Responsibilities of Fieldwork Partners

Students are expected to:
  • Take responsibility for their learning experience and the direction of that experience in partnership with fieldwork educators, onsite fieldwork coordinators, university professors and university fieldwork coordinators;
  • Set personal and professional goals before the beginning of the fieldwork experience. Review and adjust them throughout the placement;
  • Do preparatory readings before and during the fieldwork experience;
  • Uphold legal standards and the Codes of Ethics at all times (CAOT, professional regulatory body, fieldwork site, university program);
  • Comply with site and university policies and procedures;
  • Increase their understanding of and respect the roles and functions of other team members;
  • Develop competencies for the application of the occupational therapy process;
  • Increase their understanding of the systems in which occupational therapists practice;
  • Learn how occupational therapists contribute to the service delivery team;
  • Increase their understanding of and promote the roles and functions of occupational therapists;
  • Develop confidence and competence in their practice of occupational therapy;
  • Communicate with the university fieldwork coordinator/professor any time during their fieldwork experience if they encounter challenges in developing their competency profile;
  • Provide feedback to fieldwork educator based on their fieldwork learning experience;
  • Provide feedback and an evaluation of their fieldwork experience to their university fieldwork professor/ coordinator following each placement.
Fieldwork educators are expected to:
  • Act as role models for students;
  • Become familiar with the university fieldwork education program (learning objectives, educational tools, fieldwork evaluation tool, expected student performance in accordance with placement level) and with the supervision process;
  • Offer a welcoming environment, a comprehensive orientation and provide space for student use, as available within the site’s resources;
  • Clearly inform students of what is expected of them, appropriately grade responsibilities and expectations and be available to students to offer appropriate supervision;
  • Offer regular and timely feedback based on student performance, including recommendations for improvement;
  • Offer a positive and comprehensive learning environment to enable student development within the core competencies required for occupational therapy practice;
  • Assist students to develop a good understanding of their “professional growth” with respect to core competencies as described in the Profile of Occupational Therapy practice in Canada (CAOT, 2007) by allowing and promoting time for guided reflection;
  • Meet with students to discuss and evaluate their performance at the mid-term and end of the fieldwork education experience;
  • Communicate with the university fieldwork coordinator/professor at any time during the placement if the student encounters significant challenges;
  • Provide to university fieldwork coordinator/professor a current fieldwork site profile describing learning opportunities and resources;
  • Provide feedback by completing a questionnaire with respect to their experience as fieldwork educator (student preparedness, impact of the supervisory experience, administrative support availability, evaluation of pedagogical needs, etc.) and submit it to the university fieldwork coordinator.
University fieldwork coordinators/professors are expected to:
  • Assist students to develop a good understanding of their “professional growth” with respect to core competencies as described in the Profile of Occupational Therapy Practice in Canada (2007) by offering fieldwork preparation (e.g. orientation and resources) and debriefing sessions (e.g. integration of theory with practice) to students;
  • Provide fieldwork educators with orientation and educational resources related to the university academic and fieldwork education programs and the supervision process;
  • Coordinate offers and requests for placements and whenever possible match students and sites according to students’ academic and fieldwork profiles and interests;
  • Ensure students make suitable choices with regard to establishing a varied fieldwork education profile (clienteles and fieldwork settings);
  • Offer ongoing support and problem solving to students and fieldwork educators in dealing with student learning challenges;
  • Recognize fieldwork partners who contribute time and expertise in supervising students;
  • Provide sites with a fieldwork agreement, either temporary or long term, describing the liability and responsibilities of each party;
  • Ensure students are provided with appropriate liability coverage and work site insurance;
    Regularly assess the content and quality of supervision given and provide recommendations to fieldwork sites and feedback to fieldwork educators;
  • Regularly assess the content and quality of the environment in which the placement occurs to ensure appropriate resources are available and provide recommendations to fieldwork sites.