Academic Year

Transcription

1 The Richard Stockton College of New Jersey Masters of Occupational Therapy Program Student Fieldwork Manual Academic Year

2 Table of Contents Introduction The Purpose of the Fieldwork Experience ACOTE Requirements Fieldwork in the Stockton Curriculum Internet Resources Coordination of Fieldwork Fieldwork Participants Roles and Responsibilities The Academic Fieldwork Coordinator Clinical Fieldwork Coordinators Fieldwork Educators/Supervisors Fieldwork Educators/Supervisors/ Level I and Level II Students Recognition and Appreciation of FW Educators Level I Fieldwork Overview Purpose Qualifications of Fieldwork Educators Level I in the Curriculum Placement Procedure Confidentiality Attendance Supervisors Grading and Pass/Fail Personal Professional Liability Insurance Goals for Level I Fieldwork Fieldwork Journals FWI FAQ's Student Checklist for Level I Fieldwork Level II Fieldwork Overview Settings Level II in the Curriculum Requirements Supervisors Evaluation of Student Performance Placement Procedure Student Role AFWC Role Cancellations at Fieldwork Site

3 International Fieldwork New Fieldwork Sites Student Responsibilities Personal Liability Insurance Supervision Fieldwork Level II Objectives Personal Data Form Fieldwork II Attendance and Absences Site Visits Grading and Evaluation of Performance Withdrawal, Failure, and Termination FWK II FAQ s General Policies and Procedures Attendance, Weather, Punctuality, Travel, and Attire Professional Behavior Health, Automobile, and Professional Liability Insurance Health Clearances, Immunizations, CPR, HIPAA, and Blood Borne Pathogens Special Needs, Reasonable Accommodations, and Disclosure Appendix Level I Student Evaluation Form ( ) Level I Student Evaluation of the FW Experience ( ) Student Personal Data Form for Level II Fieldwork HIPPA Confidentiality Policy and Signature Page Universal Precautions Training Signature Page Instructions for Completing Level II Preference Form Level II FW Preference Form Instructions for Obtaining a Criminal Background Check and/or Drug Screens-TABB Instructions for Obtaining a Child abuse Clearance in PA Instructions for Obtaining a Drug Screening-Atlanticare Student Evaluation of the FWII Experience (SEFWE)

4 Introduction

5 PURPOSE OF FIELDWORK EXPERIENCE Fieldwork education is considered by ACOTE to be a crucial part of professional preparation.best integrated as a component of the curriculum design, and is expected to provide the student with the opportunity to carry out professional responsibilities under supervision and for professional role modeling. The intention is to make connections between the content taught in the classroom and active practice in a variety of settings. There are two separate levels of fieldwork education described in the ACOTE Standards. The goal of Level I Fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop understanding of the needs of clients. The goal of Level II Fieldwork is to develop competent, entry-level generalist occupational therapists. The Fieldwork II experience must include an in-depth experience in delivering occupational therapy services to clients focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. (ACOTE Standards) Successful fieldwork experiences are prerequisites for graduation and for taking the NBCOT Certification Examination. The intention of fieldwork education is to provide students with experiences in a wide variety of settings that are traditional and/or community based, or that may be in areas of emerging practice. ACOTE REQUIREMENTS The Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA) is responsible for accrediting occupational therapy educational programs. Beginning on January 1, 2008, ACCREDITATION STANDARDS FOR A MASTER S-DEGREE-LEVEL EDUCATIONAL PROGRAM FOR THE OCCUPATIONAL THERAPIST were updated and disseminated. The following requirements for Fieldwork are summarized from that document: Level II Fieldwork can take place in a variety of traditional, community settings, and emerging practice settings. A minimum of, or the equivalent of 24 weeks full-time is required for Level II Fieldwork. Supervising occupational therapists for Level II fieldwork must have a minimum of 1 year of clinical experience (NJ Div. of Consumer Affairs stipulates 1200 hours of experience within 3 years. )For international placements, supervising occupational therapists must have graduated from a program approved by the World Federation of Occupational Therapists and have at least one year experience in practice. Students may attend only one international placement. Level I fieldwork supervisors may include, but are not limited to, occupational therapy practitioners, psychologists, physician assistants, teachers, social workers, nurses and physical therapists. FIELDWORK IN THE STOCKTON CURRICULUM Students participate in Level I Fieldwork during their second, third, and fourth semesters, prior to embarking on their Level II experiences. Grades for Level I experiences are a portion of the grade in the courses listed below and are considered an assignment within those courses. Level II Fieldwork occurs after the fourth semester for all students.

