FIELDWORK MANUAL
Lenoir-Rhyne University
School of Occupational Therapy
INDEX General Guidelines: Level I and Level II Fieldwork
Overview……….……….………....…...……….………5
Fieldwork Sites and Supervisors...6
Student Responsibilities for Fieldwork Site Requirements Compliance.…………...……….6
Criminal Background Checks………..…………..……….……….………7
Malpractice and Liability Insurance……...…….…..………….……….……7
Typhon…...7
Disclosure of Information and Accommodations………..……….………...8
Travel and Transportation Issues...…...8
Housing during Fieldwork………..……….…..…….…….8
Conflict of Interest………..……….………..………..8
Contacting Fieldwork Sites after Placement………..……….…..…….……..9
Dress Code………..…….………10
Communication with Academic Fieldwork Coordinator………...………..……10
Counseling Students…...11
Completion of Fieldwork……….…….……….………..……..11
Withdrawals………...………..…….………..……...12
Non-discrimination……….…….………..………12
Confidentiality………...……….…………..……….12
Fieldwork Advisory Council…...12
Level I Fieldwork Level I Fieldwork Overview……….………15
COE Guidelines…...………..……15
Level I Fieldwork Goals, Objectives, and Competencies………..16
Level I Fieldwork Placement Process………..……..………17
Level I Fieldwork Placement Appeals Process………...………..….17
New Fieldwork Site Request Process………...……..…..…….17
Level I Fieldwork Grades………..……..…..18
Attendance Policy………..………18
Cancellation or Changes by FW site………...………..…...18
Forms………...………….……...……….……….18
Level II Fieldwork Level II Fieldwork Overview………..………..…………..……..21
Progression and Graduation Requirements………..……….……21
COE Guidelines……..………..….……….…..……21
Level II Fieldwork Goals, Objectives, and Competencies………..……..….….…..31
Level II Fieldwork Placement Process………..………32
Level II Fieldwork Lottery Appeals Process……….………..…………...……33
New Fieldwork Site Request Process……….………..………..…..33
Attendance Policy……….……….………..……….34
Cancellation or Changes by FW site……….……….………..….34
Forms..……….……….……….34
General Guidelines
Level I and Level II Fieldwork
Overview
Fieldwork is an integral part of the curriculum and is required of all therapists for certification. Fieldwork provides students with the opportunity to use clinical reasoning skills to begin to identify, frame, and solve clinical problems under the supervision of experienced, clinic-based fieldwork educators, as well as to begin to take on professional roles and responsibilities under appropriate supervision. Fieldwork education is designed to provide occupational therapy students with opportunities to integrate academically acquired education with practice. It is during the fieldwork experience that the student can learn, practice and refine skills of observation, evaluation, treatment planning, implementation and communication. In the
fieldwork setting the student begins to define his or her future roles as a practicing occupational therapist and can develop the necessary self-confidence and affective characteristics essential to meeting the demands for this challenging field. Fieldwork provides many opportunities for feedback which promotes professional behaviors and attitudes and clinical expertise.
Fieldwork is an integral part of the education of an occupational therapist and must occur in an environment that provides those experiences which reinforce previous learning and which challenge and motivate the student to develop professionally and adapt to clinic situations. The Academic Fieldwork Coordinator is responsible for the planning and implementation of
integrated and sustained fieldwork experiences. The experiences occur under the supervision of and with the support of occupational therapist or other professionals. To ensure that the
fieldwork activities support and enhance the goals of the program there is continual collaboration by clinical educators, academic faculty, and the Academic Fieldwork Coordinator. In keeping with Lenoir-Rhyne University’s occupational therapy program’s mission and curriculum design, fieldwork experiences are designed to encourage values and behaviors that exemplify
professional leadership, integrity and social consciousness to support the program’s goals to develop ethical practitioners to meet the immediate and future needs of the community. The occupational therapy program requires both Level I and Level II fieldwork experiences. Level I fieldwork is an integral part of the didactic portion of the educational program. Students are exposed to diverse settings to increase their understanding of occupational therapy and/or the health care arena. Level II fieldwork is the culminating educational experience for the Lenoir-Rhyne University occupational therapy student.
Occupational therapy fieldwork sites expect students to come prepared with the necessary skills to work with clients; excessive absences, regardless of the reason, will contribute to lack of preparation for fieldwork experiences. Students should budget their study time accordingly so that they do not need to “skip” classes and/or fieldwork to study for a test in another class. Excessive absences and/or lateness will be dealt with through the Academic Fieldwork
Coordinator (AFWC) and/or the Program Director (PD). The student must realize that absences may prohibit him/her from progressing in program.
Fieldwork Sites and Supervisors
Level I and II fieldwork experiences are an integral part of the occupational therapy curriculum at Lenoir-Rhyne University. The faculty, clinicians, and students are mutually involved in the process. The School of Occupational Therapy evaluates and selects fieldwork sites according to specific criteria that reflects the sequence and scope of content in the curriculum to allow for a strong tie between didactic and fieldwork education. Careful selection assures that the facility is able to provide adequate supervision and experiences to enable the student to successfully meet the requirements of the AOTA Fieldwork Performance Evaluation for the occupational therapy student. The scope of fieldwork sites range from traditional settings in pediatrics, geriatrics, physical disabilities and mental health (psychosocial intervention), to emerging practice settings in community health. All sites utilized for student fieldwork placement meet the requirements and learning objectives of the curriculum as well as ACOTE standards and COE guidelines. The AFWC maintains open communication with FW sites regarding the school’s curriculum and the requirements for fieldwork placements to ensure that all students participate in quality fieldwork rotations. A contractual agreement is completed with all facilities. The AFWC and fieldwork supervisors collaborate on objectives, practice activities, and the advising of students. In order for a fieldwork site to be established and retained, it must provide a quality educational
experience for the students and meet Commission on Education requirements for Level I or II fieldwork sites. In addition, the School of Occupational Therapy and students must
conscientiously cooperate and fulfill the duties/requirements of the contract.
Student Responsibilities for Fieldwork Site Requirements Compliance
Students are ultimately responsible for keeping the following records current and accessible for use during fieldwork rotations. Some FW sites require additional certifications or immunizations along with the below requirements, and it is the responsibility of the student to insure compliance with all fieldwork site health requirements. Information regarding site requirements may be obtained from the fieldwork office and should be confirmed with the site during the student’s initial contact with the fieldwork educator. Copies of these site requirements are NOT kept in the OT Fieldwork Office for privacy reasons but are requested for review prior to each FW
experience.
CPR certification (adult, child and infant)
Immunizations (as required for University entry) Hepatitis B vaccination series
Yearly TB test results Proof of health insurance Criminal background checks Proof of liability insurance
OSHA/HIPAA/Blood borne pathogen training
Criminal Background Checks
A criminal background check will be required prior to Level I or Level II fieldwork experiences. Students need to go to www.certifiedbackground.com. Click on “applicants” and then “order now”. In the package code box, enter EN52R. Select a method of payment.
CertifiedBackground.com accepts Visa, MasterCard, and Money order. This background check will cover NC statewide review, national database review, OIG review, and a residency history. If your particular FW site requires additional types of review, please contact the AFWC who can assist you in the background check process.
Malpractice and Liability Insurance
While Lenoir-Rhyne University holds liability insurance for its students, it is required that students obtain personal malpractice insurance prior to their first Level I FW experience and maintain that policy until graduation from the program after the second Level II FW experience. To obtain malpractice insurance go to www.hpso.com or other organization that provides malpractice insurance for occupational therapists.
Typhon
Typhon functions as a complete electronic student tracking system, including comprehensive logging of each student’s clinical competencies and skills achieved during their Level I and Level II fieldwork experiences. Prior to the initiation of the first Level I experience, students will purchase Typhon and complete a training program. This allows access to all clinical site
information, including previous student evaluations, AOTA FW data forms, demographics, and memorandums of understanding/contracts.
Program directors, faculty members, clinical supervisors, and students can have instant online access to enter data and view tallies and charts of cumulative clinical experiences. Custom searches also provide program administrators with further case details based on filters and subsets. Students can quickly and easily enter all patient encounter information from one page, including demographics, clinical information, competencies (observed, assisted, achieved), medications, and clinical notes. Administrators can customize various areas including course lists, clinical locations, medication & competency details, expiration dates, time logs and optional data fields; students can set defaults for commonly used fields. There are a variety of pre-built reports, including cumulative tallies, individual case logs, and time log totals. Reports can be run by date, course, semester, clinical site or clinical supervisor.
Information from the Typhon program allows faculty and program directors to follow the progress of each student. Faculty can track whether or not students are satisfactorily progressing in their clinical experiences, thereby meeting the objectives of the course. They can also compare what students are being taught and how that compares to actual performance in the clinical arena. As a result, the program will be able to assess what areas need to be changed so that students continue to meet nationally established clinical competencies.
An added benefit of the system is that students can automatically generate beautiful reports to include in their online portfolio (included) that can be used when seeking employment after graduation.
Because the application is hosted at Typhon Group's offices, users can login from anywhere and receive the latest upgrades and features automatically, without installing any software. The web application works with any web browser without any additional software (including the iPhone), and LRU retains control and ownership of your data.
Disclosure of Information and Accommodations
The University cannot discuss a student’s past academic or fieldwork performance with fieldwork educators without a written release of information from the student. It is, therefore, your responsibility to let the fieldwork educator know if you need any accommodations due to a disability. Faculty cannot discuss progress of student unless a FERPA form (in registrar’s office) has been signed. Students are to work through the university’s disability office to obtain the proper paperwork for a documented accommodation for a fieldwork experience.
Travel and Transportation Issues
Students are expected to have a reliable means of transportation to and from classes and
fieldwork experiences. Level I experiences occur within an hour’s drive of the University, while Level II fieldwork can occur anywhere in the United States. It is, therefore, imperative that you budget for related transportation expenses.
Housing during Fieldwork
During the student’s Level II Fieldwork, s/he may be placed in a site that is not within
commuting distance of his/her residence. Very few sites provide free housing. Fieldwork sites can sometimes give the student information on possible temporary housing. It is the sole
responsibility of the student to arrange for their housing prior to the commencement of their FW experience. It is, therefore, imperative that you budget for related housing expenses.
Conflict of Interest
Students who receive tuition or other assistance from a Fieldwork II facility in return for subsequent employment will be scheduled at other facilities (This does not interfere with a student’s eligibility to receive a stipend). This will ensure consistent student role expectations and objective student evaluation.
Additionally, students will not be scheduled to participate in a Fieldwork II experience under the direct supervision of a family member or close friend.
A student will not be assigned to a fieldwork site where he/she has been hospitalized and received OT treatment for reasons of confidentiality.
Contacting Fieldwork Sites after Placement
A. Role of the Student - Student must adhere to policies of the Fieldwork Manual 1. Write a letter or email the fieldwork educator confirming the fieldwork placement.
This letter/email should be written at least one month in advance of the starting date. In the communication, the student should request additional information related to the assignment, directions, housing (if applicable), and dress code. A telephone call should be made to the fieldwork educator at least two weeks before the starting date to make final confirmation of fieldwork placement.
a. Arrange living accommodations if these are not provided by the facility (Level II).
b. Obey all policies and procedures of the facility unless exempted, including prompt notification of unplanned or planned absences.
c. Fulfill all duties and assignments made by the fieldwork educator and/or AFWC within the time specified.
d. Notify the fieldwork facility and academic educational program of current address and telephone number.
e. Complete and submit all required forms and evaluations to the fieldwork educator and the AFWC in a timely manner.
f. Fax or email evaluation of student’s performance to AFWC on last day of directed clinical experience in order to expedite processing of grades. 2. Write a letter of appreciation to the fieldwork educator acknowledging the
educational opportunities provided by the facility, within three weeks following completion of the experience.
3. All students are required to maintain ongoing communication with the AFWC and Fieldwork Assistant at Lenoir-Rhyne University via Lenoir-Rhyne University’s online course management system, completing all fieldwork assignments and postings as assigned.
4. If problems occur that might interfere with successful completion of the fieldwork experience, student should contact the AFWC immediately for directions or intervention on student’s behalf.
Dress Code
Students are expected to present a professional appearance at all fieldwork facilities. Because dress codes at facilities vary widely, this information should be researched prior to attendance at the site. At the very least, students should wear their professional LR OT scrubs or professional clothing and their nametag on the first day of any fieldwork experience even if no dress code policy was specified by your supervisor. All staff and students shall come to work dressed in a manner that will provide a good example for the consumer with whom they are involved. Good personal hygiene is an important part of the good example.
Student and Staff are expected to comply with the following:
1. It will be the responsibility of the immediate supervisor to see that the staff are appropriately dressed and groomed and to counsel the staff when needed. 2. It is the responsibility of the supervisor to determine when exceptions to the
policy should be made; i.e., camping, swimming, and other recreational activities. 3. Shoes will be worn at all times unless engaging in an activity in which shoes are
not normally worn.
4. Clothing will be clean, neat, and in good repair. 5. The following are not appropriate dress:
o See-through clothes, tops with spaghetti straps o Short shorts
o Midriff or halter tops, or short tops that expose student’s skin when bending. o Women’s cleavage should not be visible.
o Hats or caps, unless outdoors
o Flip-flop rubber sandals, open toed shoes.
o Excessive jewelry or long nails that could interfere with treatment o Noticeable perfumes that could cause others displeasure due to allergies,
headaches, etc.
Communication with Academic Fieldwork Coordinator
The AFWC will be available to assist potential fieldwork facilities with their development of fieldwork programs, and to discuss fieldwork issues with individual fieldwork supervisors. A system of ongoing communication between the AFWC and the clinical fieldwork supervisors is critical to the success of fieldwork experience. If feasible, the AFWC will make arrangements for an onsite visit during Level II experiences. If this is not possible, the AFWC will contact the
student’s clinical fieldwork supervisor by telephone at least once during each Level II Fieldwork experience.
During Level I and Level II Fieldwork, the student should address minor difficulties with his/her fieldwork educator in supervision meetings. If the student is having difficulties with the
fieldwork educator that cannot be resolved, it is imperative that the AFWC be contacted as soon as possible to avoid putting the student’s grade or experience in jeopardy. All difficulties with Level I and Level II experiences should be addressed to the Academic Fieldwork Coordinator. He or she will involve the necessary faculty members and fieldwork supervisors in assisting to remediate the problems that have been identified.
Counseling students with difficulties during fieldwork experiences
A. Fieldwork educators and/or students should identify problems early to allow time for the student, fieldwork educator, and/or AFWC to collaboratively discuss student performance and devise goals to foster the successful completion of fieldwork. B. Through telephone consultation or on-site consultation with the supervisor and the
student, the AFWC may assist in identifying and clarifying issues related to fieldwork placement. The AFWC may also assist with the development of a plan to resolve fieldwork issues.
C. Students who need academic and/or personal counseling during Level I or Level II fieldwork are still eligible for the services offered at Lenoir-Rhyne University; however, geographic location for the fieldwork site may prohibit access to these services. If the student is in a placement not within driving distance to Lenoir-Rhyne University, he or she is encouraged to seek counseling services in the local
community.
Completion of Fieldwork
1. Students must complete all Level I fieldwork experiences during the appropriate clinical
education semester unless otherwise approved by the AFWC. 2. Students must complete both Level II fieldwork experiences:
o within 24 months of completion of academic coursework, and o prior to graduation from Lenoir-Rhyne University.
2. AOTA requires successful completion of both fieldwork experiences. NBCOT requires graduates to have fulfilled ALL of the requirements at THEIR educational
institution. Students should realize that employers not only require certification, but also graduation from an accredited school.
3. Students are not allowed to withdraw from fieldwork experiences without the approval of the PD and/or AFWC. Difficulties during fieldwork should be brought to the attention of the AFWC as soon as possible to avoid jeopardizing the student’s grade. It is in the student’s best interest to a have a written copy of student’s performance on a weekly basis during their FWII experiences.
Withdrawals
Leaving a fieldwork site without notifying and receiving a written or direct telephone response from the clinical fieldwork educator and the School of Occupational Therapy is viewed as a serious infraction of professional ethics and is considered abandonment of one’s professional responsibilities to the patients and facility. The student will receive a failing grade in the fieldwork and will not have the option to petition to re-enter the program.
Non-discrimination in fieldwork placements
The student has the right to be treated fairly and not be discriminated against in the selection of fieldwork facilities or by any representative of the academic or fieldwork facility. See the Lenoir-Rhyne University Policy on Non-Discrimination.
Client/family confidentiality and coworker privacy
Students are allowed to discuss client cases with fieldwork educators and academic faculty; however, cases should not be discussed in public places or with persons who have no need to know the information. Protecting the dignity and privacy of the client/family is a critical part of the development of professional behavior and is also required by HIPAA regulations. Students must also get written permission to use photos/videos or case information about clients with whom they work.
Students should also note that their supervisors, co-workers, and other students in the facility also have a right to confidentiality and privacy. Use discretion when speaking of them out of their presence, or disclosing information of a personal nature.
Fieldwork Advisory Council
The LRU School of Occupational Therapy has developed an Advisory Committee comprised of Lenoir-Rhyne University faculty members and 3-5 fieldwork educators in order to facilitate coordination and communication between the University and the fieldwork sites. The council will provide the opportunity to discuss concerns, issues, and ideas about fieldwork education and the OT curriculum.
Level I Fieldwork Overview
Level I fieldworks are completed during each semester the student is taking the basic clinical coursework in physical disabilities, geriatrics, pediatrics, and mental health (psychosocial). Each Level I experience is one week in length. The purpose of this experience is threefold:
1. To increase exposure to patients with deficits in occupational performance.
2. To help the student apply knowledge and skills in working with clients of various diagnostic categories being discussed in class.
3. To provide students with clinical models using a variety of frames of reference in the delivery of occupational therapy services.
Students may not always encounter an occupational therapist or occupational therapy assistant as their supervisor in each Level I fieldwork experience. Students may be given additional guidance and assignments by faculty and/or facility fieldwork educators to attain the most benefit from each clinical setting. The OT Practice Framework: Domain and Process can assist the student in gaining patient and clinical observation skills in each of the four practice areas of Level I FW experience. The areas include psychosocial, physical rehabilitation, geriatrics, and pediatrics. Students should be aware that Level I Fieldwork cannot be used as a substitute for Level II Fieldwork. Level I fieldwork is graded on a pass/fail basis.
Commission on Education Guidelines for Level I Fieldwork
Lenoir-Rhyne University’s School of Occupational Therapy utilizes the COE guidelines for Level I Fieldwork. During the selection and confirmation of Level I FW sites, the AFWC
discusses and confirms that both the site and the FW educator meet the requirements set forward by the COE. The COE guidelines directly related to providing OT education are provided here in their entirety.
The AOTA Standards describe the goal of Level I Fieldwork "to introduce students to the fieldwork experience, and develop a basic comfort level with an understanding of the needs of clients." Level I Fieldwork is not intended to develop independent performance, but to "include experiences designed to enrich didactic coursework through directed observation and
participation in selected aspects of the occupational therapy process."
Services may be provided to a variety of populations through a variety of settings. Experiences may include those directly related to occupational therapy, as well as other situations to enhance an understanding of the psychosocial needs, developmental stages, tasks, and roles of individuals throughout the life span. Day care centers, schools, neighborhood centers, hospice, homeless shelters, community mental health centers, and therapeutic activity or work centers are among the many possible sites. Level I Fieldwork may also include services management and
administrative experiences in occupational therapy settings, community agencies, or
environmental analysis experiences. Populations may include disabled or well populations; age-specific or diagnosis-age-specific clients.
Qualified personnel for supervision of Level I Fieldwork may include, but are not limited to, academic or fieldwork educators, occupational therapy practitioners initially certified nationally, psychologists, physician assistants, teachers, social workers, nurses, physical therapists, social workers, etc. The supervisors must be knowledgeable about occupational therapy and cognizant of the goals and objectives of the Level I Fieldwork experience. The AFWC confirms the
fieldwork site has designated a qualified supervisor for each Level I student during the placement process, and FW educator information forms are collected for all Level I FW educators. Students complete a Student Evaluation of the FW Experience form at the end of the FW experience that documents the quality and effectiveness of the FW experience and the FW educator’s
supervision. All FW educators are offered free continuing education opportunities by the university annually. FW educators are also provided support for enhancing supervision capabilities via the distribution of resources by the AFWC as requested.
Level I Fieldwork Goals, Objectives, and Competencies
It is the mission of the School of Occupational Therapy to develop skilled and caring clinicians who respond adaptively to situations, meticulously investigate their work and knowledge base, and provide ethical and unbiased services. In addition to mastery of the Lenoir-Rhyne University School of Occupational Therapy educational mission and goals, and attaining competencies as specified on the Level I Student Performance Evaluation, general goals and objectives for Level I Fieldwork include:
1. Demonstrate professional behaviors and work skills: a. Student adheres to facility dress code
b. Student demonstrates use of time management strategies in preparation, maintaining
schedule, and completing assignments on time.
c. Student takes initiative for learning and assumes responsibility for learning d. Student accepts and responds appropriately to feedback and supervision. 2. Demonstrate effective communication within the clinical setting:
a. Student establishes rapport with co-workers, clients/families, and interdisciplinary team members
b. Student demonstrates effective therapeutic use of self, including appropriate limit setting
c. Student demonstrates the ability to produce documentation with correct professional terminology and clearly written notes/reports
d. Student demonstrates ability to collaborate/consult with client/family regarding treatment plan and/or goals
3. Demonstrate the ability to perform introductory client interaction and assessment skills:
a. Student is exposed to the client interview process
c. Student presents one client case study consisting of interview/observation and assessment data, treatment objectives, treatment plan, treatment
documentation, and discharge summary as specified by instructor and/or Fieldwork I fieldwork educator.
4. Observe and describe the characteristics of various occupational dysfunctions and various theoretical frames of reference and/or treatment techniques for working with these clients:
a. Student completes Level I Fieldwork assignments as provided by AFWC and/or fieldwork educator
b. Student demonstrates the ability to communicate with clients/families regarding the perspective and value of Occupational Therapy
c. Student becomes familiar with appropriate selection and application of a variety of therapy evaluations and therapeutic activities commonly used with clients of varying occupational dysfunctions, learning needs, and age groups
Level I Fieldwork Placement Process
Level I fieldwork assignments are made by the Academic Fieldwork Coordinator (AFWC). Students will be placed in locations within an hour’s drive of the local Hickory area. Students are unable to request specific fieldwork locations. However, if students wish to be placed outside of the Hickory area or have issues with the lottery process, they need to follow the new fieldwork site requests or appeals processes. Students are required to inform the AFWC of any disability accommodations needed during a fieldwork experience to allow for appropriate fieldwork placement. Level I fieldwork communication between students and the AFWC will take place through LR’s online course management system or via email as appropriate.
Level I Fieldwork Placement Appeals Process
The appeal process is designed to meet the occasional need of students for whom the placement process would prove disruptive to their family responsibilities and would result in the student’s probable discontinuation of their schooling. Petitions for appeals are not to be made lightly. Students should consider the gravity of their appeal and submit an appeal only if they feel they could not continue in the program and complete their training if the appeal were denied. Appeals for special consideration in placement are based on demonstrated need for one of the following reasons: dependent care, extreme personal issues, and students with disabilities who have
identified themselves to LR University Disability Services. Appeals cannot be made for financial or marital status reasons. Appeals found to be made on false claims will be overturned and denied, and students may be removed from the program for this highly unethical behavior. Students who falsify appeal claims will be placed in any remaining site at the conclusion of the lottery process. Students will be informed of the dates of the Appeal process. Appeal decisions are made subject to the availability of fieldwork sites. All decisions of the faculty will be final.
New Fieldwork Site Request Process
All prospective and contracted fieldwork sites are considered a resource of the School of Occupational Therapy not the individual student. Therefore students shall not contact
fieldwork sites, currently or prospectively contracted with the university, with the intent to establish personal fieldwork placement without prior consent of the AFWC. Students
wishing to obtain a fieldwork site in a specific location must first meet with the AFWC to determine if a contract already exists with the facility. If no contract exists, students may contact fieldwork sites and complete a New Fieldwork Site Request Form (to be obtained from the AFWC). While the ability to place the student is not guaranteed, if a fieldwork contract is obtained with a requested site, the student must go to that site for their fieldwork rotation.
Level I Fieldwork Grades
Level I fieldwork is graded on a pass/fail basis. The facility fieldwork educator will complete the formal FW Level I Evaluation form and determine the student’s grade. The AFWC has final approval of all student fieldwork grades. Grade appeals are to be completed according the student handbook guidelines.
Attendance Policy
1. Level I Fieldwork students must notify their fieldwork educator least 30 minutes prior to reporting time. Students missing more than 3 successive days on are required to have a doctor’s excuse to be able to return to fieldwork. No absences are allowed, and all missed days need to be replaced for full
execution of the fieldwork
2. Students are expected to make up any hours that are missed to receive credit for the fieldwork experience. If arrangements cannot be made for making up fieldwork hours, the fieldwork educator or AFWC may require additional fieldwork at another site or require an additional assignment from the student for successful completion of that course for which the fieldwork was required.
Cancellation or Changes by the Fieldwork Site
Students must understand that many of the fieldworks are arranged well in advance of student placement. Occasionally, facilities will cancel contracts without much notice to the University. In the event this occurs, the fieldwork coordinator will do his or her best to find another suitable and timely placement. While attempts will be made to accommodate student preferences, this may not be possible with short notice in arranging alternative placements. The Occupational Therapy Program cannot assume responsibility for delays in completion of the program or eligibility for certification, if the student fails to accept or complete a scheduled fieldwork assignment, or if the fieldwork site cancels a scheduled placement.
Forms used by Level I Fieldwork Students
Fieldwork forms can be obtained from the AFWC or department administrative assistant. Forms will be provided for use during each FW experience during the fieldwork orientation process prior to the initiation of each FW experience.
Level II Fieldwork Education Overview
All occupational therapy majors must complete the equivalent of two 12-week, full-time clinical rotations for a required total of 24 weeks of Level II Fieldwork experience. While the two rotations are typically in two different settings, it may be in one setting if it is reflective of more than one practice setting, or in a maximum of four settings. In special circumstances, Level II fieldwork may be completed on a part-time basis as long as it is at least 50% of an FTE at the assigned site and follows the assigned site’s usual and customary personnel policies. Level II fieldwork experiences are more structured than Level I fieldwork experiences. Specific assignments and duties may be given by the fieldwork educator and/or the AFWC.
Level II fieldwork educators need to be currently licensed or credentialed occupational therapists who have a minimum of 1 year of practice experience subsequent to initial certification, and are adequately prepared to serve as fieldwork educators. The supervising therapist may be engaged by the fieldwork site or by the university. Qualifications for Level II supervisors are confirmed by the AFWC during the placement process and FW educator information forms are collected for all Level II FW educators. Students complete a Student Evaluation of the FW Experience form at the end of the FW experience that documents the quality and effectiveness of the FW experience and the FW educator’s supervision. All FW educators are offered free continuing education opportunities by the university annually. FW educators are also provided support for enhancing supervision capabilities via the distribution of resources by the AFWC as requested.
In addition to the program educational goals, and Level II Fieldwork goals, the AOTA Fieldwork Performance Evaluation for Occupational Therapy Students (completed by fieldwork educator) is also used as a guideline for establishing goals, objectives, and competencies for Level II fieldwork experiences. Level II fieldwork is graded on a pass/fail basis.
Progression through Level II Fieldwork and Relationship to Graduation Requirements
Students must complete each Level II fieldwork experience with a passing grade before
progressing to the next Level II fieldwork experience. Twenty-four weeks of Level II fieldwork are mandated for accreditation. The student must pass both Level II fieldwork rotations to graduate from Lenoir-Rhyne University. It should be noted that most employers require graduation from an accredited school, including Level II fieldwork, and in most cases completion of the NBCOT certification examination prior to permanently hiring a newly
graduated occupational therapist. Many states will issue a provisional license to practice as long as the student has applied to take the NBCOT exam.
Commission on Education Guidelines for Level II Fieldwork
Lenoir-Rhyne University’s School of Occupational Therapy utilizes the COE guidelines for Level II Fieldwork to guide and implement the school’s Level II FW program. During the selection and confirmation of Level II FW sites, the AFWC discusses and confirms that both the site and the FW educator meet the requirements set forward by the COE. The COE most recently
reviewed and updated the education guidelines for Level II fieldwork in 2013, and the guidelines directly related to providing OT education are provided here in their entirety.
The ACOTE Standards (2012) describe fieldwork as “a crucial part of professional preparation.” The goal of Level II Fieldwork is to develop competent, entry-level, generalist occupational therapists (AOTA, 2012).
I. The Fieldwork Experience A. Description and Purpose:
The Level II Fieldwork experience, an integral part of OT education, should be designed to promote clinical reasoning and reflective practice, to support ethical practice through transmission of the values and beliefs of the profession, to
communicate and model professionalism as a developmental process and a career responsibility, and to expand knowledge and application of a repertoire of
occupational therapy assessments and interventions related to human occupation and performance. Through the fieldwork experience, students learn to apply theoretical and scientific principles learned in the didactic portion of the academic program to address actual client needs and develop a professional identity as an occupational therapy practitioner within an interdisciplinary context. The fieldwork experience shall meet requirements in accordance with the Standards for an
Accredited Educational Program for the Occupational Therapist (AOTA, 2012). i. Level II Fieldwork must be integral to the program’s curriculum design and
must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupations. Throughout the fieldwork experience, the fieldwork educator should structure opportunities for informal and formal reflection with the student regarding the OT process in action with the client population.
ii. The OT student should have the opportunity to develop increased knowledge,
attitudes, and skills in advocacy, administration, management and scholarship. 1. Skills in administration and management may be attained through the actual supervision of support staff, volunteers, or Level I Fieldwork students in certain tasks or work assignments and involvement in administrative/staff/team meetings.
2. Scholarship may be enhanced as students learn to use evidence to inform their professional decision making and to generate new evidence through independent or collaborative research at the fieldwork site. This may be accomplished through investigation of the effectiveness of an intervention, the reliability, validity or utility of assessment tools, and publication or presentation of scholarly work.
iii. Inter-professional practice competencies should be encouraged throughout the
fieldwork experience through engagement of OT students in interactive learning with students of different professions.
B. Outcomes Desired
The fieldwork placements should provide the student with experience with various groups across the life span, persons with various psychosocial and physical
performance challenges, and various service delivery models reflective of current practice in the profession.
i. Within the required total of 24 weeks for the occupational therapy student, there
should be exposure to a variety of traditional and emerging practice settings and a variety of client ages and conditions. In all settings, psychosocial factors
influencing engagement in occupation must be understood and integrated for the development of client-centered, occupation-based outcomes. What this means is that even if this is not a mental health placement, the fieldwork educator should assist the student in addressing any psychosocial issues the client may have. This will help to insure that the student will have developed some entry-level
competencies in mental health practice even if they do not complete a fieldwork experience in a mental health setting.
C. Expectations of Fieldwork Students
Students are responsible for compliance with site requirements as specified in the fieldwork site student handbook developed by the fieldwork site and the affiliation agreement between the fieldwork site and the academic program. This typically includes completion of prerequisite requirements (health requirements, background checks, HIPAA training, orientation to site documentation system, etc.) and
attention to state regulations impacting student provision of client services. In addition to providing the required occupational therapy services to clients, students are also responsible for active participation in the supervision process, which
includes the creation, review, and completion of learning objectives; completion of assigned learning activities and assignments; proactive and ongoing communication with the assigned fieldwork educator; continual self-assessment and reflection; and participation in formal and informal assessments directed by the fieldwork
educator. By the end of the fieldwork experience, the student should demonstrate the attitudes and skills of an entry-level practitioner, including assumption of responsibility for independent learning.
D. Fieldwork Educator Preparation
Fieldwork educators responsible for supervising Level II Fieldwork occupational therapy students shall meet state and federal regulations governing practice, have a minimum 1 year of practice experience subsequent to initial certification, and be
adequately prepared to serve as a fieldwork educator. If supervising in a role-emerging site where there is no on-site occupational therapy practitioner, the fieldwork educator should have a minimum of 3 years of practice experience after initial certification (see II.E.ix for more specific detail).
i. Initial and ongoing education supporting the fieldwork educator role should
include attention to the following:
1. Principles and theories of adult education models, knowledge of learning styles, and diverse teaching approaches.
2. Administrative aspects, including relevant regulations and content for development and management of the fieldwork program.
3. The design of educational experiences supporting student development as an OT practitioner.
4. Adaptation of supervisor strategies in response to individual student learning style.
5. Enhancement of student clinical/professional reasoning through guided learning experiences.
6. Provision of formal and informal evaluation of student performance.
ii. Methods for becoming adequately prepared to serve as a fieldwork educator
include but are not limited to the following:
1. Attendance at an AOTA Fieldwork Educator Certificate Program (preferred).
2. Completion of the Self-Assessment Tool for Fieldwork Educator Competency (SAFECOM).
3. Attendance at continuing education events on the topic of practice education.
4. Mentorship by an experienced fieldwork educator. 5. Completion of on-line training modules.
6. Documented readings of texts/papers on clinical/fieldwork education.
E. Fieldwork Models
There are a variety of fieldwork models that can be utilized, depending on the preferences of the fieldwork educator, the nature of the fieldwork site, and the learning needs of the students. Fieldwork models exist on a continuum from the traditional apprenticeship model in which one fieldwork educator has one student to a more collaborative approach in which a group of students work with one
fieldwork educator. Each fieldwork model has an inherent theoretical approach to learning. The more collaborative the fieldwork model, the more active student learning occurs. Fieldwork models can also be classified as either role-established, which is a more traditional fieldwork site, or role-emerging, where occupational therapy services are being introduced and/or developed.
i. 1:1 – this is the traditional model of one student to one fieldwork educator, also
known as the apprenticeship model.
ii. 1:2 – one fieldwork educator to two students. iii. 2:1 – two fieldwork educators sharing one student.
iv. Multiple sites – a model where one fieldwork educator has a group of students
spread out at several fieldwork sites, usually all the same type of setting.
v. Group – a model where one fieldwork educator has a group of students, but
maintains the traditional “fieldwork educator as expert” role.
vi. Peer – a model in which students provide feedback to each other; this cannot
be the sole form of supervision provided to students, as there must be an OT identified as the fieldwork educator.
vii. Off-site/role-emerging – a fieldwork model in which occupational therapy
services are in the process of being developed; the occupational therapy practitioner setting this up may be employed by the agency or the educational program.
viii. Collaborative – a specific model of fieldwork education used with a group of
students in which knowledge is constructed jointly between the fieldwork educator and the students. This is an active model of student learning that places more responsibility on the student for his/her own learning. The fieldwork educator does not function as the “expert” but more in the role of facilitator of learning.
ix. Role-emerging fieldwork sites are those at which the provision of occupational
therapy services is being developed. The occupational therapy practitioner developing the services may be employed by the agency as a consultant, or may be employed by the academic program. When fieldwork placements occur in role emerging practice settings, the occupational therapy fieldwork educator is
typically only present on site for a limited amount of time. The ACOTE Standards require that the fieldwork educator provide a minimum of eight hours per week at the site (AOTA, 2012). In addition, the fieldwork educator must be easily
accessible by a variety of means during the hours a student is at the site.
Furthermore, the person serving as the fieldwork educator must have a minimum of 3 years of experience after initial certification, as this is considered advanced supervision.
x. International fieldwork occurs in another country and requires a great deal of
advance planning from the academic program, student, and fieldwork educator as there are multiple issues involved. The Academic Fieldwork Coordinator should ensure that the fieldwork educator and fieldwork site staff are conversant with and in compliance with current ACOTE standards and that regular formal and
informal communication is maintained during the fieldwork experience. The ACOTE Standards require that the individual serving as the fieldwork educator must be a graduate of a WFOT-approved educational program. Students cannot complete more than 12 weeks in an international placement.
II. Fieldwork Site Development
When developing a fieldwork experience for a new site, the preferred way to begin is by reaching out to the academic programs in the immediate area. The establishment of a contract between the fieldwork site and the academic program can take a very long time and so it is best to start with that process early. Students cannot be accepted until the contract has been signed by both parties. If there are several academic programs in the area, there is no reason why contracts cannot be initiated with all of them at once. During the contract development and approval process, the fieldwork educator can begin doing some of the other activities that will need to be in place before students are accepted.
A. The fieldwork site should meet all existing local, state, and/or federal safety and health requirements, and should provide adequate and efficient working conditions. The occupational therapy practitioner should comply with state regulations governing the scope of practice for OT services.
i. Adherence to standards of quality in regard to safety, health
requirements, and working conditions may be verified through a review process by the University/ program using the center as a fieldwork site or by an established body such as the Joint Commission on Accreditation of Health Care Organizations, the Commission on Accreditation of
Rehabilitation Facilities, or a state regulatory board.
ii. Adequate time should be available to supervising staff for student
supervision activities.
iii. Space for client-related consultation, preparation, writing, in-service
education and research activities by occupational therapists, practitioners, and students should be provided.
iv. The fieldwork educator and student should have access to current
professional information, publications, texts, and Internet resources related to occupational therapy education and practice.
v. Client records should be available to the staff and students for
intervention planning and practice.
B. Ideally, the fieldwork site will have a stated philosophy regarding service delivery which serves as a guide for the delivery of service, scholarly
activities, and education for individuals and groups. Where occupational therapy services are already established, the occupational therapy
philosophy/mission/vision regarding practice and education programs should be stated in writing, and should reflect the specific contribution occupational therapy makes to the overall agency. Where established, the occupational therapy philosophy/mission/vision guides the development of learning
objectives for the fieldwork experience. Ideally, the established occupational therapy program will articulate a philosophy/mission/vision of service delivery reflective of best practices in the profession. Best practices in the
profession result in services which are client-centered, occupation-based, and supported by research evidence. The partnering academic institution will work with the fieldwork site to provide resources to support best practice ideals.
i. Client-centered practice is evident when there are regular intervention
planning/review meetings between the client and occupational therapy practitioner to ensure client participation in the evaluation and intervention process (Mortenson & Dyck, 2006).
1. In situations where there is limited possibility for client
participation in intervention planning/review meetings due to the nature or severity of the client’s impairment, the occupational therapy practitioner should seek the perspectives of family members/significant others who would act in the client’s best interest.
ii. Occupation-based practice is client centered and requires an
understanding of the client’s needs, wants and expectations. Interventions are meaningful to the client and include participation in occupations that are reflective of the client’s lifestyle and context (Chisholm, Dolhi, & Schreiber, 2000).
iii. Evidence-based intervention includes the creation of “strategies and
tools for practitioners to access, understand, and use the latest research knowledge to improve services for clients” (Law & MacDermid, 2008, p. 6).
C. The administrators of the fieldwork setting should articulate support for the fieldwork education program.
i. Since the occupational therapy fieldwork education experience exists
within the philosophy and policies of the fieldwork agency, it is essential that the administration as well as the occupational therapy staff accept and support the education of future practitioners.
D. At fieldwork sites where occupational therapy services are already
established, there should be occupational therapy representation in planning programs and formulating policies which would affect occupational therapy practice and services delivery or involvement.
i. The occupational therapy perspective should be represented at
program-related conferences, in quality review processes, and in planning for occupational therapy services delivery. The profession of occupational therapy should be represented in policy-making groups at the fieldwork site.
ii. Consideration should be given to the occupational therapy department
formation of policies influencing occupational therapists’ service delivery at the fieldwork site.
E. The fieldwork agency should recognize that the primary objective of the fieldwork experience is to benefit the student's education.
i. The educational value of the student fieldwork experience should be of
primary importance, and the placement should not be used to extend services offered by the fieldwork agency.
F. Opportunities for continuing education and professional development of the occupational therapy staff and students should be encouraged to support life-long learning.
i. Attendance at workshops, institutes, conferences, courses, in-services
and professional meetings should be encouraged.
ii. Financial support should be given for professional development
whenever feasible within the budget of the fieldwork agency.
iii. Fieldwork students should be encouraged to participate in continuing
education and be provided time to do so, when content is relevant to the fieldwork experience.
iv. State and National Association Membership is encouraged.
G. Collaboration with academic program - Both the ACOTE Standards and the Model Curriculum documents address the need for collaboration
between the fieldwork site/fieldwork educator and the academic program. The ACOTE Standards require that the Academic Fieldwork Coordinator and the fieldwork educator collaborate when establishing fieldwork
objectives, identifying fieldwork site requirements, and when communicating students’ performance and progress during fieldwork (AOTA, 2012). The OT Model Curriculum documents describe how fieldwork experiences need to be planned in such a way that they are integrated into the academic program’s mission and curriculum design.
H. Supervision guidelines - There are multiple sources of supervision
guidelines that are applicable to Level II fieldwork. The first source are state laws and state practice acts that govern the practice of occupational therapy. These documents will specify if there are any specific requirements for supervision that need to be upheld in that state. Another source of
supervision guidelines are federal regulations such as Medicare that specify what type of supervision must be provided to fieldwork students in certain healthcare settings and with certain types of Medicare coverage. The AOTA Web site is a good source for the most up-to-date information on Medicare regulations for student supervision. The ACOTE Standards specify that during Level II fieldwork, students must be supervised by a licensed or
credentialed occupational therapy practitioner with at least 1 year of experience who is adequately prepared to serve as a fieldwork educator. Further, the Standards state that supervision should initially be direct, and then progress to less direct supervision as is possible given the demands of the fieldwork site, the complexity of the client’s condition being treated, and the abilities of the fieldwork student. The COE and Commission on Practice (COP) Fieldwork Level II position paper (COE/COP, 2012) additionally recommends that supervision of occupational therapy students in Fieldwork Level II settings will be of the quality and scope to ensure protection of consumers and provide opportunities for appropriate role modeling of occupational therapy practice, and that the supervising occupational
therapist and/or occupational therapy assistant must recognize when direct versus indirect supervision is needed and ensure that supervision supports the student’s current and developing levels of competence (COE/COP, 2012). Specific to the role-emerging fieldwork placement, where the site does not employ an occupational therapist on staff and the fieldwork is designed to promote the development of occupational therapy services, supervision guidelines specify that students be supervised daily on site by another professional familiar with the role of occupational therapy and 8 hours of direct supervision should be provided weekly by an occupational therapist with at least three years of experience. It is recommended that the Academic Fieldwork Coordinator (AFWC), fieldwork educator (FWEd), the on-site coordinator (if identified) and student maintain regular formal and informal communication during the fieldwork experience (AOTA, 2001).
III. Student Engagement in the Learning Process
A. It is recommended that students collaborate with their fieldwork educator to develop learning objectives which stem from the site-specific learning objectives for the individual FW site. This may be accomplished through the use of learning contracts, which are both a teaching strategy and an assessment tool used to
encourage self-directed learning. Learning contracts allow for shared responsibility in the planning of learning experiences offered in fieldwork. Proactive learning contracts are an effective teaching strategy and encourage students to become intrinsically motivated to attain competence in the fieldwork experience.
i. The use of learning contracts is highly recommended. If used, learning contracts
should be developed within 2 weeks of initiating the FW experience. They should address individual student learning styles, needs and interests, and should include specific learning objectives, resources and strategies, assessment, and target dates for completion. Learning contracts should be reviewed and updated regularly to reflect and communicate student progress towards the attainment of objectives.
ii. The student shall be evaluated and kept informed on an ongoing basis of
1. The student will collaborate with fieldwork educator to determine the most effective supervision style and feedback methods.
2. Formative assessment shall be provided to students on a weekly basis and recorded in written format, providing specific recommendations addressing observable behaviors.
3. Supervision and feedback is intended to empower the student to change performance, facilitate student self- reflection and self-assessment, and guide the student regarding strengths and opportunities for growth-based on site-specific objectives.
4. AOTA’s COE recommends the use of the AOTA Fieldwork
Performance Evaluation for the Occupational Therapy Student (AOTA, 2002a) as a rating tool. The student’s performance should be evaluated formally at mid-term and at the completion of the FW experience.
5. The student should self-assess performance at mid-term using a copy of the AOTA Fieldwork Performance Evaluation (FWPE), and student evaluation and fieldwork educator evaluation scores should be compared and differences discussed.
6. Weekly supervision logs are a good way for both the supervisor and student to keep track of what was discussed in supervision sessions. It is important for both the fieldwork educator and student to sign and date each log to verify the supervision process.
7. When there are multiple supervisors, care should be taken to ensure that communication regarding student progress is shared among all supervisors and that all contribute to evaluation of the student’s progress.
B. Learning Challenges on Fieldwork:
i. Fieldwork educators should monitor student progress, and match students’
abilities with the demands of setting by providing the just-right challenges designed to maximize each student’s individual learning needs.
ii. Structured forms of feedback, such as the Fieldwork Experience Assessment
Tool (FEAT; AOTA, 2001), should be used to promote fieldwork educator and student communication.
iii. If the student’s performance is not satisfactory at mid-term or any point in the
fieldwork experience, both the student and academic institution must be notified immediately, and documentation concerning the student’s progress and outcomes of interventions should be maintained.
iv. Fieldwork educators should initiate written remedial learning contracts with
clear expectations and specific time frames for all students who are struggling to meet site-specific objectives.
IV. Continued Assessment and Refinement of the Fieldwork Program
A. Fieldwork experiences should be implemented and evaluated for their effectiveness by the educational institution and
the fieldwork agency.
i. The Academic Fieldwork Coordinator representing the educational institution
should regularly evaluate learning opportunities offered during fieldwork to ensure that settings are equipped to meet curricular goals and ensure student exposure to psychosocial factors, occupation-based outcomes and evidence-based practice.
1. This may be accomplished through regular communication (e.g., emails, phone calls, written correspondence, etc.) between the AFWC and faculty and ongoing communication regarding the academic program’s
curriculum design to the fieldwork site. In addition, the fieldwork site should have opportunity to inform the didactic program preparation.
ii. The fieldwork site should regularly evaluate the effectiveness of its fieldwork
program to ensure that students are able to meet learning objectives and deliver ethical, evidence-based, and occupation-centered intervention to clients. The learning objectives should be reviewed regularly to maximize the effectiveness of the fieldwork experience and create new opportunities. Supervisors are
encouraged to participate in routine evaluations of their effectiveness in the supervisory role.
1. Fieldwork site evaluation may occur through:
a. AOTA Student Evaluation of Fieldwork Experience (SEFWE) b. Cumulative review of AOTA Fieldwork Performance
Evaluations (FWPE) to determine student patterns of strength and weaknesses
c. Fieldwork Experience Assessment Tool (FEAT)
d. Review of the Self-Assessment Tool for Fieldwork Educator Competency (SAFECOM)
Level II Fieldwork Goals, Objectives, and Competencies
Level II fieldwork is intended to provide students with an in-depth experience in the delivery of occupational therapy services to clients and to assist students in fully integrating academic knowledge with clinical practice. It is the mission of the School of Occupational Therapy to develop skilled and caring clinicians who respond adaptively to situations, meticulously investigate their work and knowledge base, and provide ethical and unbiased services. During fieldwork experiences, students gradually assume responsibility for the delivery of occupational therapy services, and develop competence as entry-level principle-centered practitioners. In addition to mastery of the Lenoir-Rhyne University School of Occupational Therapy educational mission and goals, and attaining competencies as specified on the AOTA Fieldwork Performance Evaluation for the OT student form, general goals and objectives for Level II Fieldwork include:
1. Demonstrate collaboration with the client, family, COTA, and other interdisciplinary team members
2. Communicate client status, concerns, current progress, future needs, and discharge plans in written and verbal form in a professional and coherent manner
3. Behave in a manner congruent with values, standards, and ethics of the profession 4. Understand and demonstrate adherence to facility policies and procedures
5. Demonstrate a sense of personal responsibility by: accepting feedback, assuming responsibility for own learning, and taking opportunities to teach others
6. Synthesize through the analysis of tasks, activities, and occupational roles of clients in order to effectively implement treatment plans
7. Analyze the environment and make appropriate adaptations for clients/families 8. Determine sequence, frequency and duration of occupational therapy services 9. Evaluate the effectiveness of services through re-evaluation of clients and
participation in the quality improvement process
10. Apply occupational therapy theory and frames of reference in the choice of treatment activities for clients
11. Develop achievable client goals, objectives and treatment activities based on: assessment, realistic expectations, collaboration with others, and the client/family needs
12. Demonstrate commitment to lifelong learning through independent research efforts and willingness to present to occupational therapy peers
13. Use current research findings and other resources as a basis for assessment and intervention decisions
14. Maintain work area, equipment and supplies according to facility policies and safety standards
Level II Fieldwork Placement Process
The Lenoir-Rhyne Fieldwork Office utilizes a software system to assist in planning, tracking, and maintaining all fieldwork education experiences. Student fieldwork assignments are chosen based on: (a) the quality of educational experience available at the site; (b) the educational needs of the occupational therapy students; and (c) availability of sites. Fieldwork sites are at a
premium and are a valuable resource of the School of Occupational Therapy. The School has established fieldwork policies (i.e. Appeals, Assignment Process) designed to serve the largest good in the fairest possible manner. Students are reminded that they have been informed, since admission, that they are responsible for completing a minimum of six (6) months of Level II fieldwork. Students have been informed that they are responsible for the financial burden of this part of their training, that this training may take place anywhere in the United States and that the student is responsible for planning and preparing for this expensive part of their education.
Students will not be placed in fieldwork outside of the assignment process, new fieldwork site, or assignment appeal processes. Students may not contact any fieldwork site
(scheduled or potential) without AFWC approval. Fieldwork Assignment Process
Site assignment is completed by the AFWC during the semester prior to the Level II fieldwork experience. The AFWC first confirms all sites that have returned reservation forms indicating slots available for LR OT students. Students wishing to request a specific geographic location or
