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Ensure that qualified personnel supervise level I fieldwork.

• The supervision in for all ɫɫ��’s level I fieldwork experiences is provided by an occupational therapist or occupational therapy assistant.
• The Department Head approves workload for ɫɫ�� faculty supervising fieldwork experiences and reviews the credential of the additional adjunct faculty hired to teach some of the Level I Fieldwork experiences. The level I fieldwork supervisor is the instructor of record for level I fieldwork courses.

Document that level I fieldwork is provided to students and is not substituted for any part of the level II fieldwork. Ensure that level I fieldwork is integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process and include mechanisms for formal evaluation of student performance.

• ɫɫ��’s level I fieldwork experiences allow students to practice the assessment, intervention skills, and documentation skills they have learned in the classroom curriculum with real clients in the community.
• ɫɫ�� provides clearly documented student learning objectives expected of each level I fieldwork.

• ɫɫ�� level I fieldwork experiences are one-semester courses with a formal midterm and final evaluation. Students are given a pass/fail score at the end of the course based on the performance evaluation results. The level I fieldwork evaluations are shared with the academic fieldwork coordinator. All level I fieldwork experiences must be completed successfully before registering for the level II fieldwork courses.  

WHO DOES A FIELDWORK EDUCATOR TALK TO ABOUT MAKING ARRANGEMENTS TO TAKE A STUDENT?

Please contact Sara Clark at @email or Dr. Cara Masselink at @email to make arrangements to accept a level II fieldwork student.

HOW MANY HOURS ARE REQUIRED FOR LEVEL I AND LEVEL II FIELDWORK?

• Our students participate in a minimum of 45 hours for each level I fieldwork experience. Level I fieldwork rotations are offered in 8 week (summer I, summer II for OTD program) or 15 week terms (spring, fall for OTA program).
• For the OTD program, level II fieldwork experiences are full-time as defined by the clinical site, for 12 weeks each, in accordance with Accreditation Council of Occupational Therapy Education (ACOTE) standards. For the OTA program, Level II fieldwork experiences are full-time as defined by the clinical site for 8 weeks each, in accordance with Accreditation Council of Occupational Therapy Education (ACOTE) standards.

WHEN DO STUDENTS COMPLETE LEVEL I FIELDWORK DURING ɫɫ��’S ACADEMIC PROGRAM? 

For ɫɫ��’s entry-level occupational therapy doctoral degree program, students begin their first level I fieldwork experience in their fourth semester and will have subsequent level I fieldwork experiences until in their sixth semester. Please see an example of our typical OTD program progression. For ɫɫ��’s entry-level occupational therapy assistant bachelor’s degree program, students begin their first level I fieldwork experience in their third semester and will have a second level I fieldwork experience in their fourth semester. Please see an example of our typical OTA program progression

WHEN DO STUDENTS COMPLETE LEVEL II FIELDWORK DURING ɫɫ��’S ACADEMIC PROGRAM?

At ɫɫ��, level II fieldwork is completed at the end of the academic program. For the OTD program, this is just prior to the capstone experience. Please see our sample OTD academic curriculum and sample OTA academic curriculum.

WHAT ARE THE REQUIREMENTS FOR FIELDWORK?

Students are required to submit evidence of a physical assessment, immunizations record, criminal background check, drug screen, TB test, flu shot, HIPAA training and CPR certification and other site-specific documents as requested.

WHERE CAN A STUDENT PERFORM LEVEL II FIELDWORK? 

There are a variety of practice settings in which students can perform level II fieldwork including but not limited acute care hospitals, skilled nursing facilities, inpatient rehabilitation facilities, outpatient pediatric rehabilitation, mental health facilities, school systems, outpatient adult rehabilitation, home health care and nontraditional settings. ɫɫ��’s OT program meets the Accreditation Council of Occupational Therapy Education (ACOTE) requirement that all level I and level II fieldwork experience has “include a psychosocial objective” (C.1.3) and that “at least one fieldwork experience (either level I or level II) must address practice in behavioral health, or psychological and social factors influencing engagement in occupation“ (C.1.17).

WHAT IS ɫɫ��’S ATTENDANCE POLICY FOR FIELDWORK?

The level II fieldwork site and the academic program together collaborate to decide time off during fieldwork. The student is responsible to meet the time requirements of the placement. 

When a student completes a placement in a school system, ɫɫ�� has a specific school system tracking form to track the days off and make-up projects and experiences to account for those days.

DOES THE FIELDWORK EDUCATOR NEED TO BE ON-SITE ALL OF THE TIME AND/OR EVERY DAY?

ACOTE Standard C.1.13 states that “supervision is direct and then decreases to less direct supervision as appropriate for the setting, the severity of the client’s condition, and the ability of the student to support progression toward entry-level competence." Supervision should also be consistent with state licensure regulations, reimbursement guidelines such as Medicare and Medicaid, and facility policy. Unless specified by reimbursement guidelines or other regulatory requirements, supervision need not always be "line of sight." Telephones, mobile phones, or other communications technologies may supplement on-site supervision.

Remember that other professionals can participate in student supervision, but the primary supervisor must be an OT practitioner. The ACOTE Standards permit Level II Fieldwork to be in a setting where there is no occupational therapist employed by the facility. In such cases, the program must document that there is a plan for the provision of supervision by an OTR.

On-site supervision must be provided in accordance with the plan and state credentialing requirements, and the student must receive a minimum of eight hours of occupational therapy supervision per week, including direct observation of client interaction. Additionally, the OT FWEd must be readily available for communication and consultation during work hours.

DOES THE FIELDWORK EDUCATOR NEED TO BE ON SITE ALL THE TIME AND/OR EVERY DAY WITH THEIR LEVEL II FIELDWORK STUDENT? 

ACOTE Standard C.1.13 states that, “supervision is direct and then decreases to less direct supervision as appropriate for the setting, the severity of the client’s condition, and the ability of the student to support progression toward entry-level competence." Supervision should also be consistent with state licensure regulations, reimbursement guidelines such as Medicare and Medicaid, and facility policy. Unless specified by reimbursement guidelines or other regulatory requirements, supervision need not always be "line of sight." Telephones, mobile phones, or other communications technologies may supplement on-site supervision.

Remember that other professionals can participate in student supervision, but the primary supervisor must be an OT practitioner. The ACOTE Standards permit Level II Fieldwork to be in a setting where there is no occupational therapist employed by the facility. In such cases, the program must document that there is a plan for the provision of supervision by an OTR.

On-site supervision must be provided in accordance with the plan and state credentialing requirements, and the student must receive a minimum of eight hours of occupational therapy supervision per week, including direct observation of client interaction. Additionally, the OT fieldwork educator must be readily available for communication and consultation during work hours.

Please contact the ɫɫ��OT fieldwork coordinator for more information

WHAT HAPPENS IF THE FIELDWORK EDUCATOR OR STUDENT BECOMES ILL OR IF THE FIELDWORK EDUCATOR GOES ON VACATION DURING PART OF THE FIELDWORK EXPERIENCE?

These situations should be discussed with the student's academic fieldwork coordinator (AFWC). Any time that the fieldwork educator is away, another person must be designated as the responsible party and contact person to whom the student can go for guidance. Any state licensure regulations and reimbursement guidelines such as Medicare or Medicaid must be followed.

DURING WHAT TIME OF YEAR DOES ɫɫ�� PLACE STUDENTS FOR LEVEL II FIELDWORK? 

At ɫɫ��, we admit students to the entry-level occupational therapy doctoral degree program at our Kalamazoo campus and to our Grand Rapids campus once annually (during summer II semester). Therefore, students are placed for Level II Fieldwork experiences in summer II semester (June – September) and fall semester (September – December).

At ɫɫ��, we admit students to the entry-level occupational therapy assistant bachelor’s degree program at our Kalamazoo campus once annually (spring semester). Therefore, students are placed for Level II Fieldwork experiences in spring semester (January – April).

CAN A FIELDWORK EDUCATOR EARN CONTINUING EDUCATION CREDIT FOR TAKING A LEVEL II FIELDWORK STUDENT?

Yes, a fieldwork educator can earn 12 professional development units (PDUs) for providing 12 weeks of full-time level II fieldwork for an OTD student and 8 professional development units (PDUs) for providing 8 weeks of full-time level II fieldwork for an OTA student. Educators earn one PDU for each week of level II fieldwork supervision.

IT IS POSSIBLE TO PROVIDE SPLIT SUPERVISION WITH ANOTHER OCCUPATIONAL THERAPIST DURING LEVEL II FIELDWORK?

Yes, supervision of a level I or level II fieldwork student can be split in numerous ways. The fieldwork sites can collaborate with the ɫɫ�� academic fieldwork coordinator to develop the best plan for split supervision.  

HOW MUCH EXPERIENCE DOES AN OT PRACTITIONER NEED TO HAVE IN ORDER TO SUPERVISE A LEVEL II FIELDWORK STUDENT?

For level II fieldwork, OT students must be supervised by an occupational therapist (OTD or OTA student) or occupational therapy assistant (OTA Student) who meets state regulations and has a minimum of one year of practice experience, subsequent to initial certification.  

WHAT SHOULD YOU DO IF YOU THINK A STUDENT IS AT RISK OF FAILING FIELDWORK?

The first step is for the fieldwork site to notify the student that he/she is at risk of failing fieldwork. Then the site should let the student know that the site will now notify the academic fieldwork coordinator (AFWC) and encourage the student to call the AFWC as well. One of the roles of the AFWC is to serve as a mediator between student and fieldwork educator concerns. The AFWC can provide the site and student with a different perspective, can advise on possible solutions, and can guide all parties through the necessary next steps. 

HOW MANY TIMES CAN A STUDENT FAIL LEVEL II FIELDWORK?

Each academic program establishes their own policy on fieldwork failure and whether or how many times a student will be allowed to repeat fieldwork.

ɫɫ�� allows students to receive “no credit” grade on one level I or one level II fieldwork experience. If a student receives a “no credit” for a second level I or level II fieldwork experience, they are dismissed from the OT academic program.

DOES THE ACADEMIC PROGRAM HAVE TO TELL THE FIELDWORK SETTING THAT THE STUDENT HAS A DISABILITY?

The academic program is not required to inform the fieldwork site of a student's disability without the student's permission. It is the student's decision whether or not to disclose a disability. The academic fieldwork coordinator will counsel students on the pros and cons of sharing this type of information prior to beginning fieldwork. If a student decides not to disclose, the academic fieldwork coordinator is legally not allowed to share that information with the fieldwork setting, in accordance with the Family Educational Rights and Privacy Act (FERPA) laws.

A fieldwork setting cannot refuse to place a student with a disability unless that student is unable to perform the essential job functions with or without reasonable accommodations. To refuse placement solely on the student's disability is discriminatory and illegal.

CAN A STUDENT COMPLETE ONE OF THEIR LEVEL II FIELDWORK EXPERIENCES INTERNATIONALLY?

To ensure adequate preparation for the NBCOT exam following graduation from our OT program, we require that our students complete both level II fieldwork experiences within the United States. Students may have the option to complete an international fieldwork experience as a third level II experience if available.

CAN A STUDENT JOB SHADOW AT A SITE THEY WOULD LIKE TO COMPLETE FIELDWORK PRIOR TO COMMITTING TO THE SITE FOR LEVEL II FIELDWORK?

We strongly advise against requesting a job shadow at a potential fieldwork site due to the overwhelming amount of job shadow requests received by many facilities.

WHAT IS A PASSING GRADE FOR LEVEL II FIELDWORK?

ɫɫ�� awards a credit/no credit grade for level II fieldwork. This grade is determined based upon a student’s score on the fieldwork performance evaluation (FWPE) which is provided by your fieldwork educator. Scores are determined as satisfactory or unsatisfactory at halfway or midterm point of fieldwork. Final evaluation scores are provided near the end of the fieldwork experience. This score indicates whether a student has passed or not passed their level II fieldwork experience.

- Help prepare for fieldwork assignments, assess various situations and demonstrate clinical reasoning.

The Level II Fieldwork Survival Guide - Information about professional behaviors, advice from previous fieldwork students and tips for a successful experience. 

AOTA Fieldwork FAQ - Information about fieldwork requirements, fieldwork supervisors and grading criteria. 

Interdisciplinary Learning - Interprofessional learning experiences are often part of level II fieldwork. This article can help reinforce awareness of occupational therapy's unique contributions in such a setting. 

Fieldwork Experience Assessment Tool (FEAT) - Use this tool to assess the fieldwork environment, student and educator to facilitate student and educator discussion.

Managing Productivity Requirements as a Level II Fieldwork Student - Five tips to help reduce pressure to meet productivity standards.

Navigating Fieldwork Ethical Issues - Although ethical challenges are uncommon, it is important to understand relevant issues and resolution techniques that may surface during a fieldwork experience. 

Lead Your Own Learning - Active, self-directed learning is an important part of your individual professional development goals and outcomes from fieldwork related to your own career aspirations. 

The most important factor is financial support from your university. There is an expense with every space, resource, and to pay the fieldwork educator(s) that will require approval from higher administration (i.e. Program Chair, Dean, and Provost). 

Provided in this how-to guide are needs assessment resources to support the goal of seeking approval from higher administration at the beginning of the development process.

Other Included How-To Guide Resources:

• ɫɫ�� examples of how dedicated workload helps pay the fieldwork educators
• Strategies to gain additional financial support
• Advantages and disadvantages associated with the location of the site (i.e. on-campus, push-in community, or virtual sites)
• Recommendations on how to provide faculty support and, in turn, sustain this model long-term
• Supportive documents for the clinic space and budgeting of materials and equipment 

The purpose of this section is to outline requirements that involve significant time at the front-end of implementing Level I faculty-facilitated fieldwork sites. Additionally, considerations for the AFWC are described in detail. 

Included How-To Guide Resources:

• Sample forms and strategies to comply with ACOTE Standards (2023)
• Consideration of OT State Practice Supervision Guidelines
• Supportive documents for site operations, marketing, and client recruitment of the sites
• Resources and suggestions to support student learning
• Fieldwork educator materials to support their role in teaching, evaluating, and supporting fieldwork students
• Detailed recommendations for obtaining outcome measures

This section describes the advantages and disadvantages of different documentation systems (i.e. Electronic Medical Records, Microsoft Teams). Additional recommendations for submission, organization, and storage of documentation is also offered for programs that elect to use shared word documents through Microsoft Teams, etc. 

Included How-To Guide Modifiable Documentation Templates:

• Pediatric & Adult Specific Evaluation 
• Evaluation Billing & SOAP Note 
• Daily Documentation Note 
• Progress Report
• Treatment Planning 
• Student Review of Intake Form and Chart 
• Pediatric & Adult Printable Specific Intake Form

The purpose of this section is to provide considerations on the number of days and how long the clinic should be open. For reference, ɫɫ��'s Level I fieldwork sites, their opening hours, and purpose for these hours are provided in detail. Additional considerations are provided to ensure longevity of the site. 

The purpose of this section is to provide strategies and considerations to help new fieldwork sites obtain referral sources and to provide considerations to streamline the referral process at the front-end. Additional recommendations and resources are discussed regarding the client intake form process and scheduling of clients. 

It is essential that the fieldwork educator has the support, guidance, and mentorship from the fieldwork site coordinator and AFWC to run a site successfully. With support, the fieldwork educator can focus more on the benefits and rewards of this role (i.e. satisfaction associated with serving the community, building their professional development). 

For this reason, a robust orientation is recommended to prepare the educator for success and enhance the Level I fieldwork experience for students. This ensures a structured course set-up for student learning and clinical operations alike.

Included How-To Guide Resources:

• A sample orientation checklist that can also be used for student orientation
• Considerations for the student partnership & student-to-client matching process
• An example fieldwork site schedule for a 16-week semester