Upon completion of this course, the student will meets the standards of performance in the following areas: Fundamentals of Practice, Foundations of Occupational Therapy, Professional Behaviors, Screening and Evaluation & Intervention.

Upon successful completion of the three-scheduled Level I fieldwork placements and completion of the OTDV508 –Introduction to Fieldwork course, the student will:

1. Demonstrate a synthesis of academically acquired knowledge into practical skills.
2. Demonstrate good reasoning and problem-solving skills related to the occupational therapy process.
3. Utilize appropriate application of basic occupational therapy knowledge, including sound clinical reasoning.
4. Demonstrate a commitment to self-directed learning.
5. Utilize appropriate and professional communication skills.

Each Level I fieldwork experience provides an opportunity for the student to develop additional individual fieldwork objectives in collaboration with the course faculty and the facility fieldwork educator. Space is provided on the Student Evaluation Form for up to four objectives. Typically, faculty will provide three specific objectives. The student is to establish a fourth personal unique objective in collaboration with the facility fieldwork educator.

1. Ensure that the fieldwork program reflects the sequence and scope of content in the curriculum design in collaboration with faculty so that fieldwork experiences in traditional, nontraditional, and emerging settings strengthen the ties between didactic and fieldwork education (ACOTE C.1.1).
2. Document that academic and fieldwork educators agree on established fieldwork objectives prior to the start of the fieldwork experience, and communicate with the student and fieldwork educator about progress and performance throughout the fieldwork experience. Ensure that fieldwork objectives for all experiences include a psychosocial objective. (ACOTE C.1.3).
3. Ensure that personnel 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 experience. 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. (ACOTE C.1.8).
4. Document that all Level I fieldwork is provided to students and is not substituted for any part of the Level II fieldwork. Ensure that Level I fieldwork enriches didactic coursework through directed observation and participation in selected aspects of the occupational therapy process, and includes mechanism for formal evaluation of student performance. The program must have clearly documented student learning objectives expected of the Level I fieldwork. The program must have clearly documented student learning objectives expected of the Level I fieldwork. Level I fieldwork may be met through one or more of the following instructional methods:
   1. Simulated environments
   2. Standardized patients
   3. Faculty practice
   4. Faculty-led site visits
   5. Supervision by a fieldwork educator in a practice environment. All Level I fieldwork must be comparable in rigor (ACOTE C.1.9)

The student must contact their facility fieldwork educator by phone to confirm the placement dates provided in the student letter of notification.  The student should also discuss and provide a copy of personal learning objectives for the experience (required personal objective in collaboration with facility fieldwork educator). Level I fieldwork evaluations are completed through the Exxat website. This ensures that forms are not lost or misplaced and that the Academic Fieldwork Coordinator has immediate access to completed evaluations for reporting and grading purposes.

The Student Evaluation of the Level I Fieldwork Site and the Student Evaluation of the Level I Fieldwork Educator forms must be completed by the student on Exxat. These evaluations should be completed and shared with your fieldwork educator prior to your departure. This is your opportunity to give the fieldwork educator and your fieldwork site constructive feedback regarding their program and your experience with them. We recommend that you be assertive but professional about your feelings and observations. The site staff will not know about areas needing improvement if you are unwilling to share your views openly with them. If you need assistance with how to present difficult feedback, please contact the Academic Fieldwork Coordinators.

The Level I Fieldwork Competency Evaluation for OT and OTA Students is the facility fieldwork educator’s evaluation of the student. This form should be completed by the facility fieldwork educator and shared with the student prior to the completion of the student’s fieldwork experience.

Time entry is logged by the student. This is completed on Exxat and will be reviewed and approved by the fieldwork supervisor. The fieldwork supervisor will receive a direct link to the e-mail address provided to the School of OT in order to approve the student’s time sheets.

The goal of Level II Fieldwork is to develop competent, entry-level, generalist occupational therapists. Upon completion of this course, the student will be able to perform accurate and thorough activity and task analyses, demonstrate competence in observation skills, demonstrate knowledge of commonly used occupational therapy evaluation and assessment tools, and perform several randomly selected evaluation tools commonly utilized in occupational therapy interactions. 

The student will:

1. Demonstrate academically acquired knowledge, linking theory and rationale for intervention with in-depth experience in delivering occupational therapy services.
2. Demonstrate entry-level competence with the implementation of the OT process: assessment/reassessment, intervention and education of, and/or consultation, and discharge planning with the individual, family and/or other involved persons.
3. Demonstrate entry-level competence developing, improving, or restoring the client’s impaired occupational performance with goal-directed task actions and roles.
4. Demonstrate entry-level competence establishing a client-centered performance context and therapeutic rapport.
5. Demonstrate entry-level competence identifying client strengths, problems, and potential problems of occupational performance.
6. Demonstrate entry-level competence implementing performance analyses.
7. Demonstrate entry-level competence planning and implementing adaptive occupation to compensate for ineffective actions.
8. Expand consultative partnerships for education and/or adaptation.
9. Provide adapted equipment and/or assistive technology.
10. Teach alternative and/or compensatory techniques.
11. Modify occupations and/or physical and/or social environments.
12. Demonstrate entry-level competence planning and implementing therapeutic occupation to restore or develop effective actions.
13. Provide direct or indirect intervention.
14. Grade, modify, and adapt occupations.
15. Provide education and opportunities for practice.
16. Use evidence-based practice research to guide interventions.
17. Demonstrate attitudes, values and professional behaviors congruent with OT professional standards, ethics and practices.
18. Compose professional documentation in records and reports for dissemination of information according to guidelines established by Medicare, Medicaid, third-party payers and/or the fieldwork environment.
19. Demonstrate management and administrative skills (i.e. supervision, budgeting, needs assessment, outcome measures of occupational therapy services).

ACOTE Fieldwork Supervision Guidelines ensure that personnel who supervise Level I fieldwork are informed of the curriculum and fieldwork program design and affirm their ability to support the fieldwork experience. Examples of individuals who can supervise Level I fieldwork 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.