1000 fieldwork hours: analysis of multi-site evidence

Jeffrey D Holmes; Ann M Bossers; Helene J Polatajko; Donna P Drynan; MaryBeth Gallagher; Clare M O'Sullivan; Anita L Slade; Jill J Stier; Caroline A Storr; Julie L Denney

1000 fieldwork hours: analysis of multi-site evidence

Jeffrey D Holmes, Ann M Bossers, Helene J Polatajko, Donna P Drynan, MaryBeth Gallagher, Clare M O'Sullivan, Anita L Slade, Jill J Stier, Caroline A Storr, Julie L Denney

Research output: Contribution to journal › Article › peer-review

25 Citations (Scopus)

Abstract

BACKGROUND: Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard.

PURPOSE: To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork.

METHODS: Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale.

FINDINGS: Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short.

IMPLICATIONS: The identification of a plan for addressing the lower ratings in these three competencies should be considered.

Original language	English
Pages (from-to)	135-43
Number of pages	9
Journal	Canadian journal of occupational therapy
Volume	77
Issue number	3
Publication status	Published - Jun 2010

Keywords

Clinical Competence
Competency-Based Education
Humans
Occupational Therapy

Cite this

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title = "1000 fieldwork hours: analysis of multi-site evidence",

abstract = "BACKGROUND: Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard.PURPOSE: To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork.METHODS: Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale.FINDINGS: Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short.IMPLICATIONS: The identification of a plan for addressing the lower ratings in these three competencies should be considered.",

keywords = "Clinical Competence, Competency-Based Education, Humans, Occupational Therapy",

author = "Holmes, {Jeffrey D} and Bossers, {Ann M} and Polatajko, {Helene J} and Drynan, {Donna P} and MaryBeth Gallagher and O'Sullivan, {Clare M} and Slade, {Anita L} and Stier, {Jill J} and Storr, {Caroline A} and Denney, {Julie L}",

year = "2010",

month = jun,

language = "English",

volume = "77",

pages = "135--43",

journal = "Canadian journal of occupational therapy",

issn = "0008-4174",

publisher = "SAGE Publications",

number = "3",

}

TY - JOUR

T1 - 1000 fieldwork hours

T2 - analysis of multi-site evidence

AU - Holmes, Jeffrey D

AU - Bossers, Ann M

AU - Polatajko, Helene J

AU - Drynan, Donna P

AU - Gallagher, MaryBeth

AU - O'Sullivan, Clare M

AU - Slade, Anita L

AU - Stier, Jill J

AU - Storr, Caroline A

AU - Denney, Julie L

PY - 2010/6

Y1 - 2010/6

N2 - BACKGROUND: Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard.PURPOSE: To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork.METHODS: Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale.FINDINGS: Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short.IMPLICATIONS: The identification of a plan for addressing the lower ratings in these three competencies should be considered.

AB - BACKGROUND: Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard.PURPOSE: To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork.METHODS: Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale.FINDINGS: Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short.IMPLICATIONS: The identification of a plan for addressing the lower ratings in these three competencies should be considered.

KW - Clinical Competence

KW - Competency-Based Education

KW - Humans

KW - Occupational Therapy

M3 - Article

C2 - 20597373

SN - 0008-4174

VL - 77

SP - 135

EP - 143

JO - Canadian journal of occupational therapy

JF - Canadian journal of occupational therapy

IS - 3

ER -

1000 fieldwork hours: analysis of multi-site evidence

Abstract

Keywords

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