Fieldwork Education Resources

Welcome, Fieldwork Educators

We appreciate your willingness to share your knowledge, experience, energy, and time to develop our students into confident, evidence-based, entry-level occupational therapists.

We value the collaboration between faculty and fieldwork educators. You are the bridge from academia to community practice.

This site will serve as a resource upon which you can continue to:

  • Identify helpful resources
  • Expand your skills as a fieldwork educator
  • Further develop your fieldwork program

Site Visits

Prospective Fieldwork sites:

  • Identification of interest in becoming a fieldwork site
  • Assess fit of site with academic goals of program and students available to be placed
  • Initiation of the collaborative relationship between the Academic Fieldwork Coordinator and the Directors/Managers/Fieldwork-Student Coordinators and Fieldwork Educators
  • Review of the academic occupational therapy program at Eastern Washington University

Fieldwork site visit during student rotation: 

  • Review of student progress
  • Collaboration in development of action plans to improve learning opportunities
  • Review of any new standards and/or policies of facility or program

Reference Material

Costa, D., AOTA Press (2004). Essential Guide to Occupational Therapy Fieldwork Education: Resources for Today’s Educators and Practitioners.

Fischer, K. (2006, March 6). Professional behaviors as a foundation for fieldwork. OT Practice, 11, 10; 12.

Hanson, D., Graves, C. (June, 2016). Creating a High-Quality Fieldwork Experience: What the Best Fieldwork Educators Do.

www.aota.orgPublications and News; OT Practice, Volume 21 -> Issue 10 pg 23.

Herzberg, G. L. (1994). The successful fieldwork student: Supervisor perceptions. American Journal of Occupational Therapy, 48, 817-823.

Kramer, P. & Stern, K. (1995). Approaches to improving student performance on fieldwork. American Journal of Occupational Therapy, 49, 156-159.

Mickan, S. (1995). Students preparation for pediatric fieldwork. British Journal of Occupational Therapy, 58, 239-243.

Sladyk, K. (2002). The successful occupational therapy fieldwork student. Thorofare, NJ: Slack, Inc.

Vogel, K. A., Grice, K. O., Hill, S., & Moody, J. (2004). Supervisor and student expectations of level II fieldwork. Occupational Therapy in Health Care, 18, 5-19. doi:10.1300/J003v18n01_02

Crist, P. A. (1995, April 24). Students, it takes more than clinical skills to succeed. Advance for Occupational Therapists, 5.

Kramer, P. (1993). Questions (but no answers) about clinical reasoning and student supervision. Education Special Interest Section Newsletter, 4, 6.

Neistadt, M. E. (1996). Teaching strategies for the development of clinical reasoning. American Journal of Occupational Therapy, 50, 676-684. doi:10.5014/ajot.50.8.676

Rogers, J. C. (1982). Teaching clinical reasoning for practice in geriatrics. Physical and Occupational Therapy in Geriatrics, 1, 29-37. doi:10.1080/J148V01N03_02

Schwartz, K. B. (1991). Clinical reasoning and new ideas on intelligence: Implications for teaching and learning. American Journal of Occupational Therapy, 45, 1033-1037.

Stube, J. E., & Jedlicka, J. S. (2007). The acquisition and integration of evidence-based practice concepts by occupational therapy students. American Journal of Occupational Therapy, 61, 53-61. doi:10.5014/ajot.61.1.53

Costa, D. (2008, November 3). Fieldwork tutorial. OT Practice, 11, 11;24.

Everly, J. S., Poff, D. W., Lamport, N., Hamant, C., & Alvey, G. (1994). Perceived stressors and coping strategies of occupational therapy students. American Journal of Occupational Therapy, 48, 1022-102.

Gutman, S. A., McCreedy, P., & Heisler, P. (1998). Student level II fieldwork failure: Strategies for intervention. American Journal of Occupational Therapy, 52, 143-149. doi:10.5014/ajot.52.2.143

Kyler-Hutchison, P. (1994, October 13). Fear of Failure. OT Week, 256-257.

Mitchell, M.M., & Kampfe, C.M. (1990). Coping strategies used by occupational therapy students during fieldwork: An exploratory study. American Journal of Occupational Therapy, 44, 543-550.

Philadelphia University Occupational Therapy Program: If a Student Has Difficulty.

Kimmerling, M., The Impact of Productivity Standards on Level II Occupational Therapy Student Supervision: Dissertation, 2014.

Ozelie, R., Janow, J., Kreutz, C., Mulry, J.K., Penkala, A., Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predictors of Clinician Productivity, December, 2014, American Journal of Occupational Therapy, December 2014, Vol. 69. doi: 690126001Op1-6901260010p7.doi:10.5014/ajot.2015.013532

Crowe, M. J., & Mackenzie, L. (2002). The influence of fieldwork on the preferred future practice areas of final year occupational therapy students. Australian Occupational Therapy Journal, 49, 25-36. doi:10.1046/j.0045-0766.2001.00276.x

Evenson, M. E. (2014). Fieldwork and professional entry. In B. A. B. Schell, G. Gillen, & M. E. Scaffa (Eds.), Willard & Spackman’s occupational therapy (12th ed.) (pp. 974-988). Philadelphia, PA: Lippincott Williams & Wilkins.

Evenson, M. E. (2009). Fieldwork: The transition from student to professional. In E. B. Crepeau, E. S. Cohn, & B. A. B. Schell (Eds.), Willard & Spackman’s occupational therapy (11th ed.) (pp. 252-261). Philadelphia, PA: Lippincott Williams & Wilkins.

Mulholland, S., & Derdall, M. (2004). Exploring what employers seek when hiring occupational therapists. Canadian Journal of Occupational Therapy, 71, 223-229. doi:10.1177/000841740407100407

Tryssenaar, J., & Perkins, J. (2001). From student to therapist: Exploring the first year of practice. American Journal of Occupational Therapy, 55, 19-27. doi:10.5014/ajot.55.1.19

Membership required to access.

Chapman, L.M., (2016, June) AOTA, Special Interest Section: Education. Transitioning From Clinician to Fieldwork Educator.

Deluliis, E.D. (2013, July 8). Answering questions about level I fieldwork. OT Practice, 18, 8-9.

Edwards, M., Gentry, A., Showalter, M. & Thomas, H. (2015, June) AOTA, Special Interest Section: Education. Occupational-Based Practice as Experienced by Occupational Therapy Students During Level II Fieldwork.

Hanson, D. (2013, August 26). Promoting student learning during level II fieldwork: What works? OT Practice, 18, 20-21.

Johnson, C. R., & Fulmino, J. (2013, May 6). Preparing students for ethical practice, part two. OT Practice, 18, 7-8.

Petrozelle, D. R., & Iscrupe, R. (2013, July 22). Framework for fieldwork: Making the most of student-educator collaboration. OT Practice, 18, 16-20.

Stutz-Tanenbaum, P., Hooper, B. (2009, June). Creating congruence between identities as a fieldwork educator and a practitioner. AOTA, Education Special Interest Quarterly, 19(2), 1-4.