Fieldwork Experience Evaluation
Level I Fieldwork Experience
All fieldwork is graded on a pass/fail system. Students are evaluated by the fieldwork educator at their fieldwork site and the AFWC/instructor based on the following criteria:
- Students are to complete all assignments as noted in the course syllabus/Canvas and submitted by the assigned due dates. More than three (3) late assignments may result in a failure of the fieldwork rotation.
- The fieldwork educator/course instructor evaluates student performance utilizing the Level I fieldwork evaluation form assigned by the Kent State University OTA Program. Students must receive a passing score in accordance with criteria and scoring on the Level I fieldwork performance evaluation.
- If a student does not complete any of the above components, a failing grade may be assigned.
Level II Fieldwork Experience
The student will receive a pass/fail grade at the end of each Level II fieldwork experience by the AFWC/course instructor using the following criteria:
- Students are to complete all assignments as noted in the course syllabus/Canvas and submitted by the assigned due dates. More than three (3) late assignments may result in a failure of the fieldwork rotation.
- Each student will be evaluated by the fieldwork educator using the fieldwork performance evaluation. Students must receive a passing score in accordance with directions, criteria, and scoring on the Level II fieldwork performance evaluation. A student may repeat a fieldwork experience one time. If the repeated experience is not passed, the student will be dismissed from the program.
- The fieldwork educator will evaluate the student’s performance on three (3) mandatory requirements as shown on the fieldwork performance evaluation. Students must receive a satisfactory score in these three specific criteria to pass the fieldwork.
- Students must pass the fieldwork performance evaluation and submit all required assignments to receive a passing grade.
- A student who has a previous failure to progress and then fails a Level II fieldwork experience will be dismissed from the program in accordance with the progression policy.
The fieldwork educator provides written documentation, evaluation, and feedback regarding student performance to the AFWC/course instructor by completing the fieldwork performance evaluation at mid-term and final. It should include assessment of current performance and written comments for each performance criteria, as well as summative comments and signatures. The score is based on expectations of an entry-level OTA, who has professional skills, knowledge, and behaviors. The fieldwork educator should send copies of supplemental documentation to the AFWC/course instructor including remediation plans, records, or incident reports. The AFWC/course instructor must receive the information on a timely basis due to graduation requirements.
The AFWC/course instructor will contact both the student and fieldwork educator to obtain verbal feedback related to the performance of the student and his/her progression toward meeting the learning objectives of the fieldwork experience. These conversations will occur during a scheduled site visit or phone call. The AFWC/course instructor will schedule a site visit/phone call with each student in OTA 10192, OTA 20392, OTA 20492, OTA 21092, and OTA 21192 around mid-terms. More site visits may be necessary if a student is having difficulties meeting the learning objectives.
The final pass/fail grade for each fieldwork experience will be determined by the AFWC/course instructor. Consideration will be given to the specific objectives for the fieldwork experience, completion of assignments, evaluations from the fieldwork educators, and the student during site visits and other communications.
Any student who is in jeopardy of not passing a fieldwork experience will be advised by the fieldwork educator and AFWC/course instructor of the situation at the earliest possible opportunity. A remediation plan will be established in consultation with the fieldwork educator and AFWC/course instructor to assist the student in meeting the expectations of the fieldwork experience. A remediation plan may include, but not limited to, independent study, tutoring, counseling, additional required fieldwork hours, or termination of the fieldwork experience. Unsuccessful completion of the remediation plan may result in failure/termination of the fieldwork rotation.
Students demonstrating substantial deficiencies in skills, knowledge or behaviors may be immediately removed from the facility. Students also have the right to discontinue their fieldwork experience at a facility. If a student is removed from a fieldwork experience, a process of counseling with the student, AFWC/course instructor, program director, and/or fieldwork educator will be initiated to address all issues related to the failure of the fieldwork experience. A remediation plan will be developed for improvement of any areas in which the student is having problems. This remediation plan may include, but not limited to written activities, completion of a lab practical and comprehensive examination. Upon successful completion of the terms of the remediation plan, the AFWC/course instructor will determine the student’s next fieldwork assignment.
