EDUCATION/FIELDWORK

2017-200 Intra and Interprofessional Collaboration Within Education and PracticeEducation/fieldwork 2 hour 50 minute Institutes

At the conclusion of this presentation, participants will: 1) Describe the history of intra and interprofessional education in the profession (from our historical roots forward). 2) Critique and evaluate the goodness of fit & applicability between components of IPE/P programs presented by panelists and one’s own practice setting. 3) Collaborate with presenters and other participants to develop a multi-year IPE/P roadmap to build into the participant’s practice or academic setting.

The goal of interprofessional education (IPE) is to prepare students for collaborative practice, develop teamwork skills to ultimately improve patient care (Barr, 2007). Evaluation of IPE indicates students have positive attitudes toward collaborative practice (Thistlethwaite, 2012) and that well-constructed IPE improves students knowledge of and skill in collaborative practice (Cox, 2016). However, the link between IPE and successful collaborative practice that improves patient outcomes remains unclear. Despite the best efforts of committed educators and motivated well trained students, successful team based collaborative practice doesn’t happen automatically. Collaborating with any partner, especially community-based partners, requires mutual understanding and respect of culture and context (Tupe et al., 2015). Roncolato (2013) acknowledges that within the heart of partnerships, parity and trust are essential to sustainability. Trust must be cultivated over time. As practitioners we engage in collaboration, promote genuine communication, participate in decision- making and shared learning, the partnership emerges grounded in trust and humility (Leffers & Mitchell, 2010). The sustainability of the partnership is based on the relationship and commitment amongst the partners, not on the program, the practitioners, or the students (Roncolato, 2013; Leffers & Mitchell, 2010; Zingerli, 2010). In building inter- or intraprofessional partnerships, all stakeholders need to be cognizant and diligent in creating a win/win environment for all. This session will build on the profession’s rich history of collaboration by sharing examples of successful intra and interprofessional practice. Presenters will share evidence and examples of successful collaborations and sustained partnerships, lessons learned, and tools for participants to bring back and implement at their settings. Practitioner and student panels will provide real-world narratives of collaborative practice. Active learning will be infused throughout the session and participants will leave with a multi-year roadmap (guide) to grow and sustain intra and interprofessional practice and education initiatives.

Barr, H. (2007). Interprofessional education: The fourth focus. Journal of Interprofessional Care, 21(S2), 40-50.

Cox, M., Cuff, P., Brandt, B., Reeves, S. & Zierler, B. (2016). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Journal of Interprofessional Care. 30(1), 1-3.

Leffers, J., & Mitchell, E. (2010). Conceptual model for partnership and sustainability in global health. Public Health Nursing, 28, 91-102

Roncolato, D. (2013). Building deep partnerships and community-centered centers. In A. Hoy, & M. Johnson (Eds.), Deepening community engagement in higher education: Forging new pathways (pp. 83-94). New York, NY: Palgrave Macmillan. doi:10.1057/9781137315984.0012

Thistlethwaite, J. (2012). Interprofessional education: A review of context, learning and the research agenda. Medical Education, 46, 58-70.

Tupe, D.A., Kern, S.B., Salvant S. & Talero, P. (2015). Building International Sustainable Partnerships in Occupational Therapy: A Case Study. Occupational Therapy International Journal, 22, 131-140. DOI: 10.1002/oti.1407

Zingerli, C. (2010). A sociology of international research partnerships for sustainable development. European Journal of Development Research, 22, 217-233

This session will build on the profession’s rich history of collaboration by sharing examples of successful intra and interprofessional practice. Presenters will share evidence and examples of successful collaborations and sustained partnerships, lessons learned, and tools for participants to bring back and implement at their settings. Practitioner and student panels will provide real-world narratives of collaborative practice. Active learning will be infused throughout the session and participants will leave with a multi-year roadmap (guide) to grow and sustain intra and interprofessional practice and education initiatives.

2017-201Which Assessments are Primarily Used in Occupational Therapy?Education/Fieldwork 50 minute sessions

1. The participant will recognize which types of assessments are being used most frequently in various settings. 2. The participant will identify standardized and non-standardized assessments used in the clinical setting.

Evaluation is central to the process of occupational therapy intervention, and clinical reasoning is central to the process of evaluation (Hinojosa, Kramer, & Crist, 2014). Gaining as much information about the client as possible leads to good intervention planning and good outcomes. Occupational therapy assessments provide the basis for almost all that we do in the profession of occupational therapy. Fawcett (2007) indicates assessment is a core part of the therapy process and should be completed at the beginning, middle and end of the therapy process so that we can prove our interventions are effective. Assessments can be standardized, requiring uniformity of administering and scoring, or non-standardized which does not require uniformity. Each help to aid in the occupational profile, to determine a baseline for intervention, evaluate the outcomes of that intervention and contribute to evidence based practice which are markers for accountability and productivity. A cross-sectional study was conducted at a small rural university with 36 Level II students to determine the types of assessments that are being used in the clinical setting most often and the rational for use.

Asher, I. E., Asher, I. E., & American Occupational Therapy Association. (2007). Occupational therapy assessment tools: An annotated index. Bethesda, MD: American Occupational Therapy Association.

Crist, P., Hinojosa, J., Kramer, P. (2014). Evaluation: where do we begin? In J. Hinojosa & P. Kramer, (Eds.), Evaluation in occupational therapy obtaining and interpreting data (pp.1-18). Bethesda, MD: AOTA Press

Baum, C., Moore, J (2014). Measuring progress using the rehabilitation measures database to increase knowledge about outcome measures. OT Practice, April 28, 2014

Fawcett, A.L. (2007). Principles of assessment and outcome measurement for occupational therapists and physiotherapists. Hoboken, NJ: Wiley & Sons, Inc.

Marshall, A. (2015). Which assessments are primarily used in occupational therapy? (Unpublished master’s thesis). Saint Francis University April 2015.

Richardson, P. K. (2015) Use of standardized tests in pediatric practice. In J. Case-Smith & J. Clifford O’Brien (Eds.), Occupational therapy for children and adolescents (pp. 163-187). St. Louis, MO: Elsevier

This session will help practitioners identify which types of assessments are being used most often in the clinical setting, the rationale for use, limitations for use, and how assessments relate to evidence based practice.

2017-202Occupational Therapy Students’ Stigmatizing Beliefs about Individuals with Schizophrenia Education/Field Work Posters

Participants will be able to define stigma and articulate how stigmatizing beliefs, especially those of healthcare professionals, affect people with mental illness. 2. Participants will be able to discuss the trajectory of OT students’ familiarity with, beliefs about, and attitudes toward people with mental illness. 3. Participants will be able to verbalize at least ways in which mental health stigma can be addressed in OT curriculum and research.

