The content of the Fieldwork Handbook is organized in a chronological order as one would normally go through the fieldwork process.  The list of policies at the end is for easy reference.  The policies are also embedded in the rest of the content.

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These guidelines are intended to ensure that each fieldwork experience provides excellent learning opportunities and resources and an optimum environment for learning.  Students acquire abilities and professional behaviors as well as new knowledge while engaged in fieldwork education. Students, fieldwork educators, onsite fieldwork coordinators, university professors and university fieldwork coordinators are expected to collaborate in linking fieldwork experiences to what students have learned in class. Therefore, it is important to share a common vision for fieldwork education.

 The fieldwork experience should…

ü      Be a collaborative learning experience among students, clients, fieldwork educators, onsite fieldwork coordinators and university programs;

ü      Be mutually beneficial to students and fieldwork educators;

ü      Be accepted as an essential part of professional growth for both students and fieldwork educators;

ü      Occur in a positive learning environment;

ü      Consider the teaching methods and learning styles of both students and fieldwork educators;

ü      Consider students’ learning objectives in relation to their professional development within the context of the fieldwork environment;

ü      Support students to account for their learning;

ü      Enable students to link theory with practice;

ü      Enable students to take an active role within the site;

ü      Promote satisfaction for both students and fieldwork educators regarding the fieldwork experience;

ü      Support fieldwork educators preferences for student level, timing and supervision model to facilitate an educational fit;

ü      Occur anywhere the roles and functions of an occupational therapist can be developed and integrated.

[1] University Fieldwork Coordinators Committee, Summer 2003.  Canadian guidelines for fieldwork education in UFCC- ACOTUP Canadian Guidelines for Fieldwork Education in Occupational Therapy – Summer 2003

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1.2 Fieldwork Requirements

Fieldwork is an academic requirement.  Each fieldwork course has outlined goals and learning objectives.  Each student defines individual learning objectives as part of the evaluation process for each placement.  Individual learning objectives should reflect personal growth, and should be integrated with facility objectives and the achievement of course objectives (see course outlines).

CAOT requires students to complete a minimum of 1000 hours of fieldwork and at U of A you will complete a total of 28 weeks = 1050 hours (based on a 37.5 hour/week).  For further information re: how CAOT is involved with clinical education please refer to their website http://www.caot.ca. 

The University of Alberta requires students to complete fieldwork in the areas of:

·         Physical Medicine            (minimum 150 hours = 4 weeks)

·         Mental Health/Psychiatry  (minimum 150 hours = 4 weeks)

·         Community or Rural       (minimum 150 hours = 4 weeks)

Rural and urban placements are encouraged as well as exposure across the lifespan and to a diversity of client issues (see 2.3.4). Community and medical facilities are seen as equally important in clinical education. 

Please note that the first placement hours accrued in OCCTH 524 will be contributed towards the total 1000, but not towards the physical medicine, mental health/psychiatry or community/rural requirements

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1.3 Roles and Responsibilities

Fieldwork educators are expected to…

ü      Become familiar with the university fieldwork education program (learning objectives, educational tools, fieldwork evaluation tool, expected performance of student depending on placement level) and with the supervision process;

ü      Offer a welcoming environment, a comprehensive orientation and provide space for student use, as available within the site’s resources;

ü      Act as role models for students;

ü      Offer a positive and comprehensive learning environment to enable student development within the core competencies required for occupational therapy practice;

ü      Clearly inform students of what is expected of them, appropriately grade responsibilities and expectations and be available to students to offer appropriate supervision;

ü      Offer regular and timely feedback based on student performance, including recommendations for improvement;

ü      Assist students to develop a good understanding of their “professional growth” and of the remaining learning objectives by allowing and promoting time for guided reflection;

ü      Meet with students to discuss and evaluate their performance at the mid-term and end of the fieldwork education experience;

ü      Communicate with the university fieldwork coordinator before or during the mid-term evaluation if the student encounters significant challenges;

ü      Provide to university fieldwork coordinators and students a current “Fieldwork Site Profile (FS-PRO): Learning Opportunities and Resources”.

Students are expected to…

ü      Take responsibility for their learning experience and the direction of that experience in partnership with fieldwork educators, onsite fieldwork coordinators, university professors and fieldwork coordinators;

ü      Set personal and professional goals before the beginning of the fieldwork experience. Review and adjust them throughout the placement;

ü      Do preparatory readings before and during the fieldwork experience;

ü      Uphold the Codes of Ethics at all times (CAOT, professional regulatory body, fieldwork site, university program);

ü      Comply with site and university policies and procedures;

ü      Increase their understanding of and promote the roles and functions of occupational therapists;

ü      Increase their understanding of and respect the roles and functions of other team members;

ü      Learn how occupational therapists contribute to the service delivery team;

ü      Increase their understanding of the systems in which occupational therapists practice;

ü      Develop competencies for the application of the occupational therapy process;

ü      Develop increased confidence and competence in their practice of occupational therapy;

ü      Develop an interest in one or several areas of occupational therapy to guide them in designing their learning plans and career path;

ü      Communicate with the university fieldwork coordinator before or at mid-term if they encounter fieldwork challenges;

ü      Provide feedback to supervisor based on their fieldwork learning experience.

[1] University Fieldwork Coordinators Committee, Summer 2003.  Canadian guidelines for fieldwork education in Occupational Therapy.