Level II Fieldwork

Level II Fieldwork Standards

The 鈥淪tandards for an Accredited Educational Program for the Occupational Therapist鈥�, as defined by the Accreditation Council for Occupational Therapy Education (ACOTE) require that the Fieldwork site and the Occupational Therapy education program meet the following standards:

C.1.1. Ensure that the fieldwork experience reflects the sequence and scope of content in the curriculum design, in collaboration with faculty, so that fieldwork strengthens the ties between didactic and fieldwork education.
C.1.2. Student Access to Fieldwork Site Information
C.1.2. Document a process that ensures all students have access to site information and requirements, objectives, and performance expectations prior to the start of the fieldwork experience.
C.1.3. Fieldwork Objectives
C.1.3. Document that academic and fieldwork educators agree on fieldwork objectives prior to the start of the fieldwork experience.
Document that all fieldwork experiences include an objective with a focus on the occupational therapy practitioner鈥檚 role in addressing the psychosocial aspects of the client鈥檚 engagement in occupation.
C.1.4. Sufficient Fieldwork Written Agreements
C.1.4. Ensure that fieldwork written agreements are sufficient in number and provide varied practice experiences to allow completion of graduation requirements in a timely manner, in accordance with the policy adopted by the program as required by Standard A.3.3.
C.1.5. Level I and II Fieldwork Selection Process and Written Agreements
C.1.5. Responsibilities of the sponsoring institution(s) and each fieldwork site must be clearly documented in the written agreement (electronic agreements and signatures are acceptable).
Document the process and criteria for:
- x Selecting fieldwork sites.
- x Ensuring valid written agreements are signed by both parties and in effect prior to the onset and through the duration of Level I (e.g., field trip, observation, service-learning activities) and Level II fieldwork experience for all entities outside of the academic program.
C.1.6. Fieldwork in Mental Health, Behavioral Health, or Psychosocial Factors
C.1.6. Ensure at least one fieldwork experience (either Level I or Level II) has a primary focus on the role of occupational therapy practitioners addressing mental health, behavioral health, or psychosocial aspects of client performance to support their engagement in occupations.
C.1.7. Ratio of Fieldwork Educators to Students
C.1.7. Ensure that the ratio of fieldwork educators to students enables proper supervision and provides protection of consumers, opportunities for appropriate role modeling of occupational therapy practice, and the ability to conduct frequent assessment of student progress in achieving stated fieldwork objectives.
C.1.8. Evaluating the Effectiveness of Supervision
C.1.8. Document a mechanism for evaluating the effectiveness of supervision (Level I and Level II fieldwork).
Demonstrate support for enhancing supervision (e.g., materials on supervisory skills, continuing education opportunities, student well-being, cultural humility, and articles on theory and practice).

C.1.9. Communication of Student Progress
C.1.9. Document a process for communication with the student and fieldwork educator throughout the fieldwork experience. Ensure all aspects of the student鈥檚 progress and performance are addressed and the fieldwork educator is aware of resources that support student well-being.
C.1.10. Qualified Level I Fieldwork Educators
C.1.10. Ensure that fieldwork educators who supervise Level I fieldwork are informed of the curriculum and fieldwork program design and affirm their ability to support the fieldwork experience. This must occur prior to the onset of the Level I fieldwork. Examples include, but are not limited to, currently licensed or otherwise regulated occupational therapists and occupational therapy assistants, psychologists, physician assistants, teachers, social workers, physicians, speech-language pathologists, nurses, and physical therapists.
C.1.11. Level I Fieldwork
C.1.11. Demonstrate that Level I fieldwork is provided to students and is not substituted for any part of the Level II fieldwork. Document mechanisms for formal evaluation of student performance.
Level I fieldwork may be met through one or more of the following instructional methods:
- Virtual environments
- Simulated environments
- Standardized patients
- Faculty practice
- Faculty-led site visits
- Supervision by a fieldwork educator in a practice environment
  Document that all students have similar Level I fieldwork experiences (e.g., learning activities, objectives, assignments, and outcome measures).
C.1.12. Length of Level II Fieldwork
C.1.12. Document a required minimum of 24 weeks鈥� full-time Level II fieldwork. Documentation must specify if part-time completion is available as agreed upon by the site and the program. The length of the part-time program must be equivalent in length to a minimum of 24 weeks full-time.
Ensure that the student can complete Level II fieldwork in a minimum of one setting it is reflective of more than one practice area, or in a maximum of four different settings.
C.1.13. Qualified Level II Fieldwork Educators
C.1.13. Document and verify prior to the start of the Level II fieldwork that the student is supervised by an occupational therapy practitioner who is:
- Adequately prepared to serve as a fieldwork educator.
- Currently a licensed or otherwise regulated occupational therapist.
- Has a minimum of 1 year full-time (or its equivalent) of practice experience as a licensed or otherwise regulated occupational therapist prior to the onset of the Level II fieldwork.
  The fieldwork educator may be engaged by the fieldwork site or by the educational program.
  Document and verify that students completing Level II fieldwork outside of the United States are supervised by an occupational therapist (regardless of title) who graduated from a program accredited by ACOTE, approved by WFOT, or otherwise regulated in the country in which the students are completing fieldwork. The fieldwork educator must have at least 1 year of experience in practice prior to the onset of Level II fieldwork.
C.1.14. Level II Fieldwork Supervision
C.1.14. Ensure that Level II fieldwork supervision is direct and then decreases to less direct supervision as appropriate for the setting, the severity of the client鈥檚 condition, and the ability of the student to support progression toward entry-level competence.
C.1.15. Evaluation of Student Performance on Level II Fieldwork
C.1.15. Document a mechanism for requiring formal evaluation of student performance on Level II fieldwork.
C.1.16. Fieldwork Supervision Where No OT Services Exist
C.1.16. Document and verify that supervision provided in a setting where no occupational therapy services exist includes a documented plan for provision of occupational therapy services and supervision by a currently licensed or otherwise regulated occupational therapist with at least 3 years鈥� full-time or its equivalent of professional experience prior to the Level II fieldwork.
Supervision must include a minimum of 8 hours of direct supervision each week of the fieldwork experience. An occupational therapy supervisor must be available, via a variety of contact measures, to the student during all working hours. An onsite supervisor designee of another profession must be assigned while the occupational therapy supervisor is off site.

Level II Fieldwork Objectives

The objectives for the Level II Fieldwork for the 麻豆相关报道 Occupational Therapy students are listed below. The student will:

Develop entry-level competencies for the Level II fieldwork by the end of the experience (entry level competence is defined as achieving the minimal passing score or above on the AOTA Level II Fieldwork Performance Evaluation);
Assume full client caseload, as defined by fieldwork site, by end of experience;
Demonstrate appropriate professional behaviors (dress, confidentiality, promptness, choice of language, ethics, professional judgment, handling, etc.);
Demonstrate ability to establish and maintain an effective relationship with client, patient, staff and significant others;
Demonstrate the ability to evaluate the client鈥檚 occupational performance using standardized and non-standardized assessment tools;
Demonstrate the ability to collect pertinent and accurate data from skilled observation, interviews, assessment instruments, consult with other professionals and interpret the evaluation data in relation to accepted terminology of the profession and relevant theoretical framework
Develop occupationally based intervention plans and strategies, including goals and methods to achieve them, that are culturally relevant, reflective of current occupational therapy practice, and are based on the stated needs of the client as well as data gathered during the evaluation process.
Demonstrate the ability to appreciate the role of occupation and utilize professional literature to implement a new/existing education/intervention plan designed to promote health, prevent disease, and meet the needs of the individual;
Integrate appropriate medical and safety precautions into the occupational therapy process
Integrate activities into intervention plans that reflect occupational therapy theory, concepts and principles;
Provide evidence-based effective therapeutic intervention related to client鈥檚 occupational profile, client factors and body functions, performance and behavior patterns, contexts and demands that affect client鈥檚 performance;
Integrate knowledge of social-cultural, socioeconomic, diversity factors and lifestyle choices in the occupational therapy process; demonstrate the understanding of psychosocial factors that influence the engagement in occupation;
Demonstrate effective and professional written, oral, and non-verbal communication skills to ensure accountability of service provision and to meet standards for reimbursement of services, and effectively communicate the need and rationale for occupational therapy services with the client, family other health providers, and the public in a professionally acceptable manner;
Employ logical thinking, critical analysis, creativity and problem-solving approaches to program planning and implementation;
Monitor and reassess, in collaboration with the client, the effect of occupational therapy intervention and the need for continued and/or modified intervention;
Plan for discharge, in collaboration with the client, by reviewing the needs of client/family/significant others, resources, and discharge environment;
Develop skills in supervising and collaborating with occupational therapy assistants/aides on therapeutic interventions;
Follow policies and procedures of the fieldwork site;
Adhere to the AOTA Code of Ethics, Core Values and Attitudes of Occupational Therapy, AOTA Standards of Practice, and federal and state regulations as a guide for professional interactions and in client treatment and employment settings.
Identify the effects of mental illness and psychosocial/behavioral needs on occupational performance.

The objectives for the Level II Fieldwork for the 麻豆相关报道 Occupational Therapy Fieldwork Educator are listed below. The Fieldwork Educator will:

Provide proper supervision including

Ensure ratio of fieldwork educators to students
Provide protection of consumers
Provide appropriate role modeling of occupational therapy, practice, and the ability to progress in achieving stated fieldwork objectives.

Ensure that Level II fieldwork supervision is direct and then decreases to less direct supervision as appropriate.
Ensure students are supervised by currently licensed occupational therapist who has a minimum of 1 year of experience.
Ensure that the student鈥檚 supervisor is adequately prepared to be a fieldwork educator.
Complete the required formal evaluation of student performance on Level II Fieldwork at the end of the 12 rotation. The AOTE Fieldwork Performance Evaluation is the required form.