6 Level I Fieldwork OCTH nd semester Evaluation of Occupational Performance in Pediatrics 4 credits OCTH rd semester Evaluation of Occupational Performance in Adults 4 credits OCTH th semester Evaluation of Occupational Performance in Geriatrics 4 credits Level II Fieldwork (This schedule is subject to change to accommodate requirements of individual sites or students) OCTH 6910 May-August after second year Level II Fieldwork A 3 credits OCTH 6910 September-November after first FW II Level II Fieldwork B 3 credits OCTH 5140 Evaluation of Occupational Performance in Pediatrics Analysis of occupational performance and skill deficits of children. Addresses developmental perspectives including attending/alertness, arousal/affect, interaction skills, motivation, motor control, reflex maturation, communication, and cognition through simulated case studies. Introduces clinical reasoning in the selection and administration of assessments appropriate for infants through adolescents. Includes Fieldwork Level I. OCTH 6100 Evaluation of Occupational Performance in Adults Analysis of meaningful occupations, occupational performance, and skill deficits in adults with acute and chronic disease processes and traumatic injuries, using case simulations. Examination of motivation, attitude, drive, maturation, locus of control, and personal/social incentives for change are explored. Clinical reasoning in the selection and administration of assessments and strategies used in acute, rehabilitation, mental health, and managed care settings. Includes Fieldwork Level I. OCTH 6140 Evaluation of Occupational Performance in Geriatrics Analysis of meaningful occupations, occupational performance, and skill deficits of older persons and trends in medical and psychopharmacological management of acute and chronic conditions using case simulations. Emphasis on clarifying concepts of health status, role of memory and life review, retirement, and leisure pursuits. Selection and administration of assessment strategies in mental health, homebound, hospice, independent living, and nursing home facilities. Includes Fieldwork Level I. OCTH 6910 Fieldwork Level II Prerequisites: Successful Completion of all course work, successful completion of Level I Fieldwork assignments, and recommendation of the program. Participation in Fieldwork Level II is contingent upon several factors including, but not limited to: student preparation (including successful completion of academic requirements), clinical site availability and suitability for clinical skill development. Fieldwork Level II is designed to involve one 12-week placement in a setting that is hospital- or rehabilitation facility-based and one 12-week placement in a setting that is community-based. Generally the intent of fieldwork at this level is to provide the broadest exposure to the field with experiences across the lifespan and in a variety of settings or treatment models, being certain to include both psychosocial and physical disability intervention concern.

7 INTERNET RESOURCES The American Occupational Therapy Association (AOTA) has an area specifically for students at Some of the items included are listed: About Student Fieldwork at AOTA Answers to Your Fieldwork Questions Level II Fieldwork Survival Guide (Nov. 14, 2006) Fieldwork Experience Assessment Tool (FEAT)- a tool for promoting discussion of issues which may not commonly occur in fieldwork. Promotes problem-solving. How You Can Help the Occupational Therapy Profession (Powerpoint) - New! Student Fieldwork Experiences AOTA on Multicultural Issues Multicultural Resources

8 Coordination of Fieldwork

9 FIELDWORK PARTICIPANTS ROLES AND RESPONSIBILITIES The Academic Fieldwork Coordinator (AFWC) at Stockton College is Camille Sauerwald, Ed.M, OTR. She is responsible for coordinating the fieldwork program. This includes: researching and identifying new fieldwork sites developing and maintaining contracts with fieldwork sites updating and maintaining the fieldwork database training fieldwork educators developing and maintaining relationships with fieldwork educators assuring the quality of fieldwork experiences counseling students and assigning them to their fieldwork experiences. interfacing with fieldwork educators and students concerning issues during fieldwork The Richard Stockton College has relationships with hundreds of fieldwork sites in New Jersey and the Philadelphia region and across the country. Information on fieldwork sites is available on the EZFW (EZ Fieldwork) electronic database. EZFW is web-based, which means that students can access it from any internet capable computer by entering a URL and a password, which is provided to students by the AFWC. Some information in hard copy may be found in the AFWC s office, upon request. The AFWC will counsel students to help them with decisions about Level II placements. Clinical Fieldwork Coordinators are often identified at sites where multiple staff are involved with the fieldwork education program. At sites with only one occupational therapist, that individual functions as both the clinical fieldwork coordinator and fieldwork educator. Their role is to: coordinate the fieldwork program at the site by functioning as the liaison between the site and the College schedule students fieldwork in collaboration with the AFWC determine which students to assign to which therapists (fieldwork educator/supervisor) serve as the initial contact for students placed at the site develop the fieldwork program and staff problem-solve with staff and students as necessary follow conditions stated in the affiliation agreement provide current information about the site to the College The student's initial contact with the site will often be with the clinical fieldwork coordinator. This individual will provide the student with information such as prerequisite requirements, dress code, arrival time, and directions. Some clinical fieldwork coordinators perform an administrative role only, and do not actively supervise students. Fieldwork Educators/Supervisors are responsible for providing the day-to-day educational experience for the students who are assigned to the fieldwork site. Supervision may be full time or part time, and students may be supervised individually, in pairs, or in groups. Students are sometimes shared between two educators. The fieldwork educator is responsible for: complying with the affiliation agreement and/or letter of agreement

