Zobrazeno 1 - 10
of 27
pro vyhledávání: '"level ii fieldwork"'
Publikováno v:
Journal of Occupational Therapy Education, Vol 6, Iss 4 (2023)
Feedback is used in experiential learning to help occupational therapy (OT) and occupational therapy assistant (OTA) students develop the specific knowledge and skills needed to become entry-level practitioners. However, many students do not use the
Externí odkaz:
https://doaj.org/article/190e38369a9247639e80b00f260ec47d
Autor:
Tara Collins, Virginia E. Koenig, Stephanie J. Wong, Michelle Buccina, Rena B. Purohit, Shifra K. Leiser, Debra Cullinane
Publikováno v:
Journal of Occupational Therapy Education, Vol 6, Iss 3 (2023)
The purpose of this article is to explain how an occupational therapy (OT) program in a university setting developed a virtual Level II community-based fieldwork program in response to the COVID-19 global pandemic. This virtual fieldwork program, gui
Externí odkaz:
https://doaj.org/article/d4d99a2532214db8b695a80c5dc38b3b
Publikováno v:
Journal of Occupational Therapy Education, Vol 7, Iss 2 (2023)
Fieldwork education is a vital component of occupational therapy education. Academic fieldwork coordinators face a shortage of qualified occupational therapists who are prepared to be fieldwork educators. This pilot study aimed to evaluate the effect
Externí odkaz:
https://doaj.org/article/31c5dfda6a9248088b310f9ab86b2d2e
Publikováno v:
Journal of Occupational Therapy Education, Vol 6, Iss 1 (2022)
Fieldwork shortages have been noted in the literature for some time. With the ever-changing healthcare system and an increasing number of students in occupational therapy programs, the scarcity of fieldwork placements is dire. Rooted in adult learnin
Externí odkaz:
https://doaj.org/article/af0ac8cc46f94b1db52ae357cd9308ea
Publikováno v:
Journal of Occupational Therapy Education, Vol 6, Iss 1 (2022)
Occupational therapy fieldwork education has historically followed the traditional apprenticeship model, which pairs one student with one fieldwork educator for supervision and guidance through the transformational process from student to entry-level
Externí odkaz:
https://doaj.org/article/263f28f4612740d9bf8a953689f09a4b
Autor:
Marie-Christine Potvin, Jeanne M. Coviello, Eden Rothacker, Caitlin Taylor, Taryn Pettigrew, Mary Beth Thomas, LaRonda Lockhart-Keene
Publikováno v:
Journal of Occupational Therapy Education, Vol 5, Iss 3 (2021)
Occupational therapy academic programs are tasked with preparing occupational therapy assistant (OTA) students to develop and use clinical and professional reasoning in practice. A component of this academic education, Level II fieldwork (FW), develo
Externí odkaz:
https://doaj.org/article/401fd35a2d3444c596105e2a2ca7fbea
Publikováno v:
Open Journal of Occupational Therapy, Vol 7, Iss 2 (2019)
A mandatory component of the training of occupational therapy assistant (OTA) students is the development of their clinical reasoning skills. As the demand for OTAs continues to increase in response to the growing need for occupational therapy servic
Externí odkaz:
https://doaj.org/article/39d8c13cd3a84b4fbcf1bb72decc7d0d
Autor:
Kelly A. Lavin
Publikováno v:
Open Journal of Occupational Therapy, Vol 6, Iss 4 (2018)
Level II fieldwork students should have an opportunity to engage in the process of evidence-based practice (EBP) firsthand; however, ensuring that EBP is visible to students is often a challenge for fieldwork educators. This study investigated if the
Externí odkaz:
https://doaj.org/article/48b5a897ebd242a0b289da0ae9aaf68f
Publikováno v:
Open Journal of Occupational Therapy, Vol 4, Iss 4 (2016)
This study examined occupational therapy (OT) practitioners’ and OT students’ perceptions of the importance of 12 specific OT-related entry-level competency skills and the number of weeks required to consistently demonstrate skills for entry-leve
Externí odkaz:
https://doaj.org/article/51bbe80c564245c5963310709ec0d409
Autor:
Marcie K. Campbell, Katelyn Corpus, Tracy M. Wussow, Teresa Plummer, Debra Gibbs, Shelley Hix
Publikováno v:
Open Journal of Occupational Therapy, Vol 3, Iss 4 (2015)
A review of the literature revealed a lack of consistent expectations for professional behaviors required of level II fieldwork students. This study sought to obtain a consensus of perspectives of level II fieldwork educators by asking, “What are t
Externí odkaz:
https://doaj.org/article/6f4af12b3c54439ea39640cc063bc7b1