Griswold L A, Strassler B S
Occupational Therapy Department, University of New Hampshire, Durham 03824.
Am J Occup Ther. 1995 Feb;49(2):127-32. doi: 10.5014/ajot.49.2.127.
An exploratory study was conducted at the University of New Hampshire to increase the number of school-based fieldwork opportunities for occupational therapy students and to guide the development of a model for first-time fieldwork supervisors in schools.
Responses to a questionnaire completed by 119 occupational therapists working in schools in northern New England provided a description of both school-based occupational therapy practice and of their needs as supervisors. Interviews with 12 occupational therapists who had supervised fieldwork students in schools provided qualitative information.
Findings suggested that school-based practice issues such as working part time, traveling between schools, and using a variety of service delivery models created particular challenges for fieldwork supervisors in schools. A process of addressing fieldwork supervisors' concerns during recruitment and in a fieldwork supervisor seminar and providing ongoing support resulted in successful fieldwork experiences for occupational therapy students.
This process of studying a practice setting in order to develop a model for fieldwork that addresses the uniqueness of the setting may be used to develop fieldwork opportunities in other practice settings as well.
在新罕布什尔大学开展了一项探索性研究，以增加职业治疗专业学生在校实地考察的机会，并指导为学校首次担任实地考察督导员制定一个模式。
对新英格兰北部学校工作的119名职业治疗师填写的问卷回复，描述了在校职业治疗实践情况以及他们作为督导员的需求。对12名曾在学校督导实地考察学生的职业治疗师进行访谈，提供了定性信息。
研究结果表明，诸如兼职工作、在学校间奔波以及采用多种服务提供模式等在校实践问题，给学校实地考察督导员带来了特殊挑战。在招聘过程中以及在实地考察督导员研讨会上解决督导员的担忧，并提供持续支持，这为职业治疗专业学生带来了成功的实地考察体验。
研究一种实践环境以制定一个针对该环境独特性的实地考察模式的这一过程，也可用于在其他实践环境中开发实地考察机会。
