Fieldwork Educator’s Guide to Level II Fieldwork

Elizabeth DeIuliis, OTD, OTR/L; Debra Hanson, PhD, OTR/L, FAOTA
ISBN 10:
ISBN 13:
Trade Paperback
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Product Dimensions:
7.00 x 10.00 x 0.91 inches

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Book Description

A new, comprehensive resource for fieldwork educators and academic fieldwork coordinators, Fieldwork Educator’s Guide to Level II Fieldwork provides a blueprint for designing, implementing, and managing Level II fieldwork programs for occupational therapy and occupational therapy assistant students across practice settings.
Drawing from the expertise of renowned individuals in the field, Drs. Elizabeth D. DeIuliis and Debra Hanson provide the tools for fieldwork educators and academic fieldwork coordinators to put together learning frameworks, educational theories, and clinical instructional techniques within and outside occupational therapy in order to create and maintain high-quality Level II learning experiences. Fieldwork Educator’s Guide to Level II Fieldwork challenges fieldwork educators and academic fieldwork coordinators to shift their mindset to facilitating skill acquisition and to adjust their teaching approach to match the learning needs and developmental level of the student.
Designed to meet the definition of Level II fieldwork according to the 2018 Accreditation Council for Occupational Therapy Education standards, and in response to common pitfalls and challenges in clinical education today, Fieldwork Educator’s Guide to Level II Fieldwork is the go-to guide for the busy practitioner and academic fieldwork coordinator.
What is included in Fieldwork Educator’s Guide to Level II Fieldwork:
  • Expansive overviews of supervision models and vignettes illustrating use across practice settings
  • Examples and templates to construct a learning plan, site-specific learning objectives, orientation, weekly schedules, and learning contracts
  • Tools and strategies to uniquely develop and foster clinical reasoning in fieldwork
  • Models for dually approaching supervision and mentorship
  • Strategies for addressing unique student learning and supervision needs
Fieldwork Educator’s Guide to Level II Fieldwork can be used as a standalone resource or as a complement to Fieldwork Educator’sGuide to Level I Fieldwork, which was designed in-tandem with this text to holistically address Levels I and II fieldwork education

More Information



About the Editors
Contributing Authors
Unit I Getting Ready for a Level II Fieldwork Student 1
Chapter 1 Overview of Level II Fieldwork
Elizabeth D. DeIuliis, OTD, MOT, OTR/L, CLA
and Debra Hanson, PhD, OTR/L, FAOTA

Chapter 2 Models for Level II Fieldwork Supervision
Michael Roberts, OTD, OT/L

Chapter 3 Learning to Think Like an Educator
Julie A. Bednarski, OTD, MHS, OTR

Chapter 4 Time to Plan! Developing a Learning Plan, Site-Specific Objectives, and Schedule for Level II Fieldwork
Rebecca Ozelie, DHS, OTR/L

Chapter 5 Setting the Student Up for Success
Ranelle Nissen, PhD, OTR/L

Unit II Supporting the Student During a Level II Fieldwork
Chapter 6 Mentoring in Professional Best Practices During the Level II Fieldwork Experience
Cherie Graves, PhD, OTR/L and Hannah Oldenburg, EdD, OTR/L, BCPR

Chapter 7 Clinical Reasoning Development During Level II Fieldwork
Amy Mattila, PhD, OTR/L and Elizabeth LeQuieu, PhD, OTR/L, CLA

Chapter 8 Teaching Tips and Strategies for Fieldwork Learning
Elizabeth D. DeIuliis, OTD, MOT, OTR/L, CLA
and Alexandria Raymond, OTD, OTR/L

Chapter 9 Reasonable Accommodations: Supporting Students With Disabilities in Level II Fieldwork
Rebecca L. Simon, EdD, OTR/L, FAOTA; Anna Domina, OTD, OTR/L;
and Angela M. Lampe, OTD, OTR/L

Chapter 10 Supporting the At-Risk Fieldwork Student
Bridget Trivinia, OTD, MS, OTR/L
and Caryn Reichlin Johnson, MS, OTR/L, FAOTA

Unit III Conclusion and Reflection of the Level II Fieldwork Experience
Chapter 11 Valued-Added Fieldwork: Building Practice Capacity
Patricia Laverdure, OTD, OTR/L, BCP, FAOTA

Chapter 12 Summative Assessment of Student Learning
Jayson Zeigler, DHSc, MS, OTR

Chapter 13 Level II Fieldwork as a Gateway to the Doctoral Capstone Experience: Understanding the Role and Responsibilities of the Site Mentor
Ann B. Cook, EdD, OTD, OTR/L, CPAM
Financial Disclosures

About the Editors

About the Editors

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.

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