Fieldwork at USC Chan
Information for Fieldwork Educators
Providing students with a quality fieldwork education site is an important way that you can support the Division. We are especially interested in fieldwork sites where our graduates practice.
Resources from the American Occupational Therapy Association
- Start your own fieldwork program
aota.org/education/fieldwork/starting-a-fieldwork-program - Additional options for fieldwork experiences
aota.org/education/fieldwork/fieldwork-expansion-recommendations - Streamline your fieldwork performance evaluation process
aota.org/education/fieldwork/fieldwork-performance-evaluation - Fieldwork educators certificate workshop
aota.org/education/fieldwork/fieldwork-educators-certification-workshop
To digitally fill a PDF form, download the file and save to a destination on your local computer PRIOR to filling the form fields. To electronically sign, click Sign within the Adobe Reader toolbar, then click Place Signature on the right-hand toolbar and follow the instructions. Please ensure you have the latest version of Adobe Reader and please view the PDF using Adobe Reader rather than using a web browser.
- Level I Fieldwork Objectives
USC-Chan-Level-I-Fieldwork-Objectives-dec2023.pdf - Level I Fieldwork Professional Development Feedback (2023)
USC-Chan-Level-I-Fieldwork-Professional-Development-Feedback-dec2023.pdf - Level II Fieldwork Objectives
USC-Chan-Level-II-Fieldwork-Objectives-dec2023.pdf - Performance Evaluation in Level II Fieldwork — Policy for Addressing Performance Deficits (2023)
USC-Chan-Level-II-Performance-Evaluation-dec2023.pdf - Level II Fieldwork Supervision Progression Guide
USC-Chan-Level-II-Fieldwork-Supervision-Progression-dec2023.pdf
Additional fieldwork education resources
General fieldwork experience and tips
Grenier, M.-L. (2015). Facilitators and barriers to learning in occupational therapy fieldwork education: Student perspectives. American Journal of Occupational Therapy, 69, 6912185070p1-6912185070p9. https://doi.org/10.5014/ajot.2015.015180
Herzberg, G. L. (1994). The successful fieldwork student: Supervisor perceptions. American Journal of Occupational Therapy, 48, 817-823. https://doi.org/10.5014/ajot.48.9.817
Hoffer Nash, B., & Witt Mitchell, A. (2017). Longitudinal study of changes in occupational therapy students’ perspectives on frames of reference. American Journal of Occupational Therapy, 71, 7105230010p1-7105230010p7. https://doi.org/10.5014/ajot.2017.024455
Kramer, P., & Stern, K. (1995). Approaches to improving student performance on fieldwork. American Journal of Occupational Therapy, 49, 156-159. https://doi.org/10.5014/ajot.49.2.156
Mickan, S. M. (1995). Student preparation for paediatric fieldwork. British Journal of Occupational Therapy, 58, 239-244. https://doi.org/10.1177/030802269505800604
Ozelie, R., Janow, J., Kreutz, C., Mulry, M. K., & Penkala, A. (2015). Supervision of occupational therapy level II fieldwork students: Impact on and predictors of clinician productivity. American Journal of Occupational Therapy, 69, 6901260010p1-6901260010p7. https://doi.org/10.5014/ajot.2015.013532
Vogel, K. A., Oxford Grice, K., Hill, S., & Moody, J. (2004). Supervisor and student expectations of level II fieldwork. Occupational Therapy in Health Care, 18, 5-19. https://doi.org/10.1080/J003v18n01_02
Clinical reasoning
Barker Schwartz, K. (1991). Clinical reasoning and new ideas on intelligence: Implications for teaching and learning. American Journal of Occupational Therapy, 45, 1033-1037. https://doi.org/10.5014/ajot.45.11.1033
Coster, W., & Schwarz, L. (2004). Facilitating transfer of evidence-based practice into practice. Education Special Interest Section Quarterly, 14, 1-3.