Healthcare providers’ negative attitudes towards people with schizophrenia adversely affect healthcare access and participation (Mittal et al., 2014). Students in healthcare training programs, including OT, have endorsed stigmatizing beliefs about people with serious mental illness (SMI; Boyle et al., 2010; Feeg, Prager, Moylan, Smith, & Cullinan, 2014). This quantitative cross-sectional study assessed the stigmatizing beliefs of students across the five years of an OT program. Research questions included: 1) How does student familiarity with SMI differ based on year in program (YIP)? 2) How do students’ beliefs about people with SMI differ? Students completed the Level of Familiarity (LoF) and Attribution Questionnaire (AQ-27; Corrigan, 2013. The AQ-27 presents a vignette about a person with schizophrenia, followed by 27 questions with Likert-type responses. Responses yield nine attitude factors, serving as proxies for stigmatizing beliefs. Analysis of variance (ANOVA) examined students’ familiarity with SMI; multivariate analysis of variance (MANOVA) analyzed the attitude factors. Results revealed a significant increase in LoF overall, F(4, 180) = 5.22, p = .001. Overall AQ factors were significant by YIP, F(36,678) = 1.89, p = .002. Follow-up ANOVAs found that five individual factors were significant by YIP: pity (p = .018), danger (p = .039), segregation (p = .033), fear (p = .047) and coercion (p = .000). A split in LoF was evident between the first and second halves of the program (years 1 - 3, years 4 - 5). At time of data collection, Year 3 students had just begun their main mental health OT course, and had not yet experienced fieldwork. Positive change in students’ attitudes

was driven by significant difference in only five factors. Difference by YIP was not significant for factors of blame, anger, help, and avoidance. Students continue to need guidance to develop positive beliefs about people with SMI, including schizophrenia.

Beltran, R., Scanlan, J., Hancock, N., & Luckett, T. (2006). The effect of first year mental health fieldwork on attitudes of occupational therapy students towards people with mental illness. Australian Occupational Therapy Journal, 54, 42-48. doi:10.1111/j.1440-1630.2006.00619.x

Corrigan, P. (2013). A Toolkit for Evaluating Programs Meant to Erase the Stigma of Mental Illness. Retrieved from http://stigmaandempowerment.org/resources#Toolkit.

Feeg, V. D., Prager, L. S., Moylan, L. B., Smith, K. M., & Cullinan, M. (2014). Predictors of mental illness stigma and attitudes among college students: Using vignettes from a campus common reading program. Issues in Mental Health Nursing, 35, 694-703. doi:10.3109/01612840.2014.892551

Mittal, D., Sherman, M. D., Han, X., Reaves, C., Corrigan, P., Chekuri, L., Mukherjee, S., & Sullivan, G. (2014). Healthcare providers’ attitudes toward persons with schizophrenia. Psychiatric Rehabilitation Journal, 37(4), 297-303. http://dx.doi.org/10.1037/prj0000095

Overton, S. L. & Medina, S. L. (2008). The stigma of mental illness. Journal of Counseling & Development, 86(2), 143-151.

This quantitative cross-sectional study assessed OT student attitudes toward people with mental illness (MI). Attitudes improved overall during the 5-year OT program; however, no significant differences were found for some attitude factors, e.g., blame. MI stigma must be addressed in OT training.

2017-203New OTs’ Opinions on Post-Graduate EducationEducation/Fieldwork Posters

The following research questions were developed:Via survey research, the student researchers hope to identify:1. Are recently graduated OT practitioners interested in continuing their education?2. What are the reasons for and/or against pursuing a post graduate education?3. Is there a need for higher level institutions to create more programs for OTs looking to pursue a higher level education? 4. Will obtaining a higher education benefit their career or improve their client outcomes? 5. Does the method of information delivery affect the decision to obtain a higher education?6. Does the level of education of their peers affect their decision to pursue a postgraduate education?

The purpose of this project was to determine the interest level of new practitioners in pursuing higher education after receiving their Master’s degree in Occupational Therapy (OT). This would include clinical doctorates in Occupational Therapy (OTD), PhDs, or specialization certificate programs. The results of this study will increase the field of OT understanding of its practitioners and provide knowledge about needs and wants of practicing OTs and provide valuable information to institutions of higher learning and currently practicing clinicians. The participants of this study included OT practitioners that have been practicing for five years or

less in all areas of practice. A literature review highlighted the lack of research on the topic concerning new OT practitioners pursuing postgraduate education. A survey was developed and was mailed to 500 randomly selected practicing therapists via the AOTA List Rental Service. Along with this, the survey was available online to increase participant recruitment. The response rate of the survey was 19.6% from the mailed surveys with an additional ninety-seven responses from the online survey. Overall, the results indicted a negative connotation from new practitioners in regards to pursuing a higher education, a need for new practitioners to become more aware of potential higher degrees, and a need for institutions to consider online delivery options for postgraduate education.

American Occupational Therapy Association. (2007). Accreditation standards for a doctoral-degree-level educational program for the occupational therapist. American Journal of Occupational Therapy, 61(6), 641-651. doi:10.5014/ajot.61.6.641/

Bediako Asare, K. (2014). Looking beyond the residential education and distance education debate, what matters in education is. Turkish Online Journal of Distance Education, (3), 143-154.

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition, Occupational Therapists, on the Internet at https://www.bls.gov/ooh/healthcare/occupational-therapists.htm

Canton, E., & Blom, A. (2004). Can student loans improve accessibility to higher education? World Bank Policy Research Working Paper No. 3425., 1-45.

Castle, S., & McGuire, C. (2010). An analysis of student self-assessment of online, blended, and face-to-face learning environments: Implications for sustainable education delivery. International Education Studies, 3(3), 36-40.

Celik, S. (2011). What are the factors comprising postgraduate education demands, and what are levels of agreement with these factors? Education, 132(1), 185-202.

Cyranoski, D., Gilbert, N., Ledford, H., Nayar, A., & Yahia, M. (2011). Education: The PhD factor. Nature: International Weekly Journal of Science, 276-279.

Coppard, B. M., Dickerson, A., Fazio, L., Costa, D., Musselman, L., Haynes, D., Fisher, K., Jones, T., Freedman, M., Marino, S., Munoz. J., Padilla, R., & Gupta, J. (2007). A descriptive review of occupational therapy education. American Journal of Occupational Therapy, 61(6), 672-677. doi:10.5014/ajot.61.6.672

Demirbolat, O.A. (2005). The expectations of master degree students about programmer and teaching staff. Journal of Educational Sciences, Gazi University, 3(1), 47-64.