10 implementing the student program professional role modeling engaging the student in patient/client interaction providing the student with practice opportunities reviewing student assignments evaluating the student s performance at the end of the fieldwork experience communicating with the AFWC Level I fieldwork educators are typically occupational therapists. However, supervisors may come from other disciplines as well, and may include psychologists, physician assistants, teachers, social workers, nurses, Level II OT students, and physical therapists. Level I fieldwork educators will usually be occupational therapy practitioners, due to licensure regulations in the State of NJ. Level II fieldwork educators must be occupational therapists and must be eligible to practice in their state. In New Jersey, fieldwork educators must have 1200 hours of experience within 3 years to be eligible to supervise students. Other states do not have similar requirements. In those cases, the qualifications of the FWEd will meet the Standard set by ACOTE which is one year of clinical experience, at least. Students in the occupational therapy program at The Richard Stockton College of New Jersey are representatives of a program that enjoys an excellent reputation. While the AFWC is responsible for providing the opportunity by placing students at fieldwork sites, it is the responsibility of the student to make the most of it. When on site, it is the responsibility of the student to: maintain confidentiality of patient information act within the limits of student's training, knowledge and experience exhibit professional behavior at all times comply with the policies and procedures of the site arrive on time and exhibit timeliness complete assignments in a timely manner complete the Student Evaluation of the Fieldwork Experience actively participate in the supervisory process arrange transportation to and from the site follow the occupational therapy Code of Ethics complete assignments/requests made by the AFWC, who is the instructor for Level II Fieldwork Students are not considered employees of the site for purposes of compensation, benefits, workers compensation, unemployment compensation, minimum wage, taxes, or social security. RECOGNITION AND APPRECIATION OF FIELDWORK EDUCATORS The Richard Stockton College of New Jersey deeply appreciates the commitment made by fieldwork educators to student training. Fieldwork supervisors do not typically receive payment

11 or release time when they accept a fieldwork student. Rather, they are doing it out of a sense of professional responsibility. Benefits of being a Fieldwork Educator include: exposure to current information, concepts and theories being taught in academic programs opportunities to mentor others and pass on knowledge mentor occupational therapists who may eventually accept a position at the site earn Professional Development Units (PDU s) for NBCOT re-certification

12 Level I Fieldwork

13 OVERVIEW Level I Fieldwork is designed to foster integration of practice and classroom knowledge, skills and attitudes. These experiences are designed to enrich coursework through directed observation and supervised participation in selected aspects of the occupational therapy process. While experiential learning is encouraged, the focus of these experiences is not intended to be independent performance. The Level I fieldwork experiences focus on aspects of the occupational therapy process and draw upon knowledge gained in didactic courses. Students are provided with opportunities to work with individuals from various age groups, with a variety of physical, cognitive, and psychosocial conditions, in a variety of practice settings. Specific objectives are delineated for each academic term. At Stockton, Fieldwork I is scheduled for 10 Wednesdays during the second, third, and fourth semesters of the program and are considered assignments within the evaluation courses. Level I fieldwork supervisors are qualified personnel, including but not limited to, initially certified occupational therapy practitioners, psychologists, physicians assistants, teachers, social workers, nurses, Level II OT students, and physical therapists. Level I fieldwork educators will usually be occupational therapy practitioners, due to licensure regulations in the State of NJ. Level I Fieldwork is a required part of the curriculum. Level I fieldwork cannot be substituted for any part of Level II Fieldwork. As stated in the Student Handbook, Level II Fieldwork may only be initiated after all required Level I Fieldwork has been successfully completed. Successful completion of the Level I Fieldwork experience is a prerequisite for placement in subsequent Level I and Level II Fieldwork experiences. Again, failure to successfully complete any one of the 3 Level I experiences will result in 1) repetition of the course and Level I FW at an alternate site; or 2) dismissal from the Program. Failure to successfully complete two of the 3 Level I experiences will result in dismissal from the program. PLACEMENT PROCEDURE Over the course of their tenure at Stockton College, students are required to experience a variety of populations, age groups, diagnostic categories and practice settings during FW I. When deciding where to place students, the AFWC takes a variety of factors into consideration, such as: academic requirements, including coordination of classroom work with populations at the site site availability where the student lives student transportation needs balancing fieldwork experiences with regard to client age, condition and practice setting While students do not have the opportunity to make specific requests for Level I fieldwork, they may discuss areas of interest with the AFWC, and the AFWC will try to accommodate these interests. AFWC decisions are final. The student is obligated to accept the assigned experiences

