James Karen L, Musselman Linda
BAPTIST HEALTH School of Occupational Therapy Assistant, Little Rock, AR.
Occup Ther Health Care. 2006;19(4):67-81. doi: 10.1080/J003v19n04_05.
Despite the efforts of academic educators and fieldwork supervisors, not all students successfully complete their Level II field-work experience (AOTA, 1997). This study used quantitative and qualitative data to identify common characteristics surrounding Level II fieldwork failure. Eleven participants responded to a questionnaire regarding their experience in supervising a student who failed a Level II fieldwork experience; six also participated in a telephone interview to provide additional information regarding the experience. Students in this study who failed a Level II fieldwork experience exhibited poor problem solving skills, poor clinical reasoning skills, had difficulty getting the "big picture," and had difficulty responding to constructive feedback. Additionally, supervisors reportedly believe students were academically unprepared for the fieldwork experience. In this study, there were common characteristics, including student attributes and supervisors' strategies for dealing with problematic behaviors, which existed in the circumstances surrounding Level II fieldwork failure.
尽管学术教育工作者和实地工作督导付出了努力，但并非所有学生都能成功完成二级实地工作经历（美国职业治疗协会，1997年）。本研究使用定量和定性数据来确定二级实地工作失败的常见特征。11名参与者回答了一份关于他们督导二级实地工作经历失败学生的经验的问卷；6人还参加了电话访谈，以提供有关该经历的更多信息。本研究中二级实地工作经历失败的学生表现出解决问题的能力差、临床推理能力差、难以把握全局以及难以回应建设性反馈。此外，据督导称，他们认为学生在学术上对实地工作经历准备不足。在本研究中，二级实地工作失败的情况存在一些共同特征，包括学生特质以及督导应对问题行为的策略。
