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Supervision

Fieldwork Models of Supervision

There are a variety of fieldwork models that can be utilized, depending on the preferences of the fieldwork educator, the nature of the fieldwork site, and the learning needs of the students. Fieldwork models exist on a continuum from the traditional apprenticeship model in which one fieldwork educator has one student to a more collaborative approach in which a group of students work with one fieldwork educator. Each fieldwork model has an inherent theoretical approach to learning. The more collaborative the fieldwork model, the more active student learning occurs. Fieldwork models can also be classified as either role-established, which is a more traditional fieldwork site, or role-emerging, where occupational therapy services are being introduced and/or developed.

1:1 Apprenticeship Format

• Most common model in OT fieldwork
• Structure: 1 student : 1 Fieldwork Educator (FWEd)
• Supervision: Individual, mentorship-based
• Details:
  • Student is paired with one FWEd throughout the placement.
  • FWEd plans, directs, and evaluates all of the student’s work and learning.
  • Student receives frequent individual guidance and mentoring.
     

1:2 Multiple FW Educator Supervision Format

• Structure: 1 student : 2 FWEds
• Supervision: Co-supervision (often when staff are part-time or in training)
• Details:
  • FWEds may work at the same site or different sites.
  • Requires clear communication and planning among student and both FWEds.
  • Helps train therapists to become FWEds.

Variation: Multiple Sites

• Structure: One student divided between two fieldwork sites
• When used:
  
  • FWEds work part-time
  • Specialty areas (e.g., hand therapy)
  • Not enough work at one site for full-time placement
  • Testing a potential new fieldwork site
• Important Considerations:
  
  • Strong communication between sites is critical.
  • Expectations must be clear.
  • Avoid giving contradictory feedback or full-time caseloads at both sites.
     

2:1 Student Supervision Model

• Structure: 2 students : 1 FWEd
• Supervision: Shared; introduces peer supervision
• Details:
  
  • Students usually at the same level (e.g., OT/OTA, same year in program).
  • Useful in placements where FWEd is not always present.
  • Students provide feedback to each other as well as from FWEd.
     

Group Supervision Format

• Structure: 2–6 students : 1 FWEd
• Supervision: Group sessions, collaborative learning
• Details:
  
  • Students may be at the same or different levels, same or different sites.
  • FWEd may be full-time or part-time, employed by site or college.
  • FWEd facilitates group process and establishes ground rules.
  • Students learn from each other and work as a team.
     

Peer Supervision Model

• Structure: Junior student : Senior student
• Examples:
  
  • OT student supervising an OTA student
  • Level II student supervising a Level I student
  • Outgoing Level II student orienting an incoming Level II student
• Details:
  
  • Instruction must be clear for both groups of students.
  • Expectations should be very specific to avoid confusion.

COE Guidelines for an Occupational Therapy Fieldwork Experience

COE Guidelines

Characteristics of Effective and Ineffective Supervision

Characteristics of Effective and Ineffective Supervision