1000 Fieldwork Hours: Analysis of Multi-Site Evidence

Background. Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard. Purpose. To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 ho...

Full description

Saved in:
Bibliographic Details
Published in:Canadian journal of occupational therapy (1939) 2010-06, Vol.77 (3), p.135-143
Main Authors: Holmes, Jeffrey D., Bossers, Ann M., Polatajko, Helene J., Drynan, Donna P., Gallagher, MaryBeth, O'Sullivan, Clare M., Slade, Anita L., Stier, Jill J., Storr, Caroline A., Denney, Julie L.
Format: Article
Language:English
Subjects:
Academic Achievement
Clinical Competence
Competence
Competency-Based Education
Field study
Humans
Independent study
Individual Characteristics
Learning
Occupational therapy
Occupational Therapy - education
Professional practice
Rating Scales
Resistance (Psychology)
Standard deviation
Student Development
Therapists
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Background. Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard. Purpose. To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork. Methods. Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale. Findings. Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short. Implications. The identification of a plan for addressing the lower ratings in these three competencies should be considered.
ISSN:0008-4174
1911-9828
DOI:10.2182/cjot.2010.77.3.2