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ASOT OTD Handbook: Fieldwork Educator Resources and Information​​

Student Supervision Needs and Progression

Student Supervision Needs and Progression

During any level of fieldwork education, students will receive supervision of varying amounts and methods that promote student growth but also ensure the safety and well-being of the client. Per ACOTE Standard C.1.4., the program must "ensure that supervision provides protection of consumers and opportunities for appropriate role modeling of occupational therapy practice. Initially, supervision should be direct and then decrease to less direct supervision as appropriate for the setting, the severity of the client's condition, and the abiltiy of the student."

The tips below offer general rules of thumb when supervising OT students on fieldwork:

Considerations for Level of Fieldwork:

The general expectations and outcomes of Level I Fieldwork versus Level II Fieldwork are very different.  Level I Fieldwork provides opportunities and experiences for students to begin development in professional level practice. Level II Fieldwork expects that students will progress from novice student practitioner to entry-level competence by the end of the 12 week period. 

Understanding these differences, students engaging in Level I Fieldwork will typically require direct supervision from the Fieldwork Educator most of the time, but possibly progress toward less direct supervision as opportunities present themselves (as appropriate for the setting and within the student's established competence for the skill being performed).  Level II student supervision is expected to begin direct in nature, but to then decrease to less direct. This progression of decreasing supervision usually aligns itself with the fieldwork agency's student objectives which support the student's achievement of entry-level competence by the end of the Level II Fieldwork experience. 

Considerations for the Individual Student:

Understanding that no two students learn the exact same way, there are general expectations that all students must meet, but there are also times when the student's unique qualities will need to be considered as it pertains to the progression from direct to less direct supervision, especially during Level II Fieldwork. When students appear to be struggling with essential skills necessary to demonstrate progression toward entry-level competency, the Fieldwork Educator is encouraged to consider the following recommendations:

  • Communicate concerns about progression using specific examples. Please click this link to view tips on giving feedback.
  • Assess student's status relative to the agency's objectives.
    • Are any adjustable or gradable to match the student's needs but will still promote progression toward entry-level competence?
  • Communicate with the ASOT Academic Fieldwork Director to discuss concerns and identify a plan to address the student's unique challenges and supervision needs.
    • Would a site visit assist with this process? 
    • Would a Learning Contract assist with clarifying the problem areas and creating goals to address these needs?

Regulatory Body Requirements for Student Supervision:

No matter how proficient and competent the student may be, all students and Fieldwork Educators must comply with supervision requirements as mandated by regulartory bodies and payers of services. Beyond the ACOTE standard mentioned above, fieldwork educators must comply with their state licensure laws pertaining to student supervision. The informaiton below is taken directly from the Kentucky Board of Occupational Therapy Licensure (KBLOT) referencing 201 KAR 28:130.

Section 5. Occupational Therapy Students.
(1) A person practicing occupational therapy and performing occupational therapy services under KRS 319A.090(1)(c) shall be enrolled in an ACOTE accredited occupational therapy or occupational therapy assistant educational program or its equivalent.
(2) When an occupational therapy student is participating in supervised fieldwork education experiences, the student may, at the discretion of the supervising OT/L or OTA/L, be assigned duties or functions commensurate with his or her education and training.  
(3) A supervisor shall be responsible for ensuring the safe and effective delivery of OT services and for fostering the professional competence and development of the students under his or her supervision.
 
 
For agencies who receive Medicaid funding, it is recommended to follow similar supervision practices per the Medicare Part B regulations. 

 

 All information found on the OTD Program Fieldwork website is property of the Auerbach School of Occupational Therapy at Spalding University in Louisville, KY. Information contained in ASOT fieldwork LibGuide may be borrowed or edited with credit given to this program. Please report any malfunctions related to the information or links found on this page to the Academic Fieldwork Director, Juliet Steffe. Email: [email protected]; Phone: 502-873-4227.