Introduction to Level I Fieldwork

Level I Fieldwork provides unique learning opportunities not available for the student to experience while in the academic setting. When designing learning experiences for your assigned student, please keep in mind that students benefit from directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended to be independent performance. Students are to be supervised by qualified personnel, who may or may not be occupational therapists.

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 theirclients. Consistent with the OT Practice Framework and the UND Occupational Therapycurriculum design, students learn to complete assessments which capture the client’s perception of their occupational participation, and benefit from using assessment information to plan interventions that will either challenge the client’s abilities or facilitate participation through adaptation of the environment. Students benefit from both observing and participating in assessments of the client’s occupational abilities and to document their results so as to compare their perceptions of the client’s level of ability and intervention possibilities with those of a seasoned professional.

Students learn about intervention most effectively by participating (rather than only observing) in the intervention process whenever possible. Some interventions will target preparatory skills, while others will provide clients with opportunities to practice and refine skills in an area of occupation, such as ADL training or leisure skills. It is often beneficial to students to see some clients consistently over the course of the week so that they can appreciate the process of grading activities with patient improvement. Students also benefit from opportunities to reflect on their experiences, perhaps considering types of clients who might benefit from a particular intervention, as well as contraindications for use.

Learning Activities Appropriate for a Children and Adolescent Level I Fieldwork Setting

  1. Review AOTA Code of Ethics and discuss expectations for professional behavior in fieldwork setting with fieldwork educator.
  1. Discuss with fieldwork educator the types of assessment tools available at the facility. Observe and then co-facilitate an interview, observation-based assessment session, or evaluation session; and then comparing findings with the fieldwork educator following the assessment session; document assessment results when feasible.
  1. Complete a contact or visit note and/or have the opportunity to review different types of documentation used at the facility.
  1. Observe and participate in leading group activities, if available. Students would benefit from planning and co-leading a group session directed toward skill development and then meeting with the fieldwork educator to reflect on the therapy session.
  1. Observe and participate in an intervention session that is appropriate for the setting. It is also beneficial for students to plan carry-out a treatment session under the supervision of a therapist.
  1. Observe and participate in specialized interventions available for particular populations within your setting (NDT, sensory processing interventions, feeding, ADLs & IADLs, sensory room activities, coping skills groups, etc.).
  1. Observe and then practice safety procedures related to transfers and mobility; allow students to observe and then practice principles with staff and, once competency is established, with clients.
  1. Identify aspects of diversity that are present at the fieldwork setting and communicate implications of diversity on evaluation and treatment of clients served.
  1. Practice explaining the purpose of OT to fieldwork educator, team members, families, and/or clients.
  1. Observe groups or intervention sessions led by other disciplines, if available, to learn to appreciate the impact of various discipline and theoretical approaches to therapeutic intervention.
  1. Observe or participate in a team IEP, or IFSP meeting, if available, to learn to appreciate how disciplines work together to coordinate provision of comprehensive interventions.
  1. Observe a family conference, consultation or discharge meeting to learn more about family-centered care.

The University of North Dakota is an equal opportunity / affirmative action institution.

November 2016