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Level I Fieldwork

Level I Fieldwork Standards

The 鈥淪tandards for an Accredited Educational Program for the Occupational Therapist鈥�, as defined by the Accreditation Council for Occupational Therapy Education (ACOTE) require that the Fieldwork site and the Occupational Therapy education program meet the following standards:

• C.1.1. Ensure that the fieldwork experience reflects the sequence and scope of content in the curriculum design, in collaboration with faculty, so that fieldwork strengthens the ties between didactic and fieldwork education.

   

• C.1.2. Student Access to Fieldwork Site Information

• C.1.2. Document a process that ensures all students have access to site information and requirements, objectives, and performance expectations prior to the start of the fieldwork experience.

   

• C.1.3. Fieldwork Objectives

• C.1.3. Document that academic and fieldwork educators agree on fieldwork objectives prior to the start of the fieldwork experience.
  Document that all fieldwork experiences include an objective with a focus on the occupational therapy practitioner鈥檚 role in addressing the psychosocial aspects of the client鈥檚 engagement in occupation.

   

• C.1.4. Sufficient Fieldwork Written Agreements

• C.1.4. Ensure that fieldwork written agreements are sufficient in number and provide varied practice experiences to allow completion of graduation requirements in a timely manner, in accordance with the policy adopted by the program as required by Standard A.3.3.

   

• C.1.5. Level I and II Fieldwork Selection Process and Written Agreements

• C.1.5. Responsibilities of the sponsoring institution(s) and each fieldwork site must be clearly documented in the written agreement (electronic agreements and signatures are acceptable).
  Document the process and criteria for:

  • Selecting fieldwork sites.

  • Ensuring valid written agreements are signed by both parties and in effect prior to the onset and through the duration of Level I (e.g., field trip, observation, service-learning activities) and Level II fieldwork experience for all entities outside of the academic program.

     

• C.1.6. Fieldwork in Mental Health, Behavioral Health, or Psychosocial Factors

• C.1.6. Ensure at least one fieldwork experience (either Level I or Level II) has a primary focus on the role of occupational therapy practitioners addressing mental health, behavioral health, or psychosocial aspects of client performance to support their engagement in occupations.

   

• C.1.7. Ratio of Fieldwork Educators to Students

• C.1.7. Ensure that the ratio of fieldwork educators to students enables proper supervision and provides protection of consumers, opportunities for appropriate role modeling of occupational therapy practice, and the ability to conduct frequent assessment of student progress in achieving stated fieldwork objectives.

   

• C.1.8. Evaluating the Effectiveness of Supervision

• C.1.8. Document a mechanism for evaluating the effectiveness of supervision (Level I and Level II fieldwork).
  Demonstrate support for enhancing supervision (e.g., materials on supervisory skills, continuing education opportunities, student well-being, cultural humility, and articles on theory and practice).

   

• C.1.9. Communication of Student Progress

• C.1.9. Document a process for communication with the student and fieldwork educator throughout the fieldwork experience. Ensure all aspects of the student鈥檚 progress and performance are addressed and the fieldwork educator is aware of resources that support student well-being.

   

• C.1.10. Qualified Level I Fieldwork Educators

• C.1.10. Ensure that fieldwork educators who supervise Level I fieldwork are informed of the curriculum and fieldwork program design and affirm their ability to support the fieldwork experience. This must occur prior to the onset of the Level I fieldwork. Examples include, but are not limited to, currently licensed or otherwise regulated occupational therapists and occupational therapy assistants, psychologists, physician assistants, teachers, social workers, physicians, speech-language pathologists, nurses, and physical therapists.

   

• C.1.11. Level I Fieldwork

• C.1.11. Demonstrate that Level I fieldwork is provided to students and is not substituted for any part of the Level II fieldwork. Document mechanisms for formal evaluation of student performance.
  Level I fieldwork may be met through one or more of the following instructional methods:

  • Virtual environments

  • Simulated environments

  • Standardized patients

  • Faculty practice

  • Faculty-led site visits

  • Supervision by a fieldwork educator in a practice environment
    Document that all students have similar Level I fieldwork experiences (e.g., learning activities, objectives, assignments, and outcome measures).

     

• C.1.12. Length of Level II Fieldwork

• C.1.12. Document a required minimum of 24 weeks鈥� full-time Level II fieldwork. Documentation must specify if part-time completion is available as agreed upon by the site and the program. The length of the part-time program must be equivalent in length to a minimum of 24 weeks full-time.
  Ensure that the student can complete Level II fieldwork in a minimum of one setting it is reflective of more than one practice area, or in a maximum of four different settings.

   

• C.1.13. Qualified Level II Fieldwork Educators

• C.1.13. Document and verify prior to the start of the Level II fieldwork that the student is supervised by an occupational therapy practitioner who is:

  • Adequately prepared to serve as a fieldwork educator.

  • Currently a licensed or otherwise regulated occupational therapist.

  • Has a minimum of 1 year full-time (or its equivalent) of practice experience as a licensed or otherwise regulated occupational therapist prior to the onset of the Level II fieldwork.
    The fieldwork educator may be engaged by the fieldwork site or by the educational program.
    Document and verify that students completing Level II fieldwork outside of the United States are supervised by an occupational therapist (regardless of title) who graduated from a program accredited by ACOTE, approved by WFOT, or otherwise regulated in the country in which the students are completing fieldwork. The fieldwork educator must have at least 1 year of experience in practice prior to the onset of Level II fieldwork.

     

• C.1.14. Level II Fieldwork Supervision

• C.1.14. Ensure that Level II fieldwork supervision is direct and then decreases to less direct supervision as appropriate for the setting, the severity of the client鈥檚 condition, and the ability of the student to support progression toward entry-level competence.

   

• C.1.15. Evaluation of Student Performance on Level II Fieldwork

• C.1.15. Document a mechanism for requiring formal evaluation of student performance on Level II fieldwork.

   

• C.1.16. Fieldwork Supervision Where No OT Services Exist

• C.1.16. Document and verify that supervision provided in a setting where no occupational therapy services exist includes a documented plan for provision of occupational therapy services and supervision by a currently licensed or otherwise regulated occupational therapist with at least 3 years鈥� full-time or its equivalent of professional experience prior to the Level II fieldwork.
  Supervision must include a minimum of 8 hours of direct supervision each week of the fieldwork experience. An occupational therapy supervisor must be available, via a variety of contact measures, to the student during all working hours. An onsite supervisor designee of another profession must be assigned while the occupational therapy supervisor is off site.

   

Level I Fieldwork Objectives

Level I Fieldwork will allow the student to develop and demonstrate personal and professional work behaviors. The student will:

1. demonstrate punctuality and adherence to attendance guidelines
2. recognize and follow formal and informal procedures, including dress code in the clinical setting
3. learn proper use of supplies and contribute to keeping the clinic organized
4. articulate and practice safety and emergency practices in the clinical/community setting
5. apply ethical guidelines to the clinical/community settings
6. maintain strict confidentiality of patients/clients
7. demonstrate interpersonal skills necessary for effective communication and collaboration with clients/patients as well as with health care professionals
8. become familiar with therapeutic equipment and devices used in the clinical setting
9. utilize professional judgement in communication and practice skills
10. receive and demonstrate responsiveness to constructive criticism and suggestions for improvement
11. express educational curiosity through demonstrated enthusiasm, relevant questioning, and initiation to pursue learning opportunities
12. manage time to schedule work for self and allow for completion of tasks

Level I Fieldwork will expose the student to a diversity of practice models and increase awareness of community resources and needs. The student will:

1. observe and describe the resources available in the community/clinical setting
2. articulate sponsorship, philosophy, and mission of the agency
3. discuss the role or the potential role of occupational therapy in the clinical/community setting
4. demonstrate an understanding of roles and functions of various team members observed in the clinical/community setting

Level I Fieldwork will provide the student with opportunities to develop observation, communication, and documentation skills, to integrate and apply knowledge gained in the classroom and laboratory and develop an understanding of the needs of the clients. The student will:

1. define the unique nature of OT to various audiences
2. observe and practice communication and interaction skills, including therapeutic use of self with staff and patients/clients
3. document data or observations of patient/client performance using professional terminology
4. identify various forms of documentation that meet standards for reimbursement
5. describe the patient鈥檚 clinical condition/performance skills/client factors/context and the impact upon occupational performance
6. observe and identify psychosocial/behavioral needs of clients.

Note: Level I fieldwork is provided to students and is not substituted for any part of the Level II fieldwork.