The purpose of this research was to describe the Level II fieldwork experience from the perspective of occupational therapy students. The action research using a phenomenology approach involved 12 occupational therapy level II fieldwork students, who described their fieldwork experience via an online discussion group. Coding and analysis of participant responses used a cognitive apprenticeship conceptual framework. Results described student perceptions of 1) the importance of the fieldwork educator-student relationship, 2) the fieldwork educator's ability to adjust learning situations and provide prompt and direct feedback to the occupational therapy student, and 3) appropriate learning situations prompted the student's role change to clinician and the establishment of his/her professional identity the need for fieldwork educators to be leaders. Conclusions included the importance of clinicians as transformative leaders and mentors who promote student learning and development into a clinical practitioner. Implications of the findings included improving professional development for fieldwork educators and providing mentoring experiences for students within the didactic portion of the educational program.
|Commitee:||Hill, Valerie, Wirtz, Paul|
|School:||Northern Kentucky University|
|School Location:||United States -- Kentucky|
|Source:||DAI-B 76/06(E), Dissertation Abstracts International|
|Subjects:||Occupational Therapy, Health education|
|Keywords:||Cognitive apprenticeship theory, Fieldwork, Phenomenology, Student perspective|
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