Fieldwork Education Resources
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Site Specific Learning Objectives*
Success in the site-specific objectives will demonstrate the student鈥檚 knowledge, skills,
and abilities to practice in a safe and ethical manner. Additionally, it will establish a baseline for the student in being able to effectively carry out the occupational therapy process, in the practice setting, as an entry-level occupational therapy assistant.
*These are only some examples of site-specific objectives. Feel free to adjust any as you need.
Level I Fieldwork Site-Specific Objectives
Professional Behavior Expectations
- Objectives for learning and professionalism in practice
Commitment to Learning - Formulates and verbalizes appropriate questions.
- Seeks out & utilizes diverse resources to obtain information.
- Demonstrates and articulates a positive attitude (motivation) toward learning.
- Participates in and/or assists in meaningful & therapeutic activities and occupations (assessment and intervention) to support client鈥檚
performance skills and performance patterns to enhance occupational engagement, as directed by Fieldwork Educator (FWE).
Interpersonal Skills
- Respects and listens to the opinions and ideas of others in an unbiased manner.
- Respects the cultural and personal differences of others.
- Communicates verbally and/or in writing with others in a respectful, professional manner.
- Talks about difficult issues with sensitivity and objectively in a constructive manner.
- Demonstrates an awareness of and ability to monitor own biases to facilitate the process of occupational therapy.
Level II Fieldwork Site-Specific Objectives
Professional Behavior Expectations (Specified expectations)
- Objectives for learning and professionalism in practice
Fundamentals of Practice
Adheres to the American Occupational Therapy Association鈥檚 Code of Ethics and all federal, state, and facility regulations. 鈥‥xamples: Medicare, Medicaid, client privacy, social media, human subject research.
- Maintains strict client confidentiality and adheres to all HIPAA procedural guidelines.
- Accurately documents and bills for services provided.
- Maintains quality client care and client satisfaction as a guideline for professional behavior.
- Identifies and addresses ethical concerns in the context of clinical supervision.
- Recognizes personal strengths and limitations and uses intervention modalities that are within level of ability and experience.
Adheres to safety regulations and reports/documents incidents appropriately. Examples: fire safety, OSHA regulations, body substance precautions, emergency procedures
- Consistently uses infection control precautions and procedures.
- Maintains a clear and orderly work area, including equipment and supplies.
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Attestation Forms
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Site Specific Learning Objectives*
Level II Fieldwork - Site Guide for Suggested Weekly Activities
Week 1: Suggested Weekly Activities
- Orientation with FWE and/or FW Coordinator
- Attend in-services provided by therapists for the next few weeks
- Observe supervising therapist while treating
- Review equipment in clinics
- Review student objectives with supervisor
- Attend orientation if applicable
Week 2: Suggested Weekly Activities
- Attend assigned meetings with FWE
- Continue in-services with other therapists
- Begin co-treating with FWE
- Assign one patient/client, report in all assigned meetings
- Complete all relevant paperwork on assigned patient/client and have FWE review by week鈥檚 end
- Observation of PT and SLT treatments preferably on assigned patient/client
Week 3: Suggested Weekly Activities
- Begin patient/client treatment with appropriate supervision
- Assign up to three patients
- Complete written documentation for patients and review with FWE
- Begin development of in-service training (Presentation week 6-8)
Week 4: Suggested Weekly ActivitiesWeek 4
- Responsible for treatment (with appropriate supervision) of 3 to 5 patients/clients
- Complete all required documentation with FWE review
- Continue reporting in meetings
- Observe at another site
- Choose a client for case study
- To be completed by week 5
Week 5: Suggested Weekly Activities
- Complete case study at weekly rehab meeting
- Continue patient treatment and all documentation with appropriate supervision
Week 6: Suggested Weekly Activities
- Complete in-service training
- Complete AOTA Fieldwork Performance Evaluation (FWPE) FWE and Student fills out student self assessment to compare at the midterm meeting
- Establish and maintain a full case load as determined by FWE (This is site dependent, ie. Acute care, ICU may take longer)
Week 7: Suggested Weekly Activities
- Complete all treatment and documentation for patients with appropriate supervision
Week 8: Suggested Weekly Activities
- Continue with appropriate case load as determined by the FWE
- Continue with all documentation and reporting on case load
Week 9: Suggested Weekly Activities
- Complete assigned project approved by FWE
Week 10: Suggested Weekly Activities
- Continue full patient case load
Week 11: Suggested Weekly Activities
- Continue full patient case load
Week 12: Suggested Weekly Activities
- Transition case load to therapists or FWE
- Complete AOTA Fieldwork Performance Evaluation (FWPE) FWE and Student fills out student self assessment to compare at the final meeting
Project Ideas (something tangible to give back to the facility/department):
- Occupation Based Kits
- Functional activities
- Protocols
- Patient Education Handouts
- Present a case study
- Present an in-service
Level II Fieldwork - Supervision Guide
This schedule allows students to gradually assume more responsibility while maintaining the support they need as they develop their skills. Let me know if you’d like any adjustments or additional details for each week!
Week 1 : Observation & Orientation
Goals & Tasks
Begin assisting with minor tasks (e.g., prepping materials, observing assessments).
Supervision Level
Mostly Observation (90%)
Week 2: Observation & Limited Participation
Goals & Tasks
Begin assisting with minor tasks (e.g., prepping materials, observing assessments).