Forsyth, K. & Kviz, F. (2006). Survey research design. In G. Kielhofner, (Eds). Research in occupational therapy: Methods of inquiry for enhancing practice (pp. 91-109). Philadelphia, PA: F.A. Davis Company.

Gardner, S. K. (2009). The development of doctoral students: Phases of challenge and support. ASHE Higher Education Report, 34(6), 1-14. doi:10.1002/aehe.3406

Harvey, A., & Andrewartha, L. (2013). Dr who? Equity and diversity among university postgraduate and higher degree cohorts. Journal of Higher Education Policy and Management, 35(2), 112-123.

Hill, P. (2012). Online educational delivery models: A descriptive view. EDUCAUSE Review, 47(6), 84-97.

Jepsen, D. M., & Neumann, R. (2010). Undergraduate student intentions for postgraduate study. Journal of Higher Education Policy & Management, 32(5), 455-466. doi:10.1080/1360080X.2010.511118

Luborsky, M. & Lysack, C. (2006). Overview of qualitative research. In G. Kielhofner, (Eds). Research in occupational therapy: Methods of inquiry for enhancing practice (pp. 326-340). Philadelphia, PA: F.A. Davis Company.

Mittelhauser, M. (1998). The outlook for college graduates, 1996-2006: Prepare yourself. Occupational Outlook Quarterly, 42(2), 2-9.

Mu, K., Coppard, B. M., Bracciano, A. G., & Bradberry, J. C. (2014). Conference proceedings-comparison of on-campus and hybrid student outcomes in occupational therapy doctoral education. American Journal of Occupational Therapy, 68, S51–S56. http://dx.doi.org/10.5014/ajot.2014.685S02

Powell, S. (2007). The doctorate worldwide (p. 34). Maidenhead: Society for Research into Higher Education & Open University Press.

Rampell, C. (2011, May 18). Many with new college degree find the job market humbling. The New York Times, pp. 1-3. Retrieved October 20, 2015, from http://www.tony-silva.com/eslefl/miscstudent/downloadpagearticles/humblingjobhunt-nyt.pdf.

Sastry, T. (2004). Postgraduate education in the United Kingdom, (pp. 1-60). Oxford: Higher Education Policy Institute.Strzelecki, M. V. (2009). Doctoral degrees; Moving forward, going further. OT Practice, 14(3), 9-10.

U.S. college enrollment and forecast 1965-2024 | Statistic. (n.d.). Retrieved from http://www.statista.com/statistics/183995/us-college-enrollment-and-projections-in-public-and-private-institutions/

Walker, P. (n.d.). Rising number of postgraduates 'could become barrier to social mobility'. Retrieved from http://www.theguardian.com/education/2013/feb/07/rising-number-\postgraduates-social-mobility.

Yang, C. (2011). Dynamics of rate of returns for postgraduate education in Taiwan: The impact of higher education expansion. Asia Pacific Education Review, 359-371.

The purpose was to determine the interest level of new practitioners in pursuing higher education following their initial graduation from OT school. A literature review highlighted the lack of research concerning new OT practitioners pursuing postgraduate education. This was conducted using survey methodology.

2017-204Student-Led Exam ReviewsEducation/Fieldwork Posters

Decrease stress for students centered on examinations By increasing confidence in knowledge and better focusing studying efforts.

Increase engagement and ownership of learning of students in the classroom.

Exam reviews are often utilized in academic settings to reinforce knowledge and focus studying efforts1,2. Formats of exam reviews vary across courses, however some instructors choose gameshow styles to review information3,4. Students’ positive perceptions and improved scores prove this to be effective in learning course content 1,4. Traditionally exam reviews are created by the instructor, and while an interactive experience, students are passive in taking ownership of learning. An innovative approach investigated by the author has students generating and facilitating exam reviews.

The investigator selected an introductory course in an entry-level occupational therapy program. Students were divided into three groups to prepare and oversee an examination review for one of the three exams required for the class. In order to provide a variety and to obtain further information regarding what style of exam review works best, the instructor requested three different types of formats in which to prepare the review: Quizzo, Jeopardy and Speed Dating.

After the three reviews and examinations were completed, a 13 question Likert scale and open-ended question survey was administered on the LMS learning platform to determine whether students felt the exam reviews were beneficial and which format was most effective. Results indicate that the overall perceptions of student-led exam reviews are positive and felt to be a good use of time to review the material and increase confidence. Students’ opinions indicated the various approaches to the review were effective and may come down to individual preference as to which method works best for the class. In conclusion, student led-exam reviews contribute to enhancing student engagement in the class, promoting ownership and responsibility for learning and helping to reduce the stress of students prior to the examination. In addition, students’ positive perceptions in exam preparedness were also found to be a benefit of this novel approach.

1. Dotson, W. (2011). Investigating the variables in a mock exam study session designed to improve student exam performance in an undergraduate behavior modification and therapy course. Dissertation Abstracts International Section A: Humanities and Social Sciences, 71(11-A), 3885.

2. Hester, E.J. (2006). The oral exam review: A collaborative strategy to decrease students’ test anxiety and to increase learning. Perspectives on Issues in Higher Education, 9(2), 3-5.

3. Keck, M. (2000). A final exam review activity based on the Jeopardy format. Journal of Chemical Education, 77 (4), 483-487.

4. Kostic, B., Groomes, D.R., & Yadon, C.A. (2015). Game shows as review activities: The impact on course evaluations and student perceptions. Scholarship of Teaching and Learning in Psychology, 1(4), 349-361.

An innovative pilot study evaluated the use of student-led exam reviews to increase student engagement in the classroom, promote student ownership and responsibility for learning and help reduce the stress of students prior to examinations.

2017-205Adjunct Faculty Perceptions of Readiness to TeachEducation/Fieldwork Posters

1. Identify key factors influencing occupational therapy practitioner (OTP) adjunct faculty readiness to teach.

2. Understand needed supports for OTP adjuncts to successfully transition from clinic to academia.

3. Describe use of evidence based teaching practices used by OTP adjunct faculty.

There is a lack of occupational therapy literature regarding the transition of clinicians to the adjunct faculty role. Allied health education programs rely heavily on the support of adjunct faculty to augment their faculty pool (Frantz & Smith, 2013). Clinicians who move into faculty roles frequently do not have formal training in best teaching and learning practices since these clinicians’ own educational background generally does not include training in effective teaching-learning approaches (Frantz & Smith, 2013). Occupational therapy practitioner (OTP) students are not given formal education about faculty roles or adult learning-teaching theory as part of their curriculum (Crist, 2009). Occupational Therapy (OT) education includes a focus on the use of research evidence in clinical practice that gives them a transferable foundation in understanding and interpreting research, but adult learning specific content is not included. An exploratory phenomenological qualitative study was conducted using responsive interviewing to begin to inform the profession regarding the needs of new occupational therapy practitioner adjunct faculty in terms of supportive programs from colleges and universities to ease their transition to academic roles. As a result of attending this poster session attendees will be able to 1. Identify key factors influencing OTP adjunct faculty readiness to teach.2. Understand needed supports for OTP adjuncts to successfully transition from clinic to academia.3. Describe use of evidence based teaching practices used by OTP adjunct faculty.

