Review each section below for the roles, responsibilities, and qualifications of fieldwork educators, coordinators, and students.
Prior to beginning Level II fieldwork, there are some prerequisites that each party must meet in order for the student to begin their study. Requirements are based on a contract negotiated between the student and the preceptor and approved by the course coordinator.
Prior to starting Level II fieldwork student must meet the following prerequisites:
- Successfully complete and pass all of the required academic courses.
- Attend all scheduled Fieldwork Seminars and meetings.
- Complete all paperwork requirements, and comply with any additional tests or requirements of individual fieldwork sites by the due date(s). These include all health testing, immunizations, CPR, etc. Refer to the individual fieldwork file folders for details.
- Attend mandatory OSHA & HIPAA in-services/requirements scheduled by AFWC.
- Retrieve nametag following the requirements of the individual fieldwork site. Additional nametag may be required if fieldwork centers have different requirements.
- Register properly in the appropriate semester, using correct credit hours for OT 640 (4) and OT 641 (4).
- Write to fieldwork educator at least one to two months prior to arrival, confirming the fieldwork experience and dates. The student should also request additional information regarding arrival time, location, arrangements for meals/room (of provided), directions to the center, and other requirements (CPR, Child Abuse Clearance, Criminal Record Check, additional health tests, additional health/malpractice insurance, etc.) the student must complete prior to starting date.
- Purchase uniform if required by the center. Attach D'Youville/OT insignia on the uniform; to be placed on the left sleeve at shoulder level.
- Communicate updated information regarding health insurance and health status to the AFWC and D'Youville OT secretary.
DRESS AND APPEARANCE REQUIREMENTS
- Neat, clean, off the face such that both eyes are seen.
- Hair should be a color that is within the range of natural hair colors.
- If hair is very long, keep it tied back in instances that would cause it to flop into a patient’s face (i.e. performing ROM on a client who is supine; close handling techniques with adults/children).
- Facial hair should be neat and trim
- Pierced ears are acceptable; the size and amount of piercing should remain conservative. Large, dangling earrings are not safe.
- Pierced lips, eyebrows, tongue, nose, or other outer body parts are not acceptable; therefore removal of these accessories is necessary. In special circumstances, you may have to request permission to allow such to remain in place.
- Jewelry: necklaces, bracelets, & rings should remain minimal in size and number, if worn; frequent hand washing needs to be considered and interference and/or possible breakage of necklaces or bracelets may require that they not be worn. In addition, patients may be scratched by large or sharp rings, bracelets or watches and this should be taken into account.
- Do not wear any accessory that is distracting or can be interpreted as vulgar or controversial.
- Tattoos should not be visible in areas of the body that should be covered as per this dress code.
- Long fingernails (real or fake) are NOT allowed; they do not allow for optimal hygiene/infection control. Some sites may not allow acrylic nails (even if clipped short). Dark nail polish may be distracting/disallowed. Clear/light nail polish is allowed.
- Hats are NOT allowed to be worn during the working hours at the site.
- Need to cover the shoulders, and the upper torso from about 2 inches below the neck to BELOW the waistline. In NO instances, should anyone be able to see your umbilicus, belly, hips or back. Be sure that shirts/blouses allow ample room for coverage of flesh in instances of bending, reaching, handling. Be sure that shirt/blouse remains close to the body when bending over so that chest remains covered.
- Be sure too that tops are not tight or see-through (distracting) or revealing (no cleavage and/or underclothing is to be seen).
- Logos/prints should not be of a violent, vulgar or controversial nature
- Hip-hugger styles will only be allowed if hips, belly, back and underclothing are not visible/revealed when stretching/bending/lifting. This style of pants requires a longer top so as to cover flesh on the torso.
- In summer months, some facilities/sites allow Capri-style pants or shorts—but do not assume such.
- Be sure that pants are not tight and that they allow for bending, lifting, or reaching.
- Unless otherwise advised by the site supervisor, jeans are NOT allowed.
- Flat, rubber soled shoes are recommended.
- High heels are not allowed.
- Some facilities allow clean, neat sneakers (with laces tied) to be worn instead of shoes.
- Open-toe sandals/shoes or backless shoes are not allowed.
- Socks are necessary.
- Boots may have to be worn in snowy weather but may not be allowed at the work site; no high heeled-boots are allowed.
- Lab coats may be required at some sites.
- Scrubs may be available at the larger-teaching facilities; be sure to ask about the procedures for use of such.
- Nametags have been provided to you by the OT department; please wear them unless your site supervisor advises you NOT to.
- The D’Youville College OT patch is available if you are required to wear a lab coat. Please see the OT Academic Fieldwork Coordinator for this.
- Be sure to practice thorough, frequent hand washing techniques for optimal infection control. Use gloves/appropriate personal protective equipment (PPE) when indicated.
- Daily washing of clothes and body are recommended.
- Use of deodorant/anti-perspirant is recommended; however, be sure that excessive use of perfume is not offensive to clients/staff. Some clients are very sensitive to scents. It is recommended that you use unscented toiletries whenever possible.
To be eligible to serve as a primary fieldwork educator (supervisor), an individual must:
- Be a credentialed OT practitioner licensed or exempted to practice in New York State Authorized by New York state to practice as an OT or OTA
- Have over 1-year full-time equivalent OT practice
- Maintain current certification/registration as a COTA or OTR with the National Board for Certification in Occupational Therapy (NBCOT)
- Understand and agree to abide by the D'Youville Fieldwork mission, values, policies, procedures, and forms
- Demonstrate role competencies as described in the AOTA document Role Competencies for a Fieldwork Educator.
Fieldwork coordinators should meet the conditions described in the AOTA document Role Competencies for an Academic Fieldwork Coordinator.
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.
Supervision of student interns 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 OT intern. Working toward mastery of entry-level skills required for competence is a collaborative process between the fieldwork educator and the intern.
Fieldwork educators’ roles, responsibilities, and styles vary. However, responsibilities consistent to all supervisors include:
- Orienting the student to the place, people, routines/schedules, policies, and 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 intern are responsible for seeking a balance in this relationship. Throughout this relationship the fieldwork educator’s roles may include:
- Resource person
- Role model
- Sounding board
Although fieldwork educators can serve as a major source of support for while learning, it is unrealistic for interns 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 of a supervisor are different than those of a friend. If there is confusion regarding these roles on either the part of the intern 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 the giving and receiving of feedback when the fieldwork educator assumes his or her role as evaluator of the intern’s performance.