Level I Fieldwork Objectives
The “Standards of an Accredited Educational Program for the Occupational Therapy Assistant” requires fieldwork sites and the Occupational Therapy Assistant program to meet the following standard:
C.1.3 Document that academic and fieldwork educators agree on fieldwork objectives prior to the start of the fieldwork experience. Document that all fieldwork experiences include an objective with a focus on the occupational therapy practitioner’s role in addressing the psychosocial aspects of the client’s engagement in occupation.
The objectives for the Level I Fieldwork experience for the Kent State University Occupational Therapy Assistant program are listed below.
By the end of the course:
- Students will observe and/or assist in an evaluation or interview, participate in formulating intervention goals, and suggest intervention activities.
- Students will observe and report patient/client performance orally and in writing.
- The student will assist in individual or group treatments and suggest adaptation and/or grading of specific activities.
- The student will work effectively with occupational therapy and/or facility personnel.
- The student will observe departmental rules and regulations and adhere to standard safety precautions for self and others.
- The student will practice ethical and professional behavior.
- The student will exhibit therapeutic use of self and appropriate interactions with patients/clients.
- The student will practice safety techniques and demonstrate awareness of potential hazards.
- The student will identify features and needs of traditional or community-based practice areas.
- The student will understand the role that occupational therapy can have with various populations and settings with meeting psychosocial needs.
Level I Fieldwork Performance Evaluation
Instructions: Please indicate whether the student’s performance was (1) Satisfactory (S) or Unsatisfactory (U) and (2) provide feedback in the space provided. Students with more than one ‘U’ at Final will not be eligible to pass the course. Please review the results with the student.
Facility Name: Student Name:
| The student | S/U | Strengths/Areas for Improvement |
|---|---|---|
| 1. Demonstrates effective professional and ethical interactions with others, including staff, clients, and/or caregivers | ||
| 2. Exhibits awareness of client safety, potential hazards, and relevant facility procedures | ||
| 3. Is consistently prepared and motivated to participate | ||
| 4. Displays professionalism including appropriate attire, hygiene, and punctuality | ||
| 5. Demonstrates a positive attitude toward learning and accepts constructive feedback | ||
| 6. Understands and verbalizes the role of occupational therapy and other disciplines in this setting/population | ||
| 7. Observes and reports client performance verbally and in writing using professional terminology | ||
| 8. Verbalizes understanding of and assists as appropriate with treatments/activities | ||
| 9. Identifies adaptation and/or grading for activities | ||
| 10. Exhibits therapeutic use of self |
Fieldwork Educator Signature Student Signature Date
Level II Fieldwork Objectives
The “Standards of an Accredited Educational Program for the Occupational Therapy Assistant” requires fieldwork sites and the Occupational Therapy Assistant program to meet the following standard:
C.1.3 Document that academic and fieldwork educators agree on fieldwork objectives prior to the start of the fieldwork experience. Document that all fieldwork experiences include an objective with a focus on the occupational therapy practitioner’s role in addressing the psychosocial aspects of the client’s
engagement in occupation.
The objectives for the Level II Fieldwork experiences for Kent State University Occupational Therapy Assistant program are listed below.
By the end of the course, you will be able to:
- Consistently maintain professional behavior in the workplace including, but not limited to: professional appearance, showing respect for other professionals, presenting in a professional and confident manner, etc.
- Observe departmental rules and regulations and adhere to standard safety precautions for self and others.
- Adhere consistently to the American Occupational Therapy Association Code of Ethics and Standards of Practice for Occupational Therapy.
- Clearly and confidently articulate the values and beliefs of the occupational therapy profession to clients, families, significant others, colleagues, service providers, and the public.
- Clearly, confidently, and accurately articulate the value of the occupation as a method and desired outcome of occupational therapy to clients, families, significant others, colleagues, service providers, and the public.
- Accurately communicate the roles of the occupational therapist and occupational therapy assistant to clients, families, significant others, colleagues, service providers, and the public.
- Collaborate with client, family, and significant others throughout the occupational therapy process.
- Collaborate with fieldwork educator(s) to maximize the learning experience and takes responsibility for attaining professional competence by seeking out learning opportunities and interactions with others.
- Respond constructively to feedback from fieldwork educator.
- Select appropriate screening and assessment methods while considering factors as the client’s priorities, context(s), theories, and evidence base practice.
