J Haynes Cynthia
Occupational Therapy, School of Science, Health and the Liberal Arts, Philadelphia University, Philadelphia, PA, USA.
Occup Ther Health Care. 2011 Oct;25(4):257-69. doi: 10.3109/07380577.2011.595477. Epub 2011 Aug 15.
ABSTRACT Fieldwork experiences bridge the gap between a student's education and entry-level practice. Academic programs, faculty members, and fieldwork educators are challenged to prepare occupational therapy students for entry-level practice. The Accreditation Council for Occupational Therapy Education (ACOTE) standards advocate for both active participation and guided observation in Level I fieldwork experience ( American Occupational Therapy Association (AOTA), 2007) . Students report their most meaningful learning experiences, which include performance of clinical skills and participation in clinical reasoning. However, many students enrolled in the author's entry-level master's program and the other schools within a regional consortium report their Level I fieldwork experience is primarily observation. This article describes the results of a survey administered to fieldwork educators and occupational therapy students eliciting their perceptions of active participation in Level I fieldwork. Results indicate that perceptions of the groups are dissimilar. Recommendations and implications for increased active participation in Level I fieldwork are discussed.
摘要 实地考察经历弥合了学生教育与入门级实践之间的差距。学术项目、教员和实地考察教育工作者面临着让职业治疗专业学生为入门级实践做好准备的挑战。职业治疗教育认证委员会（ACOTE）的标准提倡在一级实地考察经历中既要积极参与又要有指导观察（美国职业治疗协会（AOTA），2007年）。学生们报告了他们最有意义的学习经历，包括临床技能的操作和临床推理的参与。然而，许多就读于作者所在的入门级硕士项目以及一个地区性联盟内其他学校的学生报告说，他们的一级实地考察经历主要是观察。本文描述了一项针对实地考察教育工作者和职业治疗专业学生的调查结果，该调查引出了他们对一级实地考察中积极参与的看法。结果表明，两组的看法不同。文中讨论了增加一级实地考察中积极参与的建议和影响。
