Fieldwork

Students are assigned fieldwork settings based on multiple considerations including: student's interest, site availability, student's academic needs, etc. Fieldwork experiences are crucial to allow students the opportunity to apply knowledge they have gained within the education program to real-life situations with clients. The Fieldwork Coordinator will work closely with all students to ascertain the highest degree of success possible.

There is a possibility that you may need to relocate for some portion of fieldwork and you are not guaranteed to be placed in your home geographical area. There are two types of fieldwork for the occupational therapy program:

  • Level I: Shorter in length of time, focused on various populations and in conjunction with curriculum focus each semester, various facilities, likely will be within a reasonable geographical area from Paducah Regional Campus

  • Level II: Performed in various settings including hospitals, nursing homes, out-patient facilities, school systems, psychiatric facilities, child & adult developmental care facilities, community-based settings, wellness facilities, etc, nationwide

    *You must complete Level II Fieldwork within 24 months following the completion of the didactic portion of the program.

Fieldwork Educator's Resources: 

AOTA Mental Health Resources

HIPAA Policies in Fieldwork

Level I Fieldwork Information

AOTA Position Paper for Level 2 Fieldwork & OT Students

COE Guidelines for Level 2 OT Fieldwork Experience

 

Additional fieldwork articles for reference:

  • Cohn, E., Dooley, N., Simmons, L. (2001). Collaborative fieldwork model. Haworth Press, Inc., pp. 69-83.
  • Evans, M., Barnes, M., and Cohn, E. (2002, January/February). Perceptions of level I and level II fieldwork in the same site. The American Journal of Occupational Therapy, pp. 103-106.
  • Johnson, C., Haynes, C., Oppermann, J. (2007, December). Supervision competencies for fieldwork educators. OT Practice.
  • Stutz-Tanenbaum, P., Hooper, B. (2009, June). Creating congruence between identities as a fieldwork educator and a practitioner. Education Special Interest Quarterly published by The American Occupational Therapy Association, 19(2), 1-4.