ACOTE (2011). Accreditation council for occupational therapy education standards and interpretive guide. Retrieved from http://www.aota.org/-/media/Corporate/Files/EducationCareers/Accredit/Standards/2011-Standards-and-Interpretive-Guide.pdf

AOTA (2016). Report of the executive director. Retrieved from http://www.aota.org/-/media/corporate/files/secure/board%20of%20directors/mgmt-

reports/2016/executive-directors-report-march-2016.pdf

Azarra, C. (2010). Qualitatively speaking: The focus group vs. in depth interviews. Quirk’s Marketing Research Media. Retrieved from http://www.quirks.com/articles/2010/20100601.aspx

Bureau of Labor Statistics, U.S. Department of Labor (2016). Occupational outlook handbook. Retrieved from http://www.bls.gov/ooh/healthcare/occupational-therapists.htm (visited July 23, 2016).

Brannagan, K. B., & Oriol, M. (2014). A model for orientation and mentoring of online adjunct faculty in nursing. Nursing Education Perspectives, 35(2), 128. http://dx.doi.org/10.5480/1536-5026-35.2.128

Cohen., D. & Crabtree, B. (2006) Qualitative research guidelines project. Robert Wood Johnson Foundation. Retrieved from http://www.qualres.org/HomeFiel-3650.html.

Commission on Education (2009). Specialized knowledge and skills of occupational therapy educators of the future. The American Journal of Occupational Therapy, 63(6), 804-818. http://dx.doi.org/:10.5014/ajot.63.6.804

Copolillo, A. E., Peterson, E. W., & Helfrich, C. A. (2002). Combining roles as an academic instructor and a clinical practitioner in occupational therapy: Benefits, challenges, and strategies for success. Occupational Therapy in Health Care, 15(1-2), 127-143. http://dx.doi.org/10.1080/j003v15n01_13

Crist, P. (1999). Career transition from clinician to academician: Responsibilities and reflections. American Journal of Occupational Therapy, 53(1), 14-19. http://dx.doi.org/10.5014/ajot.53.1.14

Eaton, C. K., Osgood, A. K., Cigrand, D. L., & Dunbar, A. L. (2015). Faculty perception of support to do their job well. InSight: A Journal of Scholarly Teaching, 10, 35-42. http://insightjournal.park.edu/wp-content/uploads/2015/08/3-Faculty-Perception-on-Support-to-Do-Their-Job-Well.pdf

Elder, S. J., Svoboda, G., Ryan, L. A., & Fitzgerald, K. (2016). Work factors of importance to adjunct nursing faculty. The Journal of Nursing Education, 55(5), 245. http://dx.doi.org/10.3928/01484834-20160414-02

Eslaminejad, T., Masood, M., & Ngah, N. A. (2010). Assessment of instructors’ readiness for implementing e-learning in continuing medical education in Iran. Medical Teacher, 32(10), e407-e412. http://dx.doi.org/10.3109/0142159x.2010.496006

Falzarano, M., & Zipp, G. P. (2012). Perceptions of mentoring of full-time occupational therapy faculty in the united states. Occupational Therapy International, 19(3), 117-126. http://dx.doi.org/10.1002/oti.1326

Fortune, T., Ennals, P., Bhopti, A., Neilson, C., Darzins, S., & Bruce, C. (2016). Bridging identity chasms’: Occupational therapy academics’ reflections on the journey towards scholarship. Teaching in Higher Education, 21(3), 313-325. http://dx.doi.org/10.1080/13562517.2016.1141289

Frantz, J. M., & Smith, M. (2013). Exploring the subjective experiences of allied health professionals in their transition from clinical educators to academia: Barriers and facilitators to successful transition. African Journal of Health Professions Education, 5(1), 37-41. http://dx.doi.org/10.7196/ajhpe.224

Groccia, J. E., & Buskist, W. (2011). Need for evidence-based teaching. New Directions for Teaching and Learning, 128, 5-11. http://dx.doi.org/10.1002/tl.463Harvison, N. (2015). Academic Programs Annual Data Report. Retrieved from http://www.aota.org/-/media/corporate/files/educationcareers/educators/2014-2015-annual-data-report.pdf

Kalb, K. A., O'Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212-219. http://dx.doi.org/10.5480/14-1472

Leedy, P. D., & Ormrod, J. E. (2016). Practical research planning and design (11th ed.). Boston: Pearson ISBN: 978-0133741322

Mason, M. (2010). Sample size and saturation in phd studies using qualitative interviews. Qualitative Social Research. Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1428/3027#g11

Murray, C., Stanley, M., & Wright, S. (2014). Weighing up the commitment: A grounded theory of the transition from occupational therapy clinician to academic. Australian Occupational Therapy Journal, 61(6), 437-445. http://dx.doi.org/10.1111/1440-1630.12146

Otty, R., & Wrightsman, W. (2013). Making the move: Transitioning from practitioner to academic. OT Practice, 18(4), 13. http://dx.doi.org/10.7138/otp.2013.184f2

Portney, L. G, & Watkins, M. P. (2009). Foundations of clinical research: Applications to practice (3rd ed.). Upper Saddle River, NJ: Pearson Prentice-Hall

Rice, G. (2016). An orientation program for clinical adjunct faculty. The ABNF Journal: Official Journal of the Association of Black Nursing Faculty in Higher Education, Inc, 27(1), 7.

Rubin, H. J. & Rubin, I. S. (2012). Qualitative interviewing the art of hearing data. Long, US: SAGE.

