Rydeen K, Kautzmann L, Cowan M K, Benzing P
Eastern Kentucky University, College of Allied Health and Nursing, Department of Occupational Therapy, Richmond 40475-3135.
Am J Occup Ther. 1995 Feb;49(2):112-8. doi: 10.5014/ajot.49.2.112.
Finding sufficient placements for students' Level I fieldwork experiences has become a major challenge in occupational therapy education and has led to the increased involvement of faculty members in facilitating these experiences. The conceptualization, site selection, program implementation, and outcome of three faculty-facilitated Level I fieldwork programs, designed for occupational therapy fieldwork students at Eastern Kentucky University, are presented here. The first program involved moving a faculty member and students to a small town in the mountains of Eastern Kentucky for 4 weeks and assigning the students to pediatric fieldwork at local agencies. The second, organized and developed by a faculty member and implemented by faculty members and students, provided an enrichment opportunity to adult consumers of psychosocial services. The third, also organized and developed by one faculty member and implemented by faculty members and students, provided day-care services to persons with Alzheimer's disease. In all three programs, persons receiving services as well as the agencies, students, and faculty members benefited from the experience. The use of faculty role models is recommended to demonstrate and reinforce the application of theory to practice.
为学生的一级实习经历找到足够的实习场所已成为职业治疗教育中的一项重大挑战，并导致教师更多地参与到促进这些实习经历中。本文介绍了为东肯塔基大学职业治疗实习学生设计的三个由教师推动的一级实习项目的概念化、实习场所选择、项目实施及成果。第一个项目是将一名教师和学生转移到东肯塔基山区的一个小镇，为期4周，并将学生分配到当地机构进行儿科实习。第二个项目由一名教师组织和开发，由教师和学生实施，为心理社会服务的成年消费者提供了一个丰富体验的机会。第三个项目同样由一名教师组织和开发，由教师和学生实施，为患有阿尔茨海默病的人提供日托服务。在这三个项目中，接受服务的人以及机构、学生和教师都从这次经历中受益。建议利用教师榜样来展示和加强理论在实践中的应用。