- Gather relevant information regarding a client’s occupations of self-care, productivity, leisure, and the factors that support and hinder occupational performance prior to and during the evaluation process.
- Assist with interpreting evaluation results to determine client’s occupational performance strengths and challenges.
- Accurately report information orally and/or in writing regarding client’s status and goals at regular intervals to appropriate staff members, family, and significant others.
- Develop client-centered and occupation-based goals in collaboration with the Occupational Therapist.
- Set short-term goals in specific, objective, and measurable terms in collaboration with the Occupational Therapist.
- Understand the rationale of the treatment plan and how it benefits the patient/client.
- Write Occupational Therapy progress notes clearly to indicate measurable behavioral response to treatment.
- Articulate a clear and logical rationale for the intervention process.
- Utilize evidence from published research and relevant resources to make informed intervention decisions.
- Select and implement relevant client-centered, occupation-based treatments to facilitate clients meeting established goals.
- Modify task approach, occupations, and the environment to maximize client performance.
- Update, modify, or terminate the intervention plan based upon careful monitoring of the client’s status.
- Clearly and effectively communicate verbally and nonverbally with clients, families, significant others, colleagues, service providers, and the public.
- Demonstrate consistent work behaviors including initiative, preparedness, dependability, work site maintenance, and time management.
- Demonstrate positive interpersonal skills including but not limited to co-operation, flexibility, tact, and empathy.
- Demonstrate respect for diversity factors of others including but not limited to socio-cultural, socio-economic, spiritual, and lifestyle choices.
- Understand the role that occupational therapy can have in meeting the psychosocial needs of various persons, groups, and populations.
Level II Occupational Therapy Assistant Fieldwork Evaluation
Student Name:
Facility/Site Name:
Facility Address:
Practice Setting:
Level II Sequence: Rotation 1 OR Rotation II
Dates of Placement: to
Pass Did not Pass
Instructions
The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy assistants (ACOTE, 2020). The purpose of the Level II Fieldwork Performance Evaluation is to evaluate the performance of the Occupational Therapy Assistant student as measured against this goal.
Please score the fieldwork performance evaluation at midterm and final. The evaluation is divided into 4 standards:
Standard I: Professionalism and Role Responsibility
Standard II: Screening, Evaluation, and Reevaluation
Standard III: Intervention Process
Standard IV: Transition, Discharge, and Outcome Measurement
Indicate the student performance level by scoring each item:
S (satisfactorily meets entry level performance)
P (Use at midterm only; student is progressing and is at expected level)
NA (Use at midterm only; student has not had opportunity but will be addressed by final)
U (does not meet entry level performance)
Criteria for a passing/satisfactory fieldwork experience at final evaluation include:
- Earns satisfactory ratings for all three (3) bolded requirements
- Earns satisfactory ratings for 18/22 items
| The student: | Midterm S/P/NA/U | Final S/U |
|---|---|---|
| 1. Delivers occupational therapy services that reflect the philosophical base of occupational therapy and are consistent with the established principles and concepts of theory and practice. | ||
| 2. Consistently adheres to the current AOTA Occupational Therapy Code of Ethics and relevant policies, state, federal, and other regulatory and payer requirements. | ||
| 3. Consistently demonstrates and is accountable for the safety of self and others during all fieldwork activities including facility safety policies, client precautions, and infection control. | ||
| 4. Demonstrates responsibility and initiative to establish professional relationships including supervisory roles within the department and facility. | ||
| 5. Applies current information of billing and reimbursement issues appropriate to the setting. | ||
| 6. Demonstrates evidence-based practice and applies it ethically and appropriately to provide occupational therapy services consistent with best practice approaches. | ||
| 7. Obtains the client’s consent throughout the occupational therapy process; maintains confidentiality and privacy. | ||
| 8. Effectively advocates for the client’s intervention needs. | ||
| 9. Contributes as an integral member of the interdisciplinary team by effectively communicating, consulting, and collaborating with team and family members. | ||
| 10. Respects the sociocultural background and diversity factors of clients, groups, and populations to provide client-centered and family-centered occupational therapy services. | ||
| 11. Manages time and productivity effectively. | ||
| 12. Demonstrates ongoing professional development and attitude toward life-long learning by responsibly accepting and applying feedback. |