Santisteban, L., & Egues, A. L. (2014). Cultivating adjunct faculty: Strategies beyond orientation. Nursing Forum, 49(3), 152-158. http://dx.doi.org/10.1111/nuf.12106

Schaar, G. L., Titzer, J. L., & Beckham, R. (2015). Onboarding new adjunct clinical nursing faculty using a quality and safety education for Nurses Based orientation model. Journal of

Nursing Education, 54(2), 111. http://dx.doi.org/10.3928/01484834-20150120-02

Schaber, P. (2014). Keynote address: Searching for and identifying signature pedagogies in occupational therapy education. The American Journal of Occupational Therapy, 68 (Suppl 2), S40. http://dx.doi.org/10.5014/ajot.2014.685s08

Suplee, P. D., Gardner, M., & Jerome-D’milia, B. (2014). Nursing faculty preparedness for clinical teaching. Journal of Nursing Education, 53(3), S38-S41. http://dx.doi.org/10.3928/01484834-20140217-03

Thompson, S. (2016) Adjunct vs. full-time professor. Houston Chronical. Retrieved from http://work.chron.com/adjunct-vs-fulltime-professor-8553.html

The poster will review the findings of a phenomenological qualitative study conducted to describe the perceptions of new occupational therapy practitioner adjunct faculty related to their readiness to teach, perceived needed supports and use of evidenced based teaching practices.

2017-206Professional Burnout; Confessions of a SurvivorEducation/Fieldwork 1 Hour 50 Minute Session

Participants in this presentation will:1. Evaluate current literature on burnout and stress in the OT workplace2. Identify current causes and risk factors of burn out in their own work and personal lives3. Analyze current levels of compassion satisfaction and compassion fatigue via a validated and standardized assessment tool4. Develop personal strategies for managing workplace stress and decreasing burnout likelihood.

Current research suggests that Professional burnout in the field of occupational therapy is highest among younger, less experienced clinicians (Paulson et al 2011). With the number of Occupational Therapy education programs on the rise, it is possible that the profession could reach an all time high in burnout in the coming years. In order to lessen the likelihood of such a situation, it is imperative that we educate our professional on the risk factors and interventions for burn out. his program is presented from the perspective of a burnout survivor. This program will educate clinicians and academicians on Maslach's historical perspectives on burnout from psychology literature as well as more modern theories on burn out (Lee et al 1990). Using the Stamm Model for Professional Quality of life and the PRO-QOL quality of life measures, participants will learn their risk for burnout and compassion fatigue as well as where to draw strength from their current levels of compassion satisfaction (Stamm et al 2010, Stamm et al 2009). Participants will identify risk factors in their personal life, work administration, client care factors and in educating Fieldwork students than contribute to their likelihood of burn out. Participants will then be able to use the Professional Quality of life model as a tool to recognize, respond and modify their work situations to eliminate or recover from burn out and stressors in their careers.

1. Lee R.T., Ashford, B.E., (1990) On the Meaning of Maslach's three dimensions of burn out. Journal or Applied Psychology: 75(6), 743-747.

2. Etzrodt, G.M., (2008) Taking Care of Our Clients and Taking Care of Ourselves. Special Interest Sectional Mental Health. American Occupational Therapy Association. Bethesda, Maryland.

3. Poulsen, A., Henderson, J., & Castrisos, V. (2011). Sustainable occupational therapy practice: Work-life balance, job satisfaction, and burnout. Occupational Therapy Board of Queensland

4. Stamm, B.H. & Figley, C.R. & Figley, K. R. (2010). Provider Resiliency: A Train-the-Trainer Mini Course on Compassion Satisfaction and Compassion Fatigue. International Society for Traumatic Stress Studies. Montreal, Quebeque, Canada.

5. Stamm, B.H. & Figley, C.R. (2009) Advances in the Theory of Compassion Satisfaction and Fatigue and its Measurement with the ProQOL 5. . International Society for Traumatic Stress Studies. Atlanta, GA

Professional burnout form a survivors perspective; learn how to identify, re-mediate and decrease your chances of burn out with modern theory and a practical assessment tool.

2017-207Embedding OT into a Refugee Resettlement AgencyEducation/Fieldwork 50 Minute Session

Attendance at this workshop will result in participants’ ability to

1) Describe the development of an innovative collaborative partnership between a refugee service organization and a University occupational therapy educational program, and;

2) Discuss the occupational justice framework and the connection between occupational therapy outcomes and client’s improved ability to participate in the rhythms of daily life at home, work, and in their communities

A five-year collaborative partnership between a resettlement agency and a university occupational therapy program led to a program that positively serves the needs of the partnership’s three key stakeholders; the organization; the individual refugee or family; and the clinical training of occupational therapy students. Using an occupational justice framework, the occupational therapy team designed and implemented a combination of group and individual client-centered interventions to achieve general goals of participation in meaningful, health-promoting daily work, home management, and self-care activities. The occupational justice framework focuses on what people do every day on their own, and collectively; how people live to seek identity, satisfaction, and autonomy; how they organize their habits, routines, and choices to promote health (Whiteford & Townsend, 2011).

Whiteford, G. & Townsend, E. (2011) Participatory Occupational Justice Framework (POJF 2010): enabling occupational participation and inclusion. In F. Kronenberg, N. Pollard, and D. Sakellariou (Eds.) (2011) Occupational therapies without borders, Volume 2. Edinburgh, Churchill Livingstone Elsivier.

Wolf, L., Ripat.J., Davis, E., Becker, P. & MacSwiggan, J. (2010). Applying an occupational justice framework. Occupational Therapy Now, 12(1). 15 - 18

This session describes the process of developing and embedding a broad health promoting occupational therapy program into an existing refugee resettlement organization. This program also demonstrates a novel community-based, level II fieldwork placement

2017-208Level I Fieldwork in a Homeless ShelterEducation/Fieldwork Posters

Objective 1: Learn the process of developing a level I fieldwork experience in a non-traditional practice setting

Objective 2: The development of fieldwork assignments and postings related to the experience at a homeless shelter

Objective 3: Learn the process of designing and implementing groups for individuals residing at a homeless shelter based on their identified needs

The overall goal and purpose of this project was to provide students with a Level I fieldwork in a non-traditional community based setting and to develop an occupational therapy program at the identified homeless shelter. The two-folded approach allowed the exploration of an unfamiliar and challenging area of practice for the occupational therapy doctoral student as well as new hands-on experience for the students involved. The goal of Level I fieldwork was to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop understanding of the needs of clients. Students expanded their experience through fieldwork assignments, postings, completing a needs assessment, evaluation of the implemented groups, and 1:1 interactions with children and adults.

AOTA (2009). Occupational Therapy Fieldwork Education: Value and Purpose. American Journal of Occupational Therapy, 63(6), 821-822

Helfrich, C. (2011). Homeless and Women’s Shelters. In Brown, C. and Stoffell, V. (Eds.), Occupational Therapy in Mental Health: A Vision for Participation (pp. 610-624). Philadelphia: F. A. Davis Co.