14 as scheduled. In the case of extreme hardship, the AFWC will discuss possible alternative placements. Each student is required to submit a Personal Data Form to the AFWC at the beginning of her/his first semester at Stockton and at other times during the Program to ensure accuracy of contact information. This form is electronically sent to each student. The Fieldwork Information Form, also sent electronically, includes a section where students are expected to delineate their personal fieldwork considerations. Students are urged to identify all relevant personal needs, such as transportation requirements, financial or family constraints, or special needs in this section. CONFIDENTIALITY Per HIPAA (Health Insurance Portability and Accountability Act) guidelines, students cannot report the following information in fieldwork assignments such as case studies, presentations, or in social media such as Facebook or Twitter: Name Location - includes anything smaller than a state, such as street address Dates - all, including date of birth, admission and discharge dates Telephone numbers Fax numbers Electronic addresses Social security numbers Medical record numbers Health plan beneficiary numbers Account numbers Certificate and/or license numbers Vehicle identification numbers and license plate numbers Device identifiers and their serial numbers Web Universal Resource Locators (URLs) Internet Protocol (IP) address numbers Biometric identifiers, including finger and voice prints Full face photographic images and any comparable images Any other unique characteristic, such as occupation, personal circumstances, or other information which may allow a reader to identify the person. For written reports, the following information can be shared: Age (age 90 and over must be aggregated to prevent the identification of older individuals) Race Ethnicity Marital Status Codes (a random code may be used to link cases, as long as the code does not contain, or be a derivative of, the person's social security number, date of birth, phone/fax numbers, etc.)

15 Students, as well as therapists, often keep "working files" in their desk. This is still allowed under HIPAA guidelines, however this information must be locked in a file cabinet when not in use, and must be shredded when no longer needed. Source: LEVEL I FIELDWORK PLACEMENT ATTENDANCE POLICY Each student is assigned to one Level I Fieldwork Placement during the second, third and fourth semesters. Specific dates and assignments are typically distributed before the beginning of the term. Students are expected to attend all 10 scheduled fieldwork sessions per fieldwork experience. In the event of illness or emergency, students must notify their fieldwork educator and the Stockton Fieldwork Coordinator as soon as possible. In the event that the site is closed on a scheduled day, the student remains responsible to make up the day. Special arrangements must be made with the fieldwork educator to make up all missed days. Wednesdays assigned to Level I fieldwork should not be considered flexible, and students should NOT make medical appointments or schedule other personal matters on those days. Please be aware of the duties and responsibilities of the fieldwork educator; they should not be expected to make accommodations for the students convenience. In the Spring semester, students may use spring break to make up any days they have missed prior to spring break. However, they MAY NOT use spring break to attend fieldwork in advance of the days scheduled. Level I fieldwork is designed to accompany classroom instruction, so working ahead with fieldwork will defeat the purpose. SUPERVISION Students may receive supervision through a variety of models, including but not limited to oneto-one, two-to-one, and group supervision. Sometimes one student is shared between two supervisors. Group supervision is supplemented with individual supervision as needed. During Level I Fieldwork, students receive feedback during formal or informal discussion with supervisors each site visit. They also receive feedback when journals are submitted to the AFWC and may ask questions during classroom time. A final evaluation of the student s performance is completed by the fieldwork educator at the completion of each Level I experience. GRADING and PASS/FAIL At the conclusion of each Fieldwork Level I experience, the Fieldwork Educator will formally evaluate the student's performance, using the Level I Fieldwork Student Evaluation form. This evaluation emphasizes performance in the area of professional behavior. A copy of this form may be found in the Appendix of this manual and on the Stockton website, and is provided in hard copy to the fieldwork supervisor. The fieldwork supervisor is required to notify the AFWC when a student's performance in Level I Fieldwork is unsatisfactory. Notification of this level of performance should be made as soon as

16 a problem is identified, even if the problems are not well defined. It is also the responsibility of the student to notify the AFWC of any difficulties that arise during Level I Fieldwork. Failure during Level I fieldwork is very serious. It may indicate a student s lack of fitness to enter the profession, and may result in removal from the Program. Prior to the final day of Level I Fieldwork, the student is expected to complete the Student Evaluation of Level I Fieldwork form. A copy of this form may be found in the Appendix and on the Stockton website, and a copy is also provided to the fieldwork supervisor. This form is reviewed on the final day of fieldwork following formal evaluation of the student by the fieldwork supervisor. The same assessment instrument will be used for all three placements. The form must be completed by the supervisor, whether or not s/he is an occupational therapist and will be reviewed by the AFWC. All Fieldwork Level I student evaluations of fieldwork will be kept on file by the AFWC to be used in selection of Fieldwork Level I and Level II sites. All Fieldwork I experiences are part of classroom coursework, and the grade for Fieldwork I constitutes a portion of the total grade for that course. During each Fieldwork I, students complete a weekly journal (template and sample posted on Blackboard) which is submitted to the AFWC who reviews it, comments, and assigns a grade. Grades for Fieldwork I are determined as a combination of the journal assignment and the Fieldwork Educator s evaluation of the student s performance at the site. Successful completion of the Level I experience is a prerequisite for placement in subsequent Fieldwork Level I and II experiences. Because Level I FW is considered an assignment within the Evaluation of Occupational Performance courses (OCTH 5140, 6100, 6140), a student can fail fieldwork and, at the same time, pass the course. However, failure during Level I fieldwork is very serious and may indicate a student s lack of fitness to enter the profession. Therefore, if a student is considered to have failed fieldwork, based on the evaluation given to him/her by their Level I Fieldwork Educator, the following procedure will occur: the AFWC will investigate the failing evaluation to determine the circumstances surrounding the assessment. This will include electronic or in-person communications with the FWEd and/or the student. If the evaluation score is determined to be valid, the AFWC and at least one other faculty member will meet with or without the student to determine if the reason for failure constitutes a serious deficiency which would necessitate the student s removal from the program. Other faculty may include the student s preceptor, the Program Director, or the instructor for the course. If it is judged that the student may be able to repeat the course and the Level I fieldwork with a remediation plan in place, the faculty will meet with the student to determine what plan would be appropriate. In this case, the student, the AFWC, and the faculty will develop a mutually agreed upon plan for continuing in the program. This plan will be set down in writing, will require signatures of those