Supervision Level
Mostly Observation (90%)
Week 3: Direct Supervision & Hands-On Practice
Goals & Tasks
- Begin conducting parts of sessions with guidance.
- Start documentation with feedback.
Supervision Level
Direct Supervision (75%)
Week 4: Increased Participation
Goals & Tasks
- Conduct full sessions under close supervision.
- Manage full documentation for specific cases.
Supervision Level
Direct Supervision (75%)
Week 5: Building Confidence & Competence
Goals & Tasks
- Manage a few cases with increased independence.
- Receive feedback on treatment and documentation.
Supervision Level
Moderate Supervision (50%)
Week 6: Expanding Caseload
Goals & Tasks
Increase caseload and maintain regular documentation.
Implement and adapt treatment
plans independently.
Supervision Level
Moderate Supervision (40%)
Week 7: Enhanced Clinical Skills
Goals & Tasks
- Handle most cases independently.
- Seek feedback as needed on complex cases.
Supervision Level
Periodic Supervision (30%)
Week 8: Managing a Full Caseload
Goals & Tasks
- Full caseload management.
- Independently handle documentation and patient interaction with minimal guidance.
Supervision Level
Limited Supervision (20%)
Week 9: Refining Skills
Goals & Tasks
- Continue with full caseload.
- Focus on treatment refinement and advanced documentation skills.
Supervision Level
Limited Supervision (10-20%)
Week 10: Independent Practice
Goals & Tasks
- Work independently; supervisor available for check-ins.
- 聽Implement advanced techniques and
adapt treatment.
Supervision Level
Minimal Supervision (10%)
Week 11: Advanced Competence
Goals & Tasks
- Function fully independently, using the supervisor as a resource.
- Refine problem-solving and critical thinking.
Supervision Level
Minimal Supervision (5-10%)
Week 12: Final Review & Reflection
Goals & Tasks
- Conduct a final review with the supervisor.
- Reflect on growth and prepare for future independent practice.
Supervision Level
Supervisor as Resource (5%)
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PLEASE NOTE: These are external links and resources. The views expressed on these pages & links are not affiliated with 黑料专区 & 鈥╠o not necessarily reflect official university policy.
MOT Student Fieldwork Manual
Students have been provided with a fieldwork manual, which guides them through the fieldwork process and experience. This manual outlines policies, procedures and expectations for the student.聽 You can access the MOT Student Fieldwork Manual by clicking on the link.
Self-Reflective Resources
SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY (SAFECOM)
The SAFECOM is designed to be utilized by FWEs as a tool to provide a structure for self-reflection and assessment of their perceived level of competence and to identify areas for further development and improvement of their skills. It reflects occupational therapy domain and process as outlined in the Occupational Therapy Practice Framework: Domain and Process Fourth Edition. The SAFECOM can be utilized to support the development of the skills necessary for effective fieldwork supervision. Use of this assessment tool is intended to be the foundation from which FWEs can create a professional growth plan with specific improvement strategies and measurable outcomes to advance development in the role of FWE. The SAFECOM is intended to be used for professional development only. It is not intended to be used as a performance appraisal; however, the FWE may choose to include goals articulated in their fieldwork educator professional development plan in their annual professional goals.
You can access the SAFECOM and complete your own self-reflection, by clicking on the following link:
Continuing Education Opportunities
The Fieldwork Educator Certification Workshop is offered by AOTA. The workshop is Designed specifically for fieldwork educators and academic fieldwork coordinators, this unique 2-day training is held in convenient workshops throughout the country. Earn 15 Contact Hours/1.5 AOTA CEUs! Workshops cost $225 for AOTA members and $359 for nonmembers.
Resources Found in the Literature
Baucum, B., (2023). Acute care OT fieldwork education: Clinical skill development & professionalism from the clinical instructor perspective.聽American Journal of Occupational Therapy, 77(Supplement_2), 7711510227p1. doi:
Eddy, E., Tickle-Degnen, L., & Evenson, M. (2021). Occupational therapy fieldwork educators: Examining professional quality of life.聽Work, 1, 479 -491.
Meydam, J. (2023, June 8). Tips on becoming a great OT fieldwork clinical instructor. myotspot.com.
Pashmdarfard, M., Hassani Mehraban, A., Shafaroodi, N., Soltani Arabshahi, K., & Parvizy, S. (2022). Strategies to promote the quality of occupational therapy fieldwork education: A qualitative study.聽Medical Journal of Islam Repubic Iran, 28(36), 27.聽https://doi.org/10.47176/mjiri.36.27聽PMID: 35999930
Preissner, K., Bernice Duke, K., Killian, C., Luangdilok Ouyang, R., Jarek, E. D., &聽Kottorp, A. (2020). The revised American Occupational Therapy Association Fieldwork Performance Evaluations: Evaluation of content validity鈥擯art 1.聽American Journal of Occupational Therapy, 74(6), 7406205090p1鈥�7406205090p13. doi:
Rogers, O., Graves, C., Turner, T., Hanson, D. J., & Klug, M. G. (2022). Level II fieldwork educators鈥� perceived and experienced challenges with using the Collaborative Fieldwork Supervision Model.聽Journal of Occupational Therapy Education, 6(1), 12.
Rogers, O., Hanson, D. J., Graves, C., Turner, T., & Klug, M. G. (2023). Collaborative fieldwork supervision model supports identified by occupational therapy fieldwork educators. Journal of Occupational Therapy Education, 7 (2). https://doi.org/10.26681/jote.2023.070215 聽