de Beer, M., & Mårtensson, L. (2015). Feedback on students' clinical reasoning skills during fieldwork education. Australian Occupational Therapy Journal, 62, 255-264. https://doi.org/10.1111/1440-1630.12208
Neistadt, M. E. (1996). Teaching strategies for the development of clinical reasoning. American Journal of Occupational Therapy, 50, 676-684. https://doi.org/10.5014/ajot.50.8.676
Rogers, J. C. (1982). Teaching clinical reasoning for practice in geriatrics. Physical and Occupational Therapy in Geriatrics, 1, 29-37. https://doi.org/10.1080/J148V01N03_02
Stube, J. E., & Jedlicka, J. S. (2007). The acquisition and integration of evidence-based practice concepts by occupational therapy students. American Journal of Occupational Therapy, 61, 53-61. https://doi.org/10.5014/ajot.61.1.53
Service learning/emerging practice settings
Gat, S., & Ratzon, N. Z. (2014). Comparison of occupational therapy students’ perceived skills after traditional and nontraditional fieldwork. American Journal of Occupational Therapy, 68, e47-e54. https://doi.org/10.5014/ajot.2014.007732
Lau, C. (2016). Impact of a child-based health promotion service-learning project on the growth of occupational therapy students. American Journal of Occupational Therapy, 70, 7005180030p1-7005180030p10. https://doi.org/10.5014/ajot.2016.021527
Mattila, A. M., & Dolhi, C. (2016) Transformative experience of master of occupational therapy students in a non-traditional fieldwork setting. Occupational Therapy in Mental Health, 32, 16-31. https://doi.org/10.1080/0164212X.2015.1088424
Parmenter, V., & Thomas, H. (2015). WOW! Occupational therapy education and experiential service learning through community volunteering. British Journal of Occupational Therapy, 78, 241-252. https://doi.org/10.1177/0308022614563945
Talero, P., Kern, S. B., & Tupé, D. A. (2015). Culturally responsive care in occupational therapy: An entry-level educational model embedded in service-learning. Scandinavian Journal of Occupational Therapy, 22, 95-102. https://doi.org/10.3109/11038128.2014.997287
Fieldwork challenges
Everly, J. S., Poff, D. W., Lamport, N., Hamant, C., & Alvey, G. (1994). Perceived stressors and coping strategies of occupational therapy students. American Journal of Occupational Therapy, 48, 1022-1028. https://doi.org/10.5014/ajot.48.11.1022
Gutman, S. A., McCreedy, P., & Heisler, P. (1998). Student level II fieldwork failure: Strategies for intervention. American Journal of Occupational Therapy, 52, 143-149. https://doi.org/10.5014/ajot.52.2.143
James, K. L., & Musselman, L. (2006) Commonalities in level II fieldwork failure. Occupational Therapy In Health Care, 19, 67-81. https://doi.org/10.1080/J003v19n04_05
Mitchell, M. M., & Kampfe, C. M. (1990). Coping strategies used by occupational therapy students during fieldwork: An exploratory study. American Journal of Occupational Therapy, 44, 543-550. https://doi.org/10.5014/ajot.44.6.543
Nicola-Richmond, K., Butterworth, B., & Hitch, D. (2017). What factors contribute to failure of fieldwork placement? Perspectives of supervisors and university fieldwork educators. World Federation of Occupational Therapists Bulletin, 73, 117-124. https://doi.org/10.1080/14473828.2016.1149981
Resources for transitioning from fieldwork to worker
Crowe, M. J., & Mackenzie, L. (2002). The influence of fieldwork on the preferred future practice areas of final year occupational therapy students. Australian Occupational Therapy Journal, 49, 25-36. https://doi.org/10.1046/j.0045-0766.2001.00276.x
Evenson, M. E. (2009). Fieldwork: The transition from student to professional. In E. B. Crepeau, E. S. Cohn, & B. A. B. Schell (Eds.), Willard & Spackman’s occupational therapy (11th ed., pp. 252-261). Lippincott Williams & Wilkins.
Evenson, M. E. (2014). Fieldwork and professional entry. In B. A. B. Schell, G. Gillen, & M. E. Scaffa (Eds.), Willard & Spackman’s occupational therapy (12th ed., pp. 974-988). Lippincott Williams & Wilkins.
Mulholland, S., & Derdall, M. (2004). Exploring what employers seek when hiring occupational therapists. Canadian Journal of Occupational Therapy, 71, 223-229. https://doi.org/10.1177/000841740407100407
Tryssenaar, J., & Perkins, J. (2001). From student to therapist: Exploring the first year of practice. American Journal of Occupational Therapy, 55, 19-27. https://doi.org/10.5014/ajot.55.1.19
Professionalism
Campbell, M. K., Corpus, K., Wussow, T. M., Plummer, T., Gibbs, D., & Hix, S. (2015). Fieldwork educators' perspectives: Professional behavior attributes of level II fieldwork students. The Open Journal of Occupational Therapy, 3, 7. https://doi.org/10.15453/2168-6408.1146
Other
Edwards, M., Gentry, A., Showalter, M., & Thomas, H. (2015). Occupation-based practice as experienced by occupational therapy students during level II fieldwork. Education Special Interest Section Quarterly, 25, 1-4.
Moyers, P. A., & Metzler, C. A. (2014). Interprofessional collaborative practice in care coordination. American Journal of Occupational Therapy, 68, 500-505. https://doi.org/10.5014/ajot.2014.685002
Rogers, A. T., Bai, G., Lavin, R. A., & Anderson, G. F. (2017). Higher hospital spending on occupational therapy is associated with lower readmission rates. Medical Care Research and Review, 74, 668-686. https://doi.org/10.1177/1077558716666981
Stutz-Tanenbaum, P., & Hooper, B. (2009). Creating congruence between identities as a fieldwork educator and a practitioner. Education Special Interest Section Quarterly, 19, 1-4.
Fieldwork books
Costa, D. M. (Ed.) (2004). Essential guide to occupational therapy fieldwork education: Resources for educators and practitioners (2nd ed.). AOTA Press. Buy from publisher
Napier, B. (2011). Occupational therapy fieldwork survival guide: A student planner (2nd ed.). AOTA Press. Buy from publisher
Sladyk, K. (2002). The successful occupational therapy fieldwork student. Slack. Buy from publisher
Looking for an introductory course for fieldwork educators and practitioners who supervise students?
Participants will explore the educator's role, relevant academic and state regulations, evidence-based teaching and supervision strategies, practical approaches for integrating teaching into daily practice, and effective methods for addressing common student challenges during fieldwork.
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If you and/or your facility are interested in affiliating with USC, or if you would like additional information about becoming one of our fieldwork educators, please use this form to get in touch.
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