17 involved, and will be similar to that which is appropriate for a student on academic probation. If a student is eligible to repeat a Level I fieldwork with a remediation plan in place, s/he will not be placed in a subsequent Level I fieldwork until the failed fieldwork is completed successfully. Therefore, it is not possible for a student to be completing two Level I fieldwork placements at the same time. If a student fails one Level I fieldwork and continues on to fail any other Level I fieldwork, that student will be removed from the program without recourse. Again, successful completion of the Level I Fieldwork experience is a prerequisite for placement in subsequent Level I and Level II Fieldwork experiences. To repeat, failure to successfully complete any one of the 3 Level I experiences will result in 1) repetition of the course and Level I FW at an alternate site; or 2) dismissal from the Program. Failure to successfully complete two of the three Level I experiences will result in dismissal from the program without recourse. PERSONAL LIABILITY INSURANCE Students are required to apply for and purchase professional liability insurance to participate in Fieldwork I and Fieldwork II. Generally the student may purchase it in early January of their first year. If the policy allows for two-year coverage, the student is advised to take advantage of it, as this will cover most fieldwork timelines. If a one-year policy is only available, or under any other circumstance, it is the student s responsibility to maintain their coverage for the full term of their fieldwork experiences. GOALS FOR FIELDWORK I GOALS FOR WORKING WITH CHILDREN OCTH 5140: 1. Observation of developmental milestones, functional performance (in motor and cognitive skills, play, self-care; view of self and interaction with others; mental health. 2. Reflection on how observed dysfunction (illness, disease or injury) impacts on occupational performance in this setting. 3. Observation of various assessment methodologies including informal and standardized assessments 4. Observation and discriminatory inquiry into treatment methodologies. 5. Observation and speculation as to the role of OT in the facility visited or contributions which could be made by an OT 6. Observation and analysis of the role of non-ot personnel in relationship to clientele, family and other staff 7. Observation of evidence of applied research methodologies GOALS FOR WORKING WITH ADULT CLIENTS OCTH Observation and performance analysis of functional performance (in motor, cognitive, psychological and social, self-care; view of self and interaction with others; mental health.

18 2. Reflection and speculation on how observed dysfunction (illness, disease or injury) impacts on life roles and occupational performance. 3. Critique of various assessment methodologies which may be applicable with clients observed (including informal and standardized assessments) 4. Discriminatory inquiry into treatment methodologies, seeking to understand which intervention strategies are used with particular types of dysfunction 5. Based on observations, speculation as to the role of OT in the facility visited or contributions which could be made by an OT 6. Based on observations, analysis of the role of non-ot personnel in relationship to clientele, family and other staff 7. Based on observations, identification of appropriate research methodologies which might be applicable to this population in this setting. GOALS FOR WORKING WITH GERIATRIC CLIENTS OCTH Observation and performance analysis of functional and dysfunctional skills and patterns in motor and cognitive skills, self-care, view of self and interaction with others; mental health. 2. Reflection and speculation on how observed dysfunction (illness, disease or injury) has been influenced by past life style, beliefs, values, choices, skills and habits 3. Based on observations, synthesize various assessment methodologies which may be applicable with clients observed (including informal and standardized assessments) 4. Discriminatory inquiry into treatment methodologies, seeking to understand the relationship between methodologies used to restore function, maintain a balance between work and rest, and those used to promote health and well being. 5. Based on observations, speculation as to the role of OT in the facility with the population served: in the facility, at home and/or in other community agencies. 6. Based on observations, analysis of the dynamics of caregiver roles with this population and speculation as to consultative skills a therapist might offer to prevent burnout of caregivers. 7. Based on observations, identification of appropriate research questions which might be applicable to this population. Fieldwork Journals Students are required to report on their experiences though a journal assignment which is available on the Program webpage in the Blackboard section of the Stockton Portal. Fieldwork I occurs typically on Wednesdays. The journals must be posted to Blackboard by 9:00 am of the Friday following the Fieldwork I visit. Late submissions, or submissions which are incorrectly labeled, will be penalized by deduction of points. Content will be evaluated based on completeness, written communication skill, level of understanding demonstrated, and fidelity to the topic outline of the course. Another aspect of journaling may include a section on personal reflection, which promotes an awareness of uncomfortable feelings and thoughts, and an analysis of the experience. The goal of reflection is to foster a change in perspective and new behaviors based on the new perspective.

