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FWE Research (Fieldwork Supervision (Jensen & Daniel, 2010) (students…
FWE Research
Fieldwork Supervision (Jensen & Daniel, 2010)
Willingness to accept students
facility constraints
facilities with structured fieldwork programs
students need more formalized FW prep in school
students' preparedness as a valued support (Evenson, et al., 2015)
Generation Y (Hills, Ryan, Smith, & Warren-Forward (2012)
confident with technology
over confident in skill level
easily bored
Concerns
casual communication
poor professional behavior
shallow professional reasoning
difficulty receiving negative feedback
supervisors' fieldwork experiences (Varland et al., 2017)
ongoing professional development for FWE
recognition for FW supervision (Kirke, Layton & Sim, 2007)
there is not a difference in clinician productivity when supervising a student (Ozelie, et al., 2015)
preparation for the educator role (Hanson, 2011)
students and FWE agree on supervisor behaviors that promote education (Koski, Simon, & Dooley, 2013)
FWE need to model EBP in clinical decision-making (Nicols, 2017)
allowing supervisors and students to discuss teaching & learning processes promotes successful internship completion (Hsu, 2016)
many types of advising strategies & types of advisees (Mier, 2018)
FWE value their role but lack time and resources to feel effective (Ryan and Beck, 2018)
Solutions to Shortages
Interprofessional Collaboration (Smith & Seely, 2010)
easing pressure on supervisors & maximizing placement
paired clinical placement (Pippitt, et al., 2015)
students who were interested in working together & teaching each other
promote interprofessional teams
splitting placement between different sectors (Davies, Dugdale & Hayhow, 2019)
Tips for recruitment of teachers of medical students (Alberti & Atkinson, 2018)
develop personal relationships
provide open communication channels
regular practice visits
get to know the local area
teacher training days
formal recognition
adequate financial renumeration
formal agreements
demonstrate understanding of pressures faced
reduce burden
promote benefits of teaching
look into the wider team
increasing students' readiness by providing site-specific topics to become familiar with prior to FW placement (Short, et al., 2018)
viewing solutions as resource management (Bieschke, et al., 2011)
alternative models to internship training (Schaefer, et al., 2011)
accreditation agencies & match programs (Steadman, et al. 2009)
Collaborative model: 2 or 3 students to one supervisor (Rindflesch, et al., 2009)
schools emphasizing the shortage and calling practitioners to help (Roberts & Simon, 2012)
GRACE program to promote mutually beneficial relationships (Rosenwax, Gribble & Margaria, 2010)
Alternate fieldwork placements (AOTA, 2000)
Motivators
Professional Identity
Practitioner to Scholar (Carra, et al., 2017)
grow through support and collaboration
identity reconstruction
students in role-emerging practice created their own professional identity; this was questioned when the entered practice due to sustainability (Clark, et al., 2015)
not clear and results in colleagues holding perceptions of OT as having a low status (Turner, et al., 2015)
practitioners do not have deep knowledge of the profession's beliefs and feel undervalued
understanding, owning and reinforcing occupational paradigm
OT need to reinforce unique occupation-based practice
professional education & professional socialization during placement in education programs promote professional identity formation ( Ashby, Adler, & Herbert, 2016)
collaboration bridges the gap between theory and practice (Binyamin, 2018)
Continuing Competence (Coffelt & Gabriel, 2017)
therapists actively plan professional activities for continuing competence
productivity standards are the biggest barrier
OT graduates have high levels of work motivation (Chai, et al., 2017)
working with other OTs increases likelihood of being FWE (Bonsaksen, et al., 2019)
Trust (Okello & Gilson, 2015)
trust relationships influence healthcare workers motivation
consequences
retention
performance
quality of care
influenced by human resource management and organization practices
motivational factors
respect
recognition
appreciation and rewards
supervision
teamwork
management support
autonomy
communication
feedback and openness
staff shortages/resource inadequacy
Mentor Motivation (Gmeiner, 2013)
clinical practice mentors have good self-image and friendly leadership style
independence and responsibility in the workplace are most important motivation factors for carrying out mentoring work
fulfill higher-level needs
interesting and dynamic work tasks
working conditions
well-balanced personal life
positive feedback
on-the-job training
work motivation (Perreira, Innis & Berta, 2016)
work performance
organizational justice
status
personal characteristics
work relationships
autonomy
organizational identification
training
meaningfulness of work
healthcare workers' motivation may influence patient care
pay
Student Practicioner (Phillips & Legaspi, 1995)
internship model includes pay, benefits & employee status
requires facility cooperation
high-performing students were more motivated and demonstrated higher self-determination than low-performing students (de Jong, et al., 2017)
Continuing Competence (AOTA, 2015)
Knowledge (EBP, legislature, etc.)
Critical Reasoning (decision-making in practice)
Interpersonal Skills (professional relationships with others)
Performance Skills (employing art & science of OT in practice)
Ethical Practice (make responsible decisions)
FW Placement (Thomas, et al., 2007; Varland et al., 2017; Hanson, 2011; Swinth, 2016)
Benefits of FW Placement
student-developed resources & access to educational resources
sense of contributing to future of OT
development of OT skills & professional values
advocacy, leadership, managerial skills, professional identity (Brzykcy, et al., 2016)
later recruitment of FW students
employers employed students they previously supervised
CEUs, continuing professional development
shared supervision
Opportunity to update practice (Evenson, et al., 2015)
Challenges of FW Placement
staffing issues
lack of physical resources
prohibitive workload pressures- caseload, productivity, job responsibilities
working part-time
fear of failing a student
spending additional time at work when supervising a student (Ozelie, et al., 2018)
students lacking communication, problem-solving skills and clinical skills
Role Strain (Barton, et al., 2013)
Student Experiences (Towns & Ashby, 2014)
Explaining the theory-practice nexus
participants difficulty in distinguishing different forms of theoretical knowledge
educators' struggle to fulfill roles of educator & clinician when articulating theoretical knowledge
Experiencing dissonance between university-based studies & the real world
discrepancy between importance of theory in school & practice
creating a positive mindset for the use of theoretical knowledge in practice for future practice
FWE shaped students' perceptions of theoretical knowledge in clinical reasoning
internships may have optimal conditions for development, intern non-development, supervisor frustration and mutual dissatisfaction (Holyoak, 2013)
characteristics of the intern and supervisor affect learning & development during internships
Private Practice FWE Predictors (Nowrouzi-Kia, 2019)
receiving funding from workers' compensation sector (Canada)
11-20 years of experience
working full time
reporting that physical space and resources were not barriers
comfort with teaching expectations, criteria & methods
quality experience includes: university preparedness, welcoming learning environment, clear expectations, graded learning experiences, consistency, feedback (Rodger, et al., 2011)
Collaboration between FWE & FWC
education on FW expectations (Varland et al., 2017)
education institutions should take the lead on initiating conversations in response to constant changes in healthcare (Kirke, Layton & Sim, 2007)
AFWC reward (Stutz-Tanenbaum, et al., 2017)
intrinsic
collaboration
development of the profession
feeling appreciated
student success
Role factors (Stutz-Tanenbaum, et al., 2017)
FW data management
FW site management
FW teaching and consultation
departmental and institutional compliance
scholarship and accreditation
laying groundwork for students in FW
FWE expect institutions to provide efficient support, expectations of the academic program, training for educator role, ongoing communication (Hanson, 2011)