Fieldwork education is an essential bridge between academic education and everyday practice. The overall goal and purpose of this project was to provide students with a Level I fieldwork in a community based setting and develop an occupational therapy program at an identified homeless shelter.

2017-209Level I Fieldwork: Creating an Active ExperienceEducation/Fieldwork 1 Hour 50 Minute Session

1. Identify the purpose and goals of level I fieldwork.2. Understand why active participation in the level I fieldwork experience is imperative to integrate classroom learning with practical experience. 3. Identify at least 3 ways to make level I fieldwork an active experience in your setting.

The purpose of level I fieldwork according to AOTA (1999) is to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. Additionally, ACOTE (2011) describes that level I fieldwork should allow students to participate in professional responsibilities. However, this is not currently happening as much as it should. Many students report they primarily observe in level I fieldwork placements and opportunities to practice clinical skills are limited (Haynes, 2011 & Johnson, 2006). Learning theories support the need for students learning through active participation. Active learning is described as interacting with information directly by observing and reflecting on the learning process. It involves acquiring information and ideas, experiences and reflection (Kammer et al., 2015). Students benefit from hands-on experiences as supported by Malcolm Knowles’ Adult Learning Theory which states that adults need to learn experientially (Kearsley, G. & Cullata, R., n.d.). This is also supported by the theory of Situated Cognition which states that students learn best in context (Pappas, 2015).

Griffiths and Ursick (2004) found that active learning in the classroom can only do so much. Students perceive that academic preparation does not adequately prepare them to meet employers’ expectations for clinical skill performance. Active participation in level I fieldwork is necessary to bridge this gap (Hodgetts et al., 2007). In a one week hands-on experiential learning program, clinical reasoning and critical thinking skills of students improved (Cooker, 2010). Additionally in another study, students perceived that educators who encouraged active participation on fieldwork facilitated their learning process (Grenier, 2015).

Active participation in level I fieldwork is necessary to adequately prepare students for clinical practice. The Level I Active Learning & Engagement Tool recently developed will be discussed to aid fieldwork educators in overcoming barriers and easily implementing active participation in their workplace.

AOTA (2014) Occupational therapy practice framework: Domain and process (3rd edition). American Journal of Occupational Therapy, 68(Supplement_1), S1-S48. doi:10.5014/ajot.2014.682006

Coker, P. (2010). Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students. Journal of Allied Health, 39(4), 280–286.

Costa, D. (2007). Clinical supervision in occupational therapy: A guide for fieldwork and practice. Bethesda, MD: AOTA.

Denial, A., Schreiner, L., Kammer, R., & Kim, Y. K. (2015). The validation of the active learning in health professions scale. Interdisciplinary Journal of Problem-Based Learning, 9(1) doi:10.7771/1541-5015.1504

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. doi:10.1073/pnas.131903011

Grenier, M. L. (2015). Facilitators and barriers to learning in occupational therapy fieldwork education: Student perspectives. American Journal of Occupational Therapy, 69(Suppl. 2), 6912185070. doi:10.5014/ajot.2015.015180

Griffiths, Y., & Ursick, K. (2004). Using active learning to shift the habits of learning in health care education. Internet Journal Of Allied Health Sciences & Practice, 2(2), 1-8.

Haynes, C. (2011). Active participation in fieldwork level I: fieldwork educator and student perceptions. Occupational Therapy In Health Care, 25(4), 257-269. doi:10.3109/07380577.2011.595477

Hanson, D. (2012). Wanted: hands-on learning opportunities during level I fieldwork, OT Practice, 17, 7-8.

Hodgetts, S., Hollis, V., Triska, O., Dennis, S., Madill, H., & Taylor, E. (2007). Occupational therapy students’ and graduates’ satisfaction with professional education and preparedness for practice. Canadian Journal of Occupational Therapy, 74(3), 148–160.

Hung, I., Hsu, H., Chen, N., & Kinshuk. (2015). Communicating through body: A situated embodiment-based strategy with flag semaphore for procedural knowledge construction. Educational Technology Research and Development, 63(5), 749-769. doi:10.1007/s11423-015-9386-5

Johnson, C. R., Koenig, K. P., Piersol, C. V., Santalucia, S. E., & Wachter-Schutz, W. (2006). Level I fieldwork today: A study of contexts and perceptions. American Journal of Occupational Therapy, 60(3), 275–287. doi:10.5014/ajot.60.3.275

Kearsley, G. & Cullata, R. (n.d.). Andragogy: Malcolm Knowles. Retrieved from http://www.instructionaldesign.org/theories/andragogy.html

Mulholland, S., & Derdall, M. (2007). An early fieldwork experience: Student and preceptor perspectives. Canadian Journal of Occupational Therapy, 74(3), 161-171.

Evidence shows that level I fieldwork is primarily observation. This is in contrast to how students learn best as identified in learning theories. A tool will be discussed to aid practitioners in easily implementing active learning experiences into fieldwork.

2017-210Multisource Feedback and Student Performance

Education/Fieldwork Posters

Objective 1: Learners will be able to define multisource feedback.

Objective 2: Learners will be to discuss core elements of 360 degree feedback and feedback strategies with fieldwork students.

Objective 3: Learners will be able to translate how to structure a feedback protocol using methods of a multisource feedback model

According to Violato, Worsfold and Polgar (2009), several performance evaluations for health professionals rely on a limited number of evaluators to provide feedback on an individual’s performance. Receiving single source feedback without support for teaching and learning can lead to failure in fully providing sufficient feedback in the learning process (Tee & Ahmed, 2014). A similar process is used for performance evaluations of occupational therapy students on level II fieldwork. To address the limited number of evaluators is to use multisource feedback, a comprehensive system providing a well-rounded assessment of an individual’s performance based on multiple perspectives (Tee & Ahmed, 2014; Violato et al., 2009).

Studies have shown that using a multisource feedback system facilitates learning in professional competency skills and overall performance (Tee & Ahmed, 2014). Multisource feedback systems are used to evaluate formative learning and evaluate performance outcomes through summative assessments to facilitate performance change (Violato et al, 2009). Multisource feedback or 360 degree evaluation is an assessment instrument that involves a self-assessment and assessment by others (e.g. colleagues, clients, supervisors, and co-workers) evaluating an individual’s performance (Andrews et al., 2013). It is assumed that several different assessments will add up to a more accurate review of the person’s overall performance (Dupee, Ernst, and Caslin, 2011) where positive changes in performance can occur (Violato et al, 2009). A multisource feedback system also incorporates core elements and mentoring approaches that support teaching and learning through delivery of feedback (Tee & Ahmed, 2014). The literature supports the use of a multisource feedback protocol to promote change in performance for health professionals and health professional students. It is equally important that the feedback process is multi-faceted requiring implementation of a multi-source feedback assessment, collaborative mentoring relationship, and feedback strategies to promote performance changes.