19 FW I FAQ's 1. When should I make contact with my supervisor? You should begin trying to contact your supervisor as directed by the AFWC. The name of the person listed on the information sheet is a contact person. Your actual supervisor may be that person or someone different, or the information could be out-of-date. Many supervisors are difficult to reach. The number you've been given may be an office number, cell phone, beeper or even a home phone number. If you reach voic , be sure to leave information about how and when you can be reached; also, in case you end up playing phone tag, ask them to leave a message about a good time for you to try to call them back. Try to reach the contact person as soon as the AFWC gives the direction, since those persons may not be easy to reach. 2. What if my supervisor doesn't return my calls? Supervisors are very busy people. Their patients and clients are their first priority. If they don't call you back within 3 days, try them again. If you still haven't reached them by 2weeks before you are scheduled to begin, contact the AFWC for help. 3. What if I have to miss a day? It is occasionally necessary to miss a site visit due to illness or emergency, or due to a scheduled holiday at the site. If this happens, you must contact your supervisor/educator the day before or first thing that morning. Also immediately call or to the AFWC and leave a message. Make-up days may occur on Fridays depending on the semester, and often during breaks in the semester. At the next site visit after your absence, schedule a make-up day with the supervisor. Your make-up day should be scheduled at a mutually convenient time, and students MUST notify the AFWC of the change so that journals can be submitted and graded. Students cannot miss class to attend a make-up day. Some sites close for bad weather, holidays, in-service days, etc. Learn about your site's policy regarding bad weather on your first day and find out what you should do in the event of bad weather. If you are at a school-based site, find out the emergency closing number for that site, which is usually posted on the school s website. If your site is closed for a holiday or some other reason causing you to miss a site visit, schedule a make-up day as described above. Wednesdays assigned to Level I fieldwork should not be considered flexible, and students should NOT make medical appointments or schedule other personal matters on those days. Please be aware of the duties and responsibilities of the fieldwork educator; they should not be expected to make accommodations for the students convenience. In the Spring semester, students may use spring break to make up any days they have missed prior to spring break. However, they MAY NOT use spring break to attend fieldwork in advance of the days scheduled. Level I fieldwork is designed to accompany classroom instruction, so working ahead with fieldwork will defeat the purpose.

20 4. I can't download the Journal template from the Blackboard web page; I can t upload my journal to Blackboard. What should I do? It will be the student s responsibility to learn how to use the Program website to complete assignments. Classes and assistance are available from Computer Services to aid your understanding of how to use this technology. Electronic submission of journals assists with maintaining accurate records. There will be no alternatives for submitting journal assignments. Students should plan ahead to make sure that their journals can be submitted as required. Late submissions, for any reason other than a make-up, will result in loss of points. Student checklist for Level I Fieldwork [ ] make initial contact with site to confirm placement, get directions and information on dress code and arrival time [ ] comply with health requirements, as required by the site [ ] maintain current child abuse clearance and criminal record documentation, as required by site [ ] set personal goals for the fieldwork placement [ ] identify procedure for emergency absences [ ] complete assignments and get them in on time [ ] complete Student Evaluation of the Level I Experience for the last week review it with the fieldwork educator [ ] send thank-you note to supervisor

21 Level II Fieldwork

22 OVERVIEW Level II Fieldwork is an integral part of the Program's curriculum design and includes in-depth experience in delivering occupational therapy services to clients, and in focusing on the application of purposeful and meaningful occupation. Students are exposed to a variety of clients across the life span and to a variety of practice settings. The fieldwork experience is designed to promote clinical reasoning and reflective practice, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence as career responsibilities. The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. Level II fieldwork can take place in a variety of traditional settings and emerging areas of practice. Students are typically assigned to two sites (ideally, one traditional and one communitybased) for a period of 12 weeks each. The AFWC is responsible for ensuring that these sites provide students with diversity of experience in terms of age, physical, psychosocial, and cognitive conditions; and/or service delivery arenas. At Stockton, each student is required to successfully complete a total of two, full-time, 12 week Level II Fieldwork placements, or the equivalent thereof. Part-time fieldwork may be available in special situations, and is determined on a case-by-case basis. Part-time fieldwork may not be less than half-time as defined by the fieldwork site. To comply with current licensing regulations, Level II Fieldwork must be successfully completed within 24 months following the completion of academic course work. Level II Fieldwork placements occur following successful completion of all required didactic coursework and successful completion of all three Fieldwork I experiences. Students must meet the following criteria in order to be eligible for Level II Fieldwork placement: Maintain at least a 3.0 overall cumulative GPA Pass all required Level I Fieldwork courses (as per the policy described above). Division of Consumer Affairs licensing regulations stipulate that During Level II Fieldwork, the student who is attending fieldwork in New Jersey is supervised by a qualified Occupational Therapist who has a minimum of 1200 hours (approx. one year) of clinical experience, who has initial NBCOT certification, and who meets all State regulatory criteria, i.e. licensure and experience. Other states may not have similar regulations for supervision of students, and in those states the supervisor will meet the criteria of one year of clinical practice experience as set by ACOTE. For emerging, community practice settings, ACOTE Standards require that the student receive a minimum of eight hours of supervision per week by a qualified occupational therapist who is properly credentialed and who has a minimum of 3 years of professional experience. This supervision will include direct observation of client interaction and indirect consultation. When a supervising occupational therapist is not on-site, it remains the responsibility of the fieldwork educator to ensure that students have the appropriate skills to treat clients.

