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Publication Date

12-14-2024

Keywords

fieldwork, professional behaviors, self-reflection

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Presentation: 18:42

Presentation completed in partial fulfillment of a Post Professional Occupational Therapy Doctorate degree at Thomas Jefferson University.

Abstract

Introduction: Occupational therapy students are expected to demonstrate competence in professional behavior skills, such as communication and incorporating constructive feedback, to be considered ready for entry-level practice. Poor professional behavior skills have been linked to challenges and failure during level II fieldwork (Gutman et al. 1998; James & Musselman, 2005). A growing body of research has supported the importance of students’ professional behaviors during fieldwork (Andonian, 2013; Brown et al., 2021; Jensen & Daniel, 2010; Mason & Mathieson, 2018); however, there is a gap in the occupational therapy research on effective methods for teaching professional behaviors to support fieldwork performance. Research has supported the use of self-reflection as a method for increasing an individual's self-awareness of professional behaviors and should be explored in occupational therapy education.

Objectives: The aim of this study was to develop and evaluate the acceptability, appropriateness, and feasibility of an online educational program on self-reflection for occupational therapy students to promote professional behavior growth during level II fieldwork.

Methods: This study was a feasibility study for a new online training program, which consisted of two phases. In phase one, academic fieldwork coordinators (AFWC) were recruited via convenience sampling from the metropolitan occupational therapy educational council (MOTEC) of NY and NJ. The AFWCs provided comments and suggestions that were used to revise the educational program. In phase two, recent alumni of an occupational therapy program were recruited via convenience sampling from the first author’s institution. The recent alumni evaluated the feasibility of the program using the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM).

Results: In phase one, AFWCs (n=3) provided 20 comments related to content and formatting of the modules. In phase two, recent alumni (n=10) rated the three measures (AIM, IAM and FIM) on a 5 point Likert scale from 1= strongly disagree to 5 = strongly agree. Data analysis showed the AIM had a mean score of 4.42, the IAM had a mean score of 4.47, and the FIM had a mean score of 4.57. The results indicated high perceptions of acceptability, appropriateness and feasibility of the educational program by recent alumni.

Conclusion: The study indicates the potential benefits of an online training program on self-reflection as a way to better prepare students for fieldwork and clinical practice. Next steps may include AFWCs and academic programs exploring the impact this training program has on student preparedness for clinical practice.

References:

  • Andonian, L. (2013). Emotional intelligence, self-efficacy, and occupational therapy students’ fieldwork performance. Occupational Therapy In Health Care, 1-15. DOI: 10.3109/07380577.2012.763199
  • Brown, T., Yu, M-L., Hewitt, A., Cousland, R., & Etherington, J. (2021). Professionalism, resilience and reflective thinking: How do these influence occupational therapy student fieldwork outcomes? Occupational Therapy in Healthcare, 1-26. https://doi.org/10.1080/07380577.2021.1978606
  • Gutman, S., McCreedy, P., & Heisler, P. (1997). Student level II fieldwork failure: Strategies for intervention. American Journal of Occupational Therapy, 52(2). 143-149. https://doi.org/10.5014/ajot.52.2.143
  • James, K. L., & Musselman, L. (2005). Commonalities in Level II fieldwork failure. Occupational Therapy in Health Care, 19(4), 67-81. DOI: 10.1080/J003v19n04_05
  • Jenson, L.R., & Daniel, C. (2010). A descriptive study on level II fieldwork supervision in hospital settings. Occupational Therapy Healthcare, 24(4), 335-347. doi: 10.3109/07380577.2010.502211

Synopsis: Academic programs are vital in preparing students to enter clinical practice and demonstrate the professional behaviors required to be an effective occupational therapy practitioner. This online education program could be one useful tool for occupational therapy faculty to integrate into their curriculum for students to complete prior to beginning fieldwork.

Language

English

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