Midterm Comments (please comment; comments required on “U” scores):
Final Comments (please comment; comments required on “U” scores):
| The student: | Midterm S/P/NA/U | Final S/U |
|---|---|---|
| 1. Contributes to the screening, evaluation, and reevaluation process by administering delegated assessments and by providing accurate verbal and written reports to the occupational therapist. | ||
| 2. Uses applicable assessment procedures and protocols of standardized assessments during the screening, evaluation, and reevaluation process, as appropriate for the practice setting. | ||
| 3. Educates appropriate constituents about the scope of occupational therapy services. |
Midterm Comments (please comment; comments required on “U” scores):
Final Comments (please comment; comments required on “U” scores):
| The student: | Midterm S/P/NA/U | Final S/U |
|---|---|---|
| 1. Collaborates with the client to develop and implement an intervention plan on the basis of the client’s needs and priorities, safety issues, and relative benefits and risks of the interventions and service delivery. | ||
2. Uses professional and clinical reasoning, available and relevant evidence, and therapeutic use of self to select and implement the most appropriate types of interventions for clients, groups, and/or populations. | ||
| 3. Selects, implements, and makes modifications to therapeutic interventions that are consistent with delegated responsibilities, the intervention plan, and requirements of the practice setting. | ||
| 4. Contributes to modification of the intervention plan by exchanging information with and providing documentation to the occupational therapist about the client’s responses to and communications throughout the intervention. | ||
| 5. Documents the occupational therapy services provided within the time frames, formats, and standards established by the practice settings and regulatory and payer requirements. |
Midterm Comments (please comment; comments required on “U” scores):
Final Comments (please comment; comments required on “U” scores):
| The student: | Midterm S/P/NA/U | Final S/U |
|---|---|---|
| 1. Contributes to the transition or discontinuation plan by providing information and documentation to the occupational therapist related to the client’s needs, goals, performance, and appropriate follow-up resources. | ||
| 2. Contributes to outcome measures by evaluating the safety and effectiveness of the occupational therapy processes and interventions within the practice setting. | ||
| Enter total number of “satisfactory” items here | N/A | /22 |
Midterm Comments (please comment; comments required on “U” scores):
Final Comments (please comment; comments required on “U” scores):
All information on this page must be completed at Final Evaluation ONLY
Student Signature:
Print Name:
Date:
Fieldwork Educator #1 Signature:
Print Name/Credentials:
Date:
If applicable:
Fieldwork Educator #2 Signature:
Print Name/Credentials:
Date:
References:
American Occupational Therapy Association. (2015). Standards of practice for occupational therapy. American Journal of Occupational Therapy, December 2015, Vol. 69, 6913410057. https://doi.org/10.5014/ajot.2015.696S06 Kent State University Occupational Therapy Assistant Program Curriculum Design
Remediation
Instances where a student demonstrates extreme deficiencies in skills, knowledge or behavior may result in the sudden and immediate removal from his/her facility. Students also have the right to discontinue their fieldwork experience at a facility. Whenever a student is removed from a fieldwork experience, a process of counseling with the student, AFWC, program director, and/or fieldwork educator will be initiated to address all issues related to the failure of the fieldwork experience. A remediation plan will be developed for improvement of any areas where the student is having problems. This remediation plan
may include, but not limited to written activities, completion of a lab practical and comprehensive examination. Upon successful completion of the terms of the remediation plan, the AFWC will determine the student’s next fieldwork assignment.
Remediation Plan
If a student is recognized by a fieldwork educator as displaying difficulties with learning OT concepts or unprofessional behavior, the following process will occur:
- A private meeting between the student and FWE to identify problems with student performance and seek solutions.
- If #1 is not successful, a site visit will be performed by AFWC. The meeting will consist of the student, FWE, and AFWC. During or following the visit, student performance will be identified and addressed, and a remediation plan will be discussed and established. This plan will contain a statement of the problems with student performance, expected student performance, clearly written objectives to achieve expected performance, target dates for objectives to be met and consequences for non-compliance of the plan. All parties involved sign this remediation plan.
- A failure to comply with any remediation plan will result in an immediate termination of the fieldwork placement.