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:
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.
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.
All information found within this site is property of the Auerbach School of Occupational Therapy Occupational Therapy Doctoral Program at Spalding University in Louisville, KY and 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 [email protected].