650 November/December 2006, Volume 60, Number 6

Role Competencies for a Fieldwork Educator

Purpose

These role competencies have been developed to assist edu-cational programs in determining and/or evaluating thetypical responsibilities of a fieldwork educator associatedwith an occupational therapy program. The competenciesare based on the American Occupational TherapyAssociation’s Standards for Continuing Competence. Theserole competencies are statements describing the typical val-ues, knowledge, skills, and responsibilities that are neededto be successful in the role of a fieldwork educator. Thecompetencies are general statements, as specific competen-cies may not apply to all situations. Each competency maybe modified and should be considered a guideline for insti-tutions or educational settings.

Standard 1. KnowledgeOccupational therapy practitioners shall demonstrate under-standing and comprehension of the information required forthe multiple roles they assume. In addition to the recognizedcompetencies for occupational therapy practitioners, thefieldwork educator must be able to• Facilitate the development of competent entry-level

occupational therapy practitioners through the provisionof supervised quality fieldwork experiences

• Develop learning activities and assignments that encom-pass the breadth and depth of knowledge in the profes-sion and reinforce knowledge and skills leading to entry-level competency

• Demonstrate knowledge of effective learning processesthat identify individual learning styles and use appropri-ate and individualized techniques for students at theirfieldwork education site

• Demonstrate accurate and current knowledge of thecontractual agreement between the colleges/universitiesand the fieldwork site

• Demonstrate the competence to develop and maintainproficiency in occupational therapy processes and super-vision skills through investigation, formal education,continuing education, or self-study

• Maintain current knowledge of standards, rules, andregulations regarding supervision of students set by thestate, accreditation bodies, and the fieldwork institution.

Standard 2. Critical ReasoningOccupational therapy practitioners shall employ reasoning pro-cesses to make sound judgments and decisions within the con-text of their roles. In addition to the recognized competen-cies for occupational therapy practitioners, a fieldworkeducator must be able to• Effectively evaluate and share knowledge in the form of

new materials, literature, and educational materials relat-ing to fieldwork that enhance the lifelong learning offuture occupational therapy practitioners

• Critically integrate and apply theory, literature, andresearch into practice at the fieldwork education site

• Critically evaluate the curriculum, particularly in termsof its components and their relationship to fieldworkeducation, and participate in curriculum development inrelation to the best practice in the fieldwork setting

• Evaluate interpersonal dynamics among occupationaltherapy practitioners, other clinical and non-clinical per-sonnel, clients, and students to resolve issues and deter-mine action plans, including contacting the academicfieldwork coordinator

• Demonstrate the ability to communicate critical reason-ing behind clinical practice decisions to students andencourage development of critical reasoning in the field-work student.

Standard 3. Interpersonal SkillsOccupational therapy practitioners shall develop and maintaintheir professional relationships with others within the contextof their roles. In addition to the recognized competencies foroccupational therapy practitioners, a fieldwork educatormust be able to• Project a positive image of the fieldwork program to the

college or university, student, and community• Demonstrate a competent and positive attitude towards

practice and supervision that will result in effectivedevelopment and mentoring of fieldwork students

• Effectively supervise and advise fieldwork students inrelation to fieldwork and practice issues

• Effectively mediate interpersonal issues among students,clients, and staff

• Demonstrate positive, culturally sensitive interactionswith diverse faculty, students, fieldwork coordinators,and practitioners

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• Identify and clearly communicate both strengths andareas for improvement to students in a manner thatencourages student growth as a practitioner.

Standard 4. Performance SkillsOccupational therapy practitioners shall demonstrate the exper-tise, attitudes, proficiencies, and ability to competently fulfilltheir roles. In addition to the recognized competencies foroccupational therapy practitioners, a fieldwork educatormust be able to• Plan fieldwork experiences within his or her setting that

will prepare ethical and competent practitioners • Develop fieldwork course objectives, course materials,

and educational activities and experiences that promoteoptimal learning for students

• Evaluate students’ performance and learning outcomesin relation to fieldwork objectives of the program and theorganization

• Design and implement a plan that develops and main-tains accurate documentation of student performance,collaboration with academic curriculum, the fieldworkacademic coordinator, and/or other documentationrequired for fieldwork experiences.

Standard 5. Ethical ReasoningOccupational therapy practitioners shall identify, analyze, and clari-fy ethical issues or dilemmas in order to make responsible decisionswithin the changing context of their roles. In addition to the rec-ognized competencies for occupational therapy practition-ers, a fieldwork educator must be able to• Act as a role model as an occupational therapy advocate

and change agent in situations with professional, cultur-ally competent, and ethical behavior

• Clarify and analyze fieldwork issues within an ethicalframework for positive resolution.

Prepared by Anne E. Dickerson, PhD, OTR/L, FAOTA, Professional

Program Director/Chairperson PRODEC, Commission on Education

for

The Commission on EducationLinda Fazio, PhD, OTR/L, FAOTA, Chairperson

Adopted by the Representative Assembly 2005M284

The American Journal of Occupational Therapy 651

The Essential Guide to Occupational Therapy Fieldwork EducationRESOURCES FOR TODAY’S EDUCATORS AND PRACTITIONERS

Edited by Donna M. Costa, MS, OTR/L

Fieldwork education is a vital piece of every occupational therapystudent’s education. In this comprehensive manual, occupationaltherapy fieldwork educators in both academic and clinical

settings will learn how to prepare a student fieldwork manual for clinical sites and educate staff about the changes in fieldwork educationover the past 10 years. Academic fieldwork coordinators, working toput together an effective fieldwork experience, will find resources toshare with colleagues and new ideas to utilize.

Order #1231-J$59 AOTA Members ■ $83 Nonmembers

A Must-Have Resource for Every Fieldwork Supervisor!

Call: 877-404-AOTA ■ Shop: www.aota.org (Books, Products, & CE)

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299 pages, 2004ISBN 10: 1-56900-195-2ISBN 13: 978-1-56900-195-0

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