Andrews, J. J., Violato, C., Al Ansari, A., Donnon, T., & Pugliese, G. (2013). Assessing psychologists in practice: Lessons from the health professions using multisource feedback. Professional Psychology: Research and Practice, 44(4), 193-207.

Dupee, J.M., Ernst, N.P., & Caslin, K. (2011). Does multisource feedback influence performance appraisal satisfaction? Nursing Management, 12-16.

Tee, D. D., & Ahmed, K. (2014). 360 degree feedback: An integrative framework for learning and assessment. Teaching in Higher Education, 19(6), 579-591.

Violato, C., Worsfold, L., & Polgar, J. (2009). Multisource feedback systems for quality improvement in the health profession: Assessing occupational therapist in practice. Journal of Continuing Education in the Health Professions, 29(2), 111-119.

A multisource feedback protocol can provide a supportive learning environment for fieldwork students to improve performance and enhance fieldwork education. Our profession continues to be evidenced-based by facilitating growth of fieldwork educators and students collaborating together for success.

2017-211Standardized Patient Encounters: Student PerceptioEducation/Fieldwork Posters

Objectives: At the conclusion of this presentation, participants will:ï¯ Describe high-fidelity simulated experiences that can be embedded into an occupational therapy curriculumï¯ Identify communication and technical skills that are incorporated into standardized patient encountersï¯ Discuss students’ perceptions of how standardized patient encounters impacted their preparation for Level II Fieldwork experiences

Today’s students prefer experiential learning methods, especially when they view information as being relevant to their field of study (Knecht-Sabres, 2013). Simulation provides a safe environment where students learn and practice a variety of skills necessary in clinical practice (Hawkins, Todd & Manz, 2008). Simulation has been used to develop student skill in communication (Velde, Lane & Clay, 2009), clinical decision making (Baird et al., 2015) interprofessional communication and problem solving (Titzer, Swenty & Hoehn, 2012). Standardized patient encounters (SPEs) have been used to evaluate student readiness for clinical practice (Giles et al., 2014; Ragan, Virtue & Chi, 2013).

In our program, between the period of 2013 to 2017, OT students participated in six Standardized Patient Encounters (SPEs) embedded over two years in the curriculum. SPEs included administering standardized assessments and implementing interventions with patients with orthopedic, neurological and mental health conditions.

After completing full time Level II fieldwork students returned to campus for additional coursework and completed a survey regarding their perception of how SPEs prepared them for their clinical experience.

This poster describes the SPEs along with results of the survey. Preliminary qualitative and quantitative results of 229 students indicated the SPEs positively impacted their preparation for Level II FW. Students perceived the SPEs were an effective tool for learning how to conduct an evaluation (80%), select appropriate treatment activities (62%) and perform a treatment session (80%). Sixty-nine percent (69%) strongly agreed/agreed that simulation experiences improved my confidence for my Level II Fieldwork. This data suggests that SPEs can positively impact students’ preparation for Level II Fieldwork.

Baird, J. M., Raina, K. D., Rogers, J. C., O'Donnell, J., & Holm, M. B. (2015). Wheelchair transfer simulations to enhance procedural skills and clinical reasoning. The American Journal of Occupational Therapy, 69, 1-8.

Giles, A. K., Carson, N. E., Breland, H. L., Coker-Bolt, P., & Bowman, P. J. (2014). Use of simulated patients and reflective video analysis to assess occupational therapy students’ preparedness for fieldwork. American Journal of Occupational Therapy 68(2), S57-S66.

Hawkins, K., Todd, M. & Manz, J. (2008). A unique simulation teaching method. Journal of Nursing Education, 47(11), 524-527.

Knecht-Sabres, L. J. (2013). Experiential learning in occupational therapy: Can it enhance readiness for clinical practice? Journal of Experiential Education, 36(1), 22-36.

Ragan, R. E., Virtue, D. W., & Chi, S. J. (2013). An assessment program using standardized clients to determine student readiness for clinical practice. American Journal of Pharmaceutical Education, 77(1), 1-14.

Titzer, J. L., Swenty, C. F., & Hoehn, W. G. (2012, October). An interprofessional simulation promoting collaboration and problem solving among nursing and allied health professional students. Clinical Simulation in Nursing, 8(8), e325-e333. doi:10.1016/j.ecns.2011.01.001.

Velde, B. P., Lane, H., & Clay, M. (2009). Hands on learning: The use of simulated clients in intervention cases. Journal of Allied Health, 38(1), E17-21.

High-fidelity simulation is an innovative tool in OT education. This poster describes the Standardized Patient Encounter Program embedded into a two year program. Preliminary survey results of 229 students indicated the SPEs positively impacted their preparation for Level II FW.

2017-212Facilitating Success Using Multisource Feedback Education/Fieldwork 2 Hour 50 Minute Session

Understand considerations for providing feedback

Apply strategies for incorporating feedback during Level I and Level II fieldwork

Analyze the relationship of effective feedback and performance evaluation using Level I Performance Evaluations and AOTA’s Fieldwork Performance Evaluation (FWPE)

The purpose of this session is to train Fieldwork Educators on the use of multisource feedback strategies in assessing performance of Level I and Level II fieldwork students. Feedback is broadly defined as any information that one person gives to another about that person (Costa, 2006; Costa 2007). Provision of feedback is essential for student success as it encourages positive behavior change (American Occupational Therapy Association Commission on Education [AOTA COE], 2015). Multisource feedback, a comprehensive approach, provides a well-rounded assessment of an individual’s performance based on multiple perspectives and feedback strategies (Tee & Ahmed, 2014; Violato, Worsfold, & Polgar., 2009). The use of multisource feedback facilitates learning in professional competency skills and overall performance (Tee & Ahmed, 2014). Multisource feedback is used to evaluate formative learning and performance

outcomes through summative assessments to facilitate performance change (AOTA COE, 2015; Violato et al, 2009). It incorporates feedback strategies and mentoring approaches that support teaching and learning (Tee & Ahmed, 2014). This institute will include an opportunity to practice concepts and skills learned using a case example and video analysis. Participants will also reflect on personal experiences and identify areas they wish to enhance when providing feedback in assessing student performance in fieldwork.

American Occupational Therapy Association Commission on Education. (2015). COE guidelines for an occupational therapy fieldwork experience – level II. In D.M. Costa (Ed.), The essential guide to occupational therapy fieldwork education: Resources for educators and practitioners (pp. 61-82). Bethesda, MD: AOTA Press.

