Document Type

Presentation

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Publication Date

5-2-2026

Keywords

clinical supervision, qualitative research, strengths-based approach, workforce diversity

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Presentation: 24:29

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

Abstract

Introduction: Occupational therapy (OT) fieldwork education plays a critical role in professional socialization; however, supervision models often privilege dominant sociocultural norms, disadvantaging students from non-dominant cultural and linguistic backgrounds and potentially limiting equitable workforce preparation.

Objectives: To examine how OT fieldwork partners conceptualize reciprocal mentorship within fieldwork education identify strategies grounded in Community Cultural Wealth (CCW) to support inclusive communication and strengths-based professional development.

Methods: Participatory qualitative study using a virtual World Café methodology, involving United States-based academic and clinical OT fieldwork contexts. Data were collected through audio-recorded discussions, digital whiteboards, and reflexive memos, and were analyzed using Braun and Clarke’s reflexive thematic analysis.

Results: Fifteen participants were recruited from recent graduates, fieldwork educators, and academic fieldwork coordinators using purposive and snowball sampling. Qualitative themes derived from reflexive thematic analysis of World Café dialogue, whiteboards, and reflexive memos. Four themes characterized reciprocal mentorship as (1) co-constructed, bi-directional learning; (2) learning environments grounded in inclusive communication and psychological safety; (3) power sharing within hierarchical relationships; and (4) leveraging cultural responsiveness as a source of clinical knowledge. CCW-informed strategies include leveraging students’ community, cultural, and faith-based assets to guide occupation-based interventions and resource navigation, while encouraging use of home language and culturally rooted communication. These approaches, paired with aligning fieldwork goals to long-term aspirations and modeling equity-focused clinical reasoning, strengthened advocacy and deepened understanding of how cultural and systemic factors shape patient interactions.

Conclusion: Reciprocal mentorship is strengthened when fieldwork partners recognize students’ cultural wealth and relinquish deficit-oriented assumptions, promoting equitable supervision, workforce well-being, and culturally responsive OT practice.

Reference:
Singh, MPH, OTR/L, Nandita A., “Reimagining Occupational Therapy Fieldwork Through a Cultural Wealth Lens: A World Café Study” (2026). Post-Professional Occupational Therapy Doctorate Culminating Presentations. Paper 32. https://jdc.jefferson.edu/otppdcpresentations/32

Synopsis: Fieldwork is required for occupational therapy students, but supervisors may overlook students’ cultural strengths and rely on unspoken norms for communication and behavior. This study explored “reciprocal mentorship,” where students and mentors exchange knowledge and skills. In virtual discussions, graduates and mentors described it as shared learning, emotional safety, power-sharing, and valuing cultural differences as strengths. CCW-informed strategies include drawing on community, cultural, and faith-based assets, supporting home language use, and aligning learning with long-term goals. These approaches enhance learning, well-being, and inclusive occupational therapy practice and education. They also strengthen advocacy, cultural humility, and responsiveness in diverse clinical settings.

Acknowledgments: Special thank you to members of the research team: Jadyn Hunter, Keshrie Naidoo, PT, DPT, EdD, Efekona Nuwere, EdD, MPH, OTR/L, Zamirah Salim, Camille Magsombol, OTD, OTR/L, Zamirah Salim, Pamela Talero Cabrejo, OTD, BSOT(Col), OTR/L, Susan Toth-Cohen, PhD, OTR/L

Language

English

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