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Supervision 1
The Role of Fieldwork Educator
Supervision can be described as a mutual undertaking between supervisor and supervisee. It is an evolving process, intended to promote growth and development while evaluating performance and maintaining standards of the profession. AOTA uses the term “Fieldwork Educator” to help to clarify the roles and responsibilities of those therapists who are committed to “training up” the next generation of OT practitioners. Supervising fieldwork students is a dynamic process of managing learning experiences in relation to the fieldwork objectives and expectations outlined in the Field Work Performance Evaluation (FWPE). The fieldwork experience should be structured to maintain quality care for clients (always a priority), while simultaneously facilitating learning for the OTA student. Working toward mastery of entry-level skills required for competence is a collaborative process between the Fieldwork Educator and the student.
Fieldwork Educators’ roles, responsibilities, and styles vary. However, responsibilities consistent to all supervisors include:
- Orienting student to the place, people, routines/schedules, policies, protocols
- Establishing expectations, perhaps in conjunction with the intern.
- Providing learning opportunities tailored to the needs of the intern.
- Providing ongoing feedback, monitoring, and evaluation of performance.
In engaging in the supervisory process, both the Fieldwork Educator and the student are responsible for seeking a balance in this relationship. Throughout this relationship the Fieldwork Educator’s roles may include:
- Resource person
- Role model
- Adviser
- Coach
- Mentor
- Teacher
- Facilitator
- Sounding board
Although Fieldwork Educators can serve as a major source of support for while learning, it is unrealistic for students to expect them to tell the answers or to direct all of their activities. In addition, it is important to acknowledge that the most valued characteristics in a supervisor are different than those of a friend. If there is confusion regarding these roles on either the part of the student or the Fieldwork Educator, it can disrupt the balance in the relationship. A more social relationship, although easing the stress of a new situation, may lead to dependency versus autonomy issues. This will most likely interfere with giving and receiving feedback when the Fieldwork Educator assumes her or his role as evaluator of the student's performance.
Download the AOTA document describing the recommended competencies for Fieldwork Educators:
- Role Competencies for a Fieldwork Educator (download)
Fieldwork Manual- A Tool for Supervision
Students must acclimate to a new environment, people, tasks, routines, schedules, and expectations at the start of a fieldwork experience. It is most helpful to present students with a fieldwork manual on the very first day to guide them through the initial unfamiliarity and discomfort often associated with the beginning of fieldwork. Many common questions can be easily addressed through a printed manual, thereby alleviating initial disorientation a student may experience during the first week. Simply knowing what to expect around the corner, or at the start of the next week can eliminate much anxiety and apprehension, thereby enabling a more pleasant occasion for both intern and fieldwork educator. READ MORE...
Before Your Student Begins
- Review your site-specific learning objectives. Each site must have clearly written learning objectives addressing the performance, knowledge, and judgment expected of OTA Level II students. You should understand those objectives and be prepared to discuss them with your student as part of your orientation. Use the Site-Specific Objectives Worksheet to formulate your objectives OR use the SUNY Erie Level II FW Student Learning Objectives Collaboration Form.
- Prepare and understand your OTA Level II schedule for the 8-week fieldwork rotation. As part the student’s orientation, you should be prepared to discuss week-by-week outline of expectations and assignments.
- Develop or revise student project assignments. Projects (assignments that go beyond the responsibilities associated with direct intervention, evaluation, and documentation) help students gain understanding of real issues and challenges of the setting. Assignment suggestions including having the student prepare and present an in-service, conduct a case study report, complete a clinic improvement project, or develop a piece of therapy equipment. Keep your assignments relevant by updating them to address the real needs and objectives of your site. Be prepared to provide your students with clear directions, time lines, and expected outcome criteria.
- Understand your roles and responsibilities as a Fieldwork Educator. This website contains a number of valuable resources to help you to be successful in your role of Fieldwork Educator. In addition, there is a self-paced web-based course called the Preceptor Education Program (a preceptor is a fieldwork educator). This optional course will be a great refresher course for the experienced fieldwork educator as well as great orientation for the newcomer. Access the course here.
- Ask questions. We are available of you have any questions. Call Debra Battistella, Academic Fieldwork Coordinator at 851-1312 or email [email protected].
What Next? Prior to the fieldwork start date, your student will send you a letter and copy of his/her Personal Data Form. After you have received the letter and form, you should then contact the student to discuss any requirements that might need to be completed prior to the Level II start date (i.e. attend an orientation, complete a volunteer application, participate in an interview, etc.), and go over other essential information (i.e. work hours, dress code, etc.). We will be in touch with you as the start date approaches. In the mean time, do not hesitate to contact us if you have questions.