23 Licensure regulations about part-time supervision of fieldwork Level II students in New Jersey are unclear regarding best practice for this type of supervision arrangement. Stockton, in following the strictest interpretation of the State regulations, does not currently assign students to a site in New Jersey at which there is no practitioner working full-time Student performance is rated by the Fieldwork Educator using the AOTA Fieldwork Performance Evaluation form (FWPE). This is the official instrument adopted by AOTA for rating all Occupational Therapy students. This form is available from the AFWC only, as it is copyrighted and not available electronically. PLACEMENT PROCEDURE Planning for Level II placements begins in the second semester of the first year. The AFWC sends out requests for reservations, and sites interested in taking Level II students notify the AFWC of their willingness to accept students. Information about reservations is then made available to the students on EZFW. Students wishing to do fieldwork out of the area are strongly advised to discuss this with the AFWC as soon as the student is aware that they will request an out-of-area placement. The AFWC works collaboratively with all students when determining fieldwork assignments. Students have the opportunity to state preferences for Level II fieldwork and should determine their priorities in terms of: 1. Which sites have offered reservations 2. Where they want to be geographically 3. Interest in a particular age group 4. Interest in a particular practice area 5. Transportation considerations 6. Personal needs (stress level, special needs, family responsibilities) Each student is responsible for participating in planning Fieldwork II placements with the AFWC. AOTA recommends that students attend one traditional and one community-based setting. The primary factors given consideration for Level II placement assignments are: Availability of placement sites Fieldwork Level I assignments and previous work experience Provision of a balanced clinical experience with regard to client age, conditions, and practice settings Personal fieldwork learning objectives, needs and constraints Early in the placement process, the student will have access to information on potential fieldwork settings on the EZFW database. Centers should be examined in light of individual interests and needs, types of learning experiences offered, requirements and expectations, case load, type and amount of supervision provided, etc. Previous student evaluations are often available for students to read and may be helpful, but students should keep in mind that these are generally subjective reports of one student's experience. Students are also encouraged to heed the perspective of the AFWC rather than what one hears about a placement, as that information

24 is often subjective as well. Students are very strongly encouraged to take advantage of resources which will assist them in making informed choices. Based on her/his research, each student is required to submit, in writing, prioritized choices of site preferences. These must be submitted to the AFWC by a specified date, usually in the second semester of the first year. The AFWC will advise students of site assignments and review student responsibilities for Fieldwork Level II placements. Students will not be placed at sites at which they have been employed in any capacity, as this may result in conflict of interest or conflicts with role boundaries. Students will also not be placed at sites with which they have any financial relationship such as an agreement to employ or agreement to reimburse tuition in exchange for employment contract when eligible for licensure. Students will not be placed at sites where a family member is working or has influence. Once assignments have been confirmed with the Fieldwork sites, changes will be made only under extreme circumstances. Students are notified regarding placement decisions for FW II before the spring semester of their second year. STUDENTS ARE OBLIGATED TO ACCEPT THE ASSIGNED PLACEMENTS AS SCHEDULED, UNLESS THERE ARE EXTREME CIRCUMSTANCE WHICH MAKE A CHANGE NECESSARY. STUDENTS MAY NOT SET UP THEIR OWN LEVEL II PLACEMENTS. Attempts to circumvent the AFWC will result in forfeiture of any placement that has been made without AFWC involvement. EMPLOYMENT DURING LEVEL II FIELDWORK Participation in Level II Fieldwork is the work equivalent of a full time job, and with the expectation that assignments will be completed in the evening and on weekends as well. Students are encouraged to consider their financial position and plan in advance for Level II so that the need to maintain compensated employment is minimized. While everyone s needs and abilities are different when it comes to working at an outside job during Level II Fieldwork, the Program suggests limiting outside work to 10 hours or fewer per week during this time. SITE CANCELLATION OF PLACEMENT Unpredictable changes in staffing and other events occasionally result in cancellations of Level II placements by the fieldwork site. In this event, the AFWC will reschedule the student within the necessary time frame, if possible. INTERNATIONAL FIELDWORK The Program may obtain fieldwork opportunities with occupational therapists in foreign countries. Students with an interest in participating in fieldwork in a foreign country may request

25 one such placement from the Academic Fieldwork Coordinator. The student and AFWC will work together to determine the feasibility of such a placement and the student s appropriateness for such a placement. Such fieldwork shall be for a maximum of 12 weeks, according to ACOTE Standards. Qualifications for fieldwork supervisors in foreign countries include the following: must have graduated from a WFOT approved program must have a minimum of one year practice experience must have the authority, time and institutional support to participate in clinical education. Students should be advised that there are many barriers to arranging a foreign fieldwork experience, so if a student requires a fieldwork opportunity outside of the United States, planning must begin immediately upon entry to the program. A Level II fieldwork assignment in a foreign country cannot be guaranteed. SETTING UP NEW FIELDWORK SITES Development of new fieldwork settings is a constant process, and occurs in a number of ways. Often, sites that become aware of the Stockton OT program approach the AFWC and express interest in training fieldwork students. Other times, the AFWC identifies a site that has fieldwork potential. Still other sites are identified by students who are interested in going to those sites. The AFWC evaluates each potential setting and determines if it meets the requirements to be a Stockton fieldwork affiliate. Once deemed appropriate, a contract or letter of agreement is developed. It may take up to a year to develop a contract, and the process needs to begin well in advance of the scheduled fieldwork experience. STUDENT RESPONSIBILITIES Once the Level II fieldwork placement is confirmed, the student is responsible for: 1) Contacting the fieldwork supervisor by telephone within the timeline stated by the AFWC to arrange a face-to-face or telephone interview. Please note that many centers require an interview prior to placement. In some cases, interviews are competitive. It is the student's responsibility to arrange this interview in a timely manner. It is also the student s responsibility to determine if background checks, drug screens, or health records are required by the site in advance of the reporting date. 2) Contacting the assigned site again before the starting date, reintroducing one s self, confirming the intent to arrive on the scheduled date, clarifying information such as dress code, etc. 3) Completing all required medical and/or administrative clearances (e.g., immunizations, child abuse clearance, drug screening, CPR certification, criminal record checks) 4) Responding to any student questionnaires, learning profiles, application forms, etc. which may be required by an individual center. 5) Arranging for housing and transportation to and from facilities, unless otherwise noted. 6) Obtaining tests, supplies, etc., that may be required by an individual center. Note: Students are encouraged to utilize resource materials developed during coursework. 7) Identifying and becoming familiar with assessment and interventions commonly used at the Fieldwork site. This can be done through discussion with clinical fieldwork coordinators and by researching the site on EZFW. 8) Completing the Student Evaluation of Fieldwork Experience (SEFWE), reviewing it with the Fieldwork Educator(s), obtaining their signature(s), and returning it to the AFWC.

26 9) Writing a thank-you note/letter to the Fieldwork Educator after completion of the fieldwork experience. PERSONAL LIABILITY INSURANCE Students are required to apply for and purchase professional liability insurance to participate in Fieldwork I and Fieldwork II. Generally the student may purchase it in early January of their first year. If the policy allows for two-year coverage, the student is advised to take advantage of it, as this will cover all fieldwork timelines. If a one-year policy is only available, or under any other circumstance, it is the student s responsibility to maintain their coverage for the full term of their fieldwork experiences. SUPERVISION During Level II Fieldwork, supervisory styles, methods, and frequencies vary. Students can expect more frequent and intensive supervision initially, and supervision should decrease in frequency and intensity as the student acquires experience and develops competence. Fieldwork educators are expected to model professional behavior and practice, and must conduct midterm and final evaluations of student performance using the Fieldwork Performance Evaluation. FIELDWORK LEVEL II OBJECTIVES The fieldwork educator will provide the student with objectives specific to the fieldwork center and will discuss them with the student during orientation. If objectives are not provided and/or if expectations are unclear, the student should ask the supervisor for clarification. For more information about site-specific objectives go to: The student should also be given an opportunity to discuss personal goals and expectations with the site supervisor. The student s comments in the Personal Data Form (see below) may serve as a springboard for such a discussion. In general, the objectives of Fieldwork II are to: demonstrate and integrate knowledge gained in the classroom with experiences in the fieldwork setting at entry level competence. demonstrate, integrate, and generalize the process of occupational therapy at entry level competence. Demonstrate the ability to design and implement client centered and occupation-based intervention based on accurate assessment and evaluation of the client s needs, and based on their occupational profile, at entry level competence. Identify and use evidence to support evaluation, treatment planning and intervention for clients. Demonstrate behaviors which reflect the ethics, values and core concepts of the occupational therapy profession at entry level competence. Attain and demonstrate the ability to generate professional-level documentation of intervention to ensure communication of information to benefit other staff and to fulfill the documentary requirements of Medicare, Medicaid, and third-party payers at entry level competence.