Varland Joscelyn, Cardell Elizabeth, Koski Jeanette, McFadden Molly
a Department of Occupational Therapy , University of Mary , Bismarck , North Dakota , USA.
b Division of Occupational Therapy , University of Utah , Salt Lake City , Utah , USA.
Occup Ther Health Care. 2017 Jul;31(3):238-254. doi: 10.1080/07380577.2017.1328631. Epub 2017 Jun 20.
The purpose of this study was to identify factors that influence the decision to supervise a Level II occupational therapy fieldwork student. A survey was sent to occupational therapists identified from licensure boards and alumni rosters, including those who have and have not supervised students (n = 548). The results identified both positive and negative influences along with predictive factors of supervising a student. While positive factors included continuing education units, education on fieldwork expectations, their own fieldwork experiences, shared supervision, and access to educational resources, negative influences consisted of: job responsibilities, caseload, productivity standards, working part-time, and fear of failing a student. The discussion focuses on how to address the needs of the clinician and facilitate fieldwork placement.
本研究的目的是确定影响监督二级职业治疗实习学生这一决定的因素。向从执照委员会和校友名册中确定的职业治疗师发送了一份调查问卷，其中包括那些曾经和未曾监督过学生的人（n = 548）。研究结果确定了积极和消极影响以及监督学生的预测因素。积极因素包括继续教育学分、实习期望教育、他们自己的实习经历、共同监督以及获得教育资源，而消极影响包括：工作职责、工作量、生产力标准、兼职工作以及担心学生不及格。讨论集中在如何满足临床医生的需求并促进实习安排。