Costa, D.M. (2006, September 11). Fieldwork issues: The importance of feedback. OT Practice. 7-8.

Costa, D.M. (2007). Feedback in clinical supervision. In D.M. Costa, Clinical Supervision inOccupational Therapy: A guide for Fieldwork and Practice (121-132). Bethesda, MD: AOTA Press.

Tee, D. D., & Ahmed, K. (2014). 360 degree feedback: An integrative framework for learningand assessment. Teaching in Higher Education, 19(6), 579-591.

Violato, C., Worsfold, L., & Polgar, J. (2009). Multisource feedback systems for qualityimprovement in the health profession: Assessing occupational therapist in practice. Journal of Continuing Education in the Health Professions, 29(2), 111-119.

Multisource feedback provides a well-rounded assessment of an individual’s performance based on multiple perspectives and feedback strategies. This approach promotes learning in professional competency skills and encourages positive behavior change for student success in fieldwork.

2017-213PromOTing the Profession: OT and Student AdvocacyEducation/Fieldwork Posters

Participants will be able to:

Identify methods used to promote advocacy skills within MOT students.

Recognize the impact MOT student advocacy can have on individuals, populations and system levels, as well as the students involved.

Professional advocacy is a core competency for entry level therapists stated within the Accreditation Council for Occupational Therapy Education (ACOTE, 2012). The ACOTE Standards state that Master’s of occupational therapy (MOT) students should be prepared to advocate as a professional for the occupational therapy services offered and for the recipients of those services (ACOTE, 2012, S8). MOT programs are obligated to align their curriculum with this ACOTE Standard by establishing advocacy skills within their students. To achieve this, educators

and students must be cognizant of the multitude of strategies used to promote advocacy skills.

Upon completion of an MOT program, entry-level students should have experience in advocacy skills to support health, well-being, and occupational participation at the individual or systems level (OTPF, 2014, S30). Occupational therapists not only advocate for, but also with, individuals and populations to effect change and enable participation in everyday life (Hansen, A. M. W., 2013). By incorporating advocacy into MOT curriculum, students will develop the foundational skills needed to advocate for, as well as in partnership with, OT recipients and the profession.

This poster will highlight the benefits of student advocacy on not only the recipients of OT services and the profession, but also the MOT students themselves. In addition, this poster will include a review of the literature to examine the numerous methods in which occupational therapy programs and other graduate programs in health sciences have incorporated advocacy training into their curriculum (Bzowyckyj & Janke, 2013; Hansen, A. M. W., 2013; Huntoon et al., 2012; Peltzer, Teel, Frank-Ragan, & Nelson-Brantly, 2016; Rivera et al., 2016).

American Occupational Therapy Association. (2012). Accreditation Council for Occupational Therapy Education (ACOTE) Standards. American Journal of Occupational Therapy, 66(6) S6-S74.

American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68, S1-S48.

Bzowyckyj, A. S., & Janke, K. K. (2013). A consensus definition and core competencies for being an advocate for pharmacy. American Journal of Pharmaceutical Education, 77(2), 24. http://doi.org/10.5688/ajpe77224

Hansen, A. M. W. (2013). Bridging theory and practice: Occupational justice and service learning. Work, 45(1), 41-58.

Huntoon, K. M., McCluney, C. J., Wiley, E. A., Scannell, C. A., Bruno, R., & Stull, M. J. (2012). Self-reported evaluation of competencies and attitudes by physicians-in-training before and after a single day legislative advocacy experience. BMC Medical Education, 1247. doi:10.1186/1472-6920-12-47

Peltzer, J. N., Teel, C. S., Frank-Ragan, E., & Nelson-Brantley, H. V. (2016). Strategies for building advocacy skills among undergraduate and graduate nursing students. Journal of Nursing Education, 55(3), 177-181. doi:10.3928/01484834-20160216-11

Rivera, L., Starry, B., Gangi, C., Lube, L. M., Cedergren, A., Whitney, E., & Rees, K. (2016). From classroom to capitol: Building advocacy capacity through state-level advocacy experiences. Health Promotion Practice, 17(6), 771-774.

Professional advocacy is a core competency within the ACOTE Standards. MOT programs are obligated to align curriculum with the ACOTE Standards to instill advocacy skills in students. Educators and students must be cognizant of strategies used to promote advocacy.

2017-214

Turning Stress into Success: OT Students and FieldworkEducation/Fieldwork PostersUpon reviewing the poster and interacting with the authors, participants will be able to:1. Articulate factors contributing to occupational therapy students’ stress during fieldwork.2. Integrate commonly used coping strategies into individual practice settings.

Because stress has been found to be one of the top five reasons for leaving the profession of occupational therapy, education in stress reduction techniques for students may help with therapist retention rate after college (Everly, Poff, Lamport, Hamant, & Alvey, 1994, p. 1027). For occupational therapy students, stress levels increase during fieldwork placements (Mitchell & Kampfe, 1990). Stress during fieldwork can minimize student performance and negatively impact the fieldwork experience. Due to limited evidence addressing coping strategies specifically used by occupational therapy students, this project compiles coping methods used by students across related health science professions.

Various sources of stress may impact a student during the fieldwork experience (Everly et al., 1994). The barriers to performance can be organized into four categories: individual, environmental, educational, and institutional (Grenier, 2015). Individual stressors include personal relationships, outside jobs, peer competition, and physical health. Environmental factors such as geographical location of the fieldwork placement can also interfere with the student experience. Educational requirements including exams, coursework, and grades can increase student stress levels therefore impeding performance. Finally, institutional factors such as access to on-site resources can alter the fieldwork experience.

Stress is uniquely experienced by individuals and therefore, an understanding of various coping strategies is essential. The majority of students under stress use productive coping strategies (Mitchell & Kampfe, 1990). Among them, the most reoccurring methods include problem-focused strategies and seeking social support (Everly et al., 1994). This poster will present a summary of the existing evidence highlighting sources of student stress, coping strategies, and opportunities for additional study to address gaps in the literature.

Everly, J. S., Poff, D. W., Lamport, N., Hamant, C., & Alvey, G. (1994). Perceived stressors and coping strategies of occupational therapy students. American Journal of Occupational Therapy, 48(11), 1022-1027. doi:10.5014/ajot.48.11.1022

Grenier, M.-L. (2015). Facilitators and barriers to learning in occupational therapy fieldwork education: Students perspectives. American Journal of Occupational Therapy, 69(Suppl. 2), 1-9.http://dx.doi.org/10.5014/ajot.2015.015180

Mitchell, M. M. & Kampfe, C. M. (1990). