Fieldwork Educator’s Guide to Level I Fieldwork

Debra Hanson, PhD, OTR/L, FAOTA; Elizabeth DeIuliis, OTD, OTR/L
ISBN 10:
ISBN 13:
Trade Paperback
Publication Date:
Item Number:
Product Dimensions:
7.00 x 10.00 x 0.85 inches

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Book Description

A new resource for occupational therapy academic fieldwork coordinators and fieldwork educators, Fieldwork Educator’s Guide to Level I Fieldwork is a practical guide for faculty and clinicians to design and implement Level I fieldwork experiences for occupational therapy and occupational therapy assistant students.

Fieldwork Educator’s Guide to Level I Fieldwork
was designed to address the challenges of integrating Level I fieldwork with classroom learning experiences. Expansive and versatile, the book meets the recently expanded definition of Level I fieldwork according to the 2018 Accreditation Council for Occupational Therapy Education standards, including faculty-led experiences, standardized patients, simulation, and supervision by a fieldwork educator in a practice environment.

Each unit of the text builds upon the previous unit. The first unit provides fundamental knowledge on experiential learning and includes an orientation to the purpose of Level I fieldwork in occupational therapy. Building on this foundation, the second unit equips the reader with resources to develop a Level I fieldwork learning plan suitable for their setting. The final units focus on situational scenarios that emerge during Level I fieldwork placements and provides a framework for assessing student learning during Level I fieldwork. While each chapter is designed to build upon one another, they also can be used as stand-alone resources depending on the needs of the reader.
What is included in Fieldwork Educator’s Guide to Level I Fieldwork:
  • Up-to-date terminology
  • Experiential learning frameworks and models in diverse contexts, including role emerging and simulation
  • Strategies for addressing anxiety and student stress management and supporting students with disabilities
  • Models to support clinical reasoning development during Level I fieldwork
  • Mechanisms to foster student professional development and communication skills
Be sure to also look into the successive textbook, Fieldwork Educator’s Guide to Level II Fieldwork, which was designed in-tandem with this book to be a progressive resource that exclusively focuses on Level II fieldwork.

More Information


About the Editors
Contributing Authors
Unit I              Building a Foundation to Support Level I Fieldwork Learning

Chapter 1                    Overview of Level I Fieldwork
Debra Hanson, PhD, OTR/L, FAOTA
and Elizabeth D. DeIuliis, OTD, MOT, OTR/L, CLA

Chapter 2                    Thinking Like an Educator: Theoretical Frameworks for
                                    Level I Fieldwork
Nancy R. Dooley, MA, PhD, OTR/L

Chapter 3                    Mentoring in Professional Best Practices
                                    During the Level I Fieldwork Experience
Hannah Oldenburg, EdD, OTR/L, BCPR and Cherie Graves, PhD, OTR/L

Chapter 4                    Context Matters: Application of Learning Frameworks in Context
Jaynee Taguchi Meyer, OTD, OTR/L; Becki Cohill, OTD, OTR/L;
and Lacey Spark, OTD, MOT, OTR

Unit II            Supporting the Student During a Level I Fieldwork
Chapter 5                    Fostering Clinical Reasoning During Level I Fieldwork
Debra Hanson, PhD, OTR/L, FAOTA and Amy Mattila, PhD, OTR/L

Chapter 6                    Thinking With Theory
Debra Hanson, PhD, OTR/L, FAOTA and Jason C. Lawson, PhD, MS, OTR/L

Chapter 7                    Fostering the Development of Professionalism During Level I Fieldwork
Elizabeth D. DeIuliis, OTD, MOT, OTR/L, CLA

Chapter 8                    Developing the Level I Fieldwork Learning Plan
Marsena W. Devoto, MSOT, OTD, OTR/L

Unit III           Situational Topics in Level I Fieldwork Learning
Chapter 9                    Taking Advantage of Emerging Learning Opportunities Onsite
Rebecca L. Simon, EdD, OTR/L, FAOTA

Chapter 10                  Developing Supportive Fieldwork Accommodations for a Student With a Disability
Angela M. Lampe, OTD, OTR/L; Julia Shin, EdD, OTR/L;
and Anna Domina, OTD, OTR/L

Chapter 11                  Psychosocial Factors Impacting Level I Fieldwork
Joscelyn Varland, OTD, OTR/L, CLT

Unit IV           Level I Fieldwork Assessment
Chapter 12                  Effective Use of Feedback During Level I Fieldwork
Jeanette Koski, OTD, OTR/L

Chapter 13                  Assessment of Student Learning During Level I Fieldwork
Jayson Zeigler, DHSc, MS, OTR
Financial Disclosures

About the Editors

About the Editors

Debra Hanson, PhD, OTR/L, FAOTA, is currently a professor at the University of Mary, which maintains dually accredited doctoral programs at Bismarck, North Dakota and Fargo, North Dakota campuses, and an affiliated doctoral program in Billings, Montana. Dr. Hanson previously served as faculty and academic fieldwork coordinator (AFWC) at the University of North Dakota in Grand Forks, North Dakota for more than 30 years, transitioning to the University of Mary, Fargo, North Dakota campus in 2019. Dr. Hanson completed her bachelor’s degrees in Occupational Therapy (1980) and Psychology (1979) and a master’s degree in Counseling (1990), all at the University of North Dakota, and a PhD in Adult Education in 2009 from North Dakota State University in Fargo, North Dakota. Dr. Hanson served as the American Occupational Therapy Association (AOTA) Commission on Education AFWC representative from 2010 to 2013 and was recognized in 2014 as a Fellow in the AOTA related to her leadership in fieldwork education. She has served as a content expert and reviewer on the topic of fieldwork education for various academic journals and coordinated the Fieldwork Issues column for OT Practice from 2010 to 2017. She has published several book chapters and numerous peer-reviewed publications and has presented at state, national, and international conferences on topics related to fieldwork education, student clinical reasoning development, evolution of occupational therapy practice, professional identity, considerations for rural practice, spirituality, and integration of occupational therapy theory in practice and various teaching methods.
Elizabeth D. DeIuliis, OTD, MOT, OTR/L, CLA, is a clinical associate professor at Duquesne University, which maintains dually accredited occupational therapy programs at the master’s-level and the entry-level occupational therapy doctorate level in Pittsburgh, Pennsylvania. Dr. DeIuliis served as the AFWC at Duquesne University for more than 11 years and assumed the role of program director in 2021. Dr. DeIuliis received a bachelor’s degree in Health Sciences and a master’s degree in Occupational Therapy from Duquesne University. She completed a Post-Professional Occupational Therapy Doctorate Program at Chatham University. Dr. DeIuliis also earned the credential Academic Leader via successful completion of the AOTA’s Academic Leadership Institute in 2018. Dr. DeIuliis has had various leadership roles within academia and the occupational therapy profession, such as serving on the Board of Directors within the Pennsylvania Occupational Therapy Association and as a subject matter expert and volunteer within the National Board for Certification in Occupational Therapy. She has published several textbooks, numerous peer-reviewed publications, and has presented at state, national, and international conferences on topics related to fieldwork education, doctorate capstone, professionalism, interprofessional education, and teaching methodologies.