieldwork educator’s roles may include:
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Although fieldwork educators can serve as a major source of support for while learning, it is unrealistic for students to expect them to tell the answers or to direct all of their activities. In addition, it is important to acknowledge that the most valued characteristics in a supervisor are different than those of a friend. If there is confusion regarding these roles on either the part of the student or the fieldwork educator, it can disrupt the balance in the relationship. A more social relationship, although easing the stress of a new situation, may lead to dependency versus autonomy issues. This will most likely interfere with the giving and receiving of feedback when the fieldwork educator assumes his or her role as evaluator of the fieldwork student’s performance.
Download the AOTA document, Specialized Knowledge and Skills of Occupational Therapy Educators of the Future, describing the recommended competencies for fieldwork educators:
Download the AOTA document, Specialized Knowledge and Skills of Occupational Therapy Educators of the Future, describing the recommended competencies for fieldwork educators:
Fieldwork Manual - A Tool for Supervision
Fieldwork student must acclimate to a new environment, people, tasks, routines, schedules, and expectations at the start of a fieldwork experience. It is most helpful to present students with a fieldwork manual on the very first day to guide them through the initial unfamiliarity and discomfort often associated with the beginning of fieldwork. Many common questions can be easily addressed through a printed manual, thereby alleviating initial disorientation a student may experience during the first week. Simply knowing what to expect around the corner, or at the start of the next week can eliminate much anxiety and apprehension, thereby enabling a more pleasant occasion for both student and fieldwork educator. Learn more about recommended content for your fieldwork manual:
Note that the time to prepare, revise, or develop a fieldwork manual can count toward your own Independent Study Continuing Competency Activities (for NYS OT/OTA license renewal).
Before Your Student Begins
Below are recommended tasks to complete in preparation of your student starting fieldwork:
Note that the above activities are considered preparation for fieldwork. The time and effort involved in preparing for the start of fieldwork can count toward your Independent Study Continuing Competency Activities (for NYS OT/OTA license renewal). Learn more HERE.
- Read and understand the Level I or Level II Fieldwork Performance Evaluation provided by the school. This evaluation will be the main guide in evaluating student performance throughout the internship. It will be the primary tool to document student progress at the mid-term point and the final week. You should understand the Fieldwork Performance Evaluation and be prepared to discuss it with your student as part of your orientation.
- Review your site-specific learning objectives. ACOTE requires each Level II fieldwork site to have clearly written learning objectives addressing the performance, knowledge, and judgment expected of students. You should understand those objectives and be prepared to discuss them with your student as part of your orientation. Learn more about site-specific objectives HERE.
- Prepare and understand your weekly or daily schedule for the fieldwork experience. As part the student’s orientation, you should be prepared to discuss week-by-week (or day-by-day) outline of expectations and assignments.
- If part of the school's requirements, develop or revise student project assignments. Projects (assignments that go beyond the responsibilities associated with direct intervention, evaluation, and documentation) help students gain understanding of real issues and challenges of the setting. Sites typically require that students prepare and present inservices, conduct case study reports, complete clinic improvement projects, or develop therapy equipment. Keep your assignments relevant by updating them to address the real needs and objectives of your program. Be prepared to provide your students with clear directions, time lines, and expected outcome criteria.
- Understand your roles and responsibilities as a fieldwork educator. This website that contains a number of valuable resources to help you to be successful in your role of fieldwork educator. In addition, there is a self-paced web-based training course Preceptor Education Program (PEP). Not only can you learn a lot, these activities can count toward your professional development activities.
- Ask questions! Academic fieldwork coordinators are always available if you questions, or simply need support.
Note that the above activities are considered preparation for fieldwork. The time and effort involved in preparing for the start of fieldwork can count toward your Independent Study Continuing Competency Activities (for NYS OT/OTA license renewal). Learn more HERE.
What Next?
Typically, six weeks to two months before the start date, your student will contact you by email or letter to share about his/her/their learning styles, interests, background, etc. After you have received this information, you should then contact the student to discuss any requirements that might need to be completed prior to the start date (i.e. attend an orientation, complete a volunteer application, participate in an interview, etc.), and go over other essential information (i.e. work hours, dress code, etc.). The academic fieldwork coordinator will be touch with you as the start date approaches. In the mean time, don’t hesitate to contact the Academic Fieldwork Coordinator if you have questions.
Supervision Meetings With Your Student - Key to Success
AOTA Committee on Education recommends that regular meeting times be scheduled for formal supervision with your student (at least weekly for Level II). A formal supervision meeting is defined as an uninterrupted session devoted solely to the learning and professional growth of the student. In addition to formal supervision meetings, there should be numerous opportunities for interaction on a more frequent basis, both formally and informally. Both fieldwork educator and student are responsible for sharing in the process of ongoing evaluation of student progress and modifying the learning experience within the existing environment accordingly.
Encouraging Participation in Supervision Meetings
Reflecting on certain clinical situations or case studies can help to generate relevant questions and identify an agenda for supervision. Having the student keep a journal will also help to highlight areas in which he/she may need additional help or information. In addition to serving as a tool to help the student prepare for supervision meetings, a written journal can also help to encourage self-reflection and self-evaluation. Some fieldwork settings have assignments involving the use of journaling to examine specific topics related to clinical practice, group process, or the fieldwork experience.
Fieldwork students can also prepare for supervision meetings by writing their own agenda, including:
These strategies may facilitate more efficient and effective use of supervision times.
Encouraging Participation in Supervision Meetings
Reflecting on certain clinical situations or case studies can help to generate relevant questions and identify an agenda for supervision. Having the student keep a journal will also help to highlight areas in which he/she may need additional help or information. In addition to serving as a tool to help the student prepare for supervision meetings, a written journal can also help to encourage self-reflection and self-evaluation. Some fieldwork settings have assignments involving the use of journaling to examine specific topics related to clinical practice, group process, or the fieldwork experience.
Fieldwork students can also prepare for supervision meetings by writing their own agenda, including:
- Listing questions/issues to discuss.
- Questions and thoughts regarding the Fieldwork Performance Evaluation and site-specific learning objectives
- Brainstorming a problem list and potential solutions for review.
- Submitting documents/assignments for review in a timely manner.
- Identifying specific personal learning needs and objectives.
These strategies may facilitate more efficient and effective use of supervision times.
The Supervision Continuum Over Time
(Adapted from Situational Leadership Model by Paul Hersey, https://situational.com/the-cls-difference/situational-leadership-what-we-do/)
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It is expected that the nature of supervision will change - evolving over the course of the fieldwork. Initial supervision is typically more directive (frequent input and highly structured). As the fieldwork student develops skills and a better understanding of what is required, you may become less directive and adopt a coaching style (providing regular feedback, but back off a bit).
Especially during the initial phases of supervision, the student should be expected to actively participate by sharing ideas, opinions, and feelings, and by following through with designated plans. DIRECTING >> COACHING >> SUPPORTING >> DELEGATING |
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Generally, at the midpoint of the fieldwork, as the student takes on more responsibility and demonstrates increased competence and confidence, you may assume more of a supportive role (being readily available to answer questions and provide feedback as needed or requested). At this time, the student should be actively engaging in problem identification, problem solving, and goal setting. Decision-making becomes a shared responsibility, with you providing assurance and resources to facilitate learning.
In the final stages of fieldwork, the student should assume greater responsibility for decision-making and independently carry out work activities that are delegated and monitored by you.
In the final stages of fieldwork, the student should assume greater responsibility for decision-making and independently carry out work activities that are delegated and monitored by you.
Performance Evaluation
The student's performance on fieldwork is formally evaluated by the fieldwork educator(s) using the AOTA Fieldwork Performance Evaluation provided by the school. Formal evaluation should occur at least once at the midpoint of the experience, in addition to the final assessment. At the mid-term, the evaluation should be used as a coaching tool to identify what has been accomplished and what remains to be achieved in order to successfully complete the fieldwork. See the FIELDWORK EVALUATION page on this website to learn more about using the Fieldwork Performance Evaluation
One method of increasing the student’s self-reflection is to have him/her perform a written self-evaluation at the midpoint and final evaluation periods. This process can verify the accuracy of the student’s self-assessment of his/her performance. Hopefully, this can also serve as a way to encourage active dialog to clarify any misconceptions if there are differences in ratings. Self-assessment can be as simple as asking students to write responses to the following questions:
The "Critiquing Progress" approach is a systematic method of coaching a learner through a process of self-reflection and self-correction. It is a supportive person-centered, strength-based approach to facilitating growth and change. Download the Critiquing Progress Guide below. Another effective strategy of engaging the student in self-reflection is ask him/her to assess himself/herself at the mid-term using a copy of the fieldwork performance evaluation.
One method of increasing the student’s self-reflection is to have him/her perform a written self-evaluation at the midpoint and final evaluation periods. This process can verify the accuracy of the student’s self-assessment of his/her performance. Hopefully, this can also serve as a way to encourage active dialog to clarify any misconceptions if there are differences in ratings. Self-assessment can be as simple as asking students to write responses to the following questions:
- Describe your strengths thus far.
- Describe areas where you need to grow or improve.
- List steps you can take to address the areas needing improvement.
The "Critiquing Progress" approach is a systematic method of coaching a learner through a process of self-reflection and self-correction. It is a supportive person-centered, strength-based approach to facilitating growth and change. Download the Critiquing Progress Guide below. Another effective strategy of engaging the student in self-reflection is ask him/her to assess himself/herself at the mid-term using a copy of the fieldwork performance evaluation.
Alternate Models of Supervision
Some fieldwork settings have adopted the use of a collaborative model of supervision involving one supervisor to two or more students. Intrinsic to this model are the values of cooperation and teamwork among the students. Typically with this model, students work together to provide peer support, generate agenda, and solve problems. The students then bring agenda to the fieldwork educator for further direction and collaboration. Sites implementing this model of supervision provide students with an orientation to the policies and procedures of its use specific to the setting.
Another approach is a shared supervisor model. In this configuration, one student has two (or more) supervisors. When using this model, it is vital that supervisors work together to establish agreed upon expectations, communication protocols, and collaboration on student supervision and evaluation. Additionally, the student should assume responsibility to clarify and communicate expectations and feedback when interacting with his or her supervisors. Co-supervisors should have a plan of regular communication with each other and with the student. For the student, carrying a communication book or log to document communications among all parties can be helpful.
Another approach is a shared supervisor model. In this configuration, one student has two (or more) supervisors. When using this model, it is vital that supervisors work together to establish agreed upon expectations, communication protocols, and collaboration on student supervision and evaluation. Additionally, the student should assume responsibility to clarify and communicate expectations and feedback when interacting with his or her supervisors. Co-supervisors should have a plan of regular communication with each other and with the student. For the student, carrying a communication book or log to document communications among all parties can be helpful.
Transition from Student to Professional
As with any transition, students leaving moving from classroom to clinic face a process of change from one structure, role, or sense of self to another. The struggle to assimilate into a new environment and to develop a new role may jolt students into disequilibrium, and some may have trouble adjusting to their new role. However, as is true of all of life, this disequilibrium can be an opportunity for growth, especially in the context of a supportive supervisory relationship.
This time of transition results in changes in assumptions about self and the world and requires corresponding change in behaviors, relationships, learning styles, and self-perceptions. As students move into fieldwork settings, they may begin to reassess their suppositions about occupational therapy, the theories they learned in school, and their views of themselves as practitioners, learners, and individuals. Because individuals differ in their ability to adapt to change and because each student will be placed in a different fieldwork setting, the transition will have a different effect on each person. The task of the fieldwork educator is to enable successful transition by implementing the common tools of occupational therapy practice:
This time of transition results in changes in assumptions about self and the world and requires corresponding change in behaviors, relationships, learning styles, and self-perceptions. As students move into fieldwork settings, they may begin to reassess their suppositions about occupational therapy, the theories they learned in school, and their views of themselves as practitioners, learners, and individuals. Because individuals differ in their ability to adapt to change and because each student will be placed in a different fieldwork setting, the transition will have a different effect on each person. The task of the fieldwork educator is to enable successful transition by implementing the common tools of occupational therapy practice:
- Developing a therapeutic relationship.
- Assessing the student's learning styles and needs.
- Setting goals that are relevant, understandable, measurable, behavioral, and achievable.
- Developing a plan of assignments and learning experiences that will lead goal achievement.
- Grading and adapting learning tasks to be sufficiently challenging, yet achievable.
- Providing support, feedback and encouragement along the way.
- Accurately evaluating performance.
Becoming a Fieldwork "Educator": Enhancing Your Teaching Skills
Level II fieldwork education can be one of the most influential elements of a student's preparation for practice. The 2007 AOTA Ad Hoc Committee to Explore and Develop Resources for Occupational Therapy Fieldwork Educators stated that "fieldwork education is a primary driver in transforming our current practice into meeting the 2017 Centennial Vision" (AOTA, 2007a, p. 14). Often, fieldwork educators taking their first student have only their own Level II fieldwork experiences to guide their teaching. Few occupational therapy practitioners have formal training in education.
The purpose of the article (link below) is to provide the fieldwork educator with teaching tools and strategies that can be incorporated to enhance efficiency and effectiveness as a fieldwork educator and to maximize the student's learning during the fieldwork experience. Being aware of teaching-learning styles will also aid in setting realistic expectations for the fieldwork experience.
The purpose of the article (link below) is to provide the fieldwork educator with teaching tools and strategies that can be incorporated to enhance efficiency and effectiveness as a fieldwork educator and to maximize the student's learning during the fieldwork experience. Being aware of teaching-learning styles will also aid in setting realistic expectations for the fieldwork experience.
OTfieldwork is not affiliated with AOTA. Links are provided as a convenience for visitors to this site. AOTA membership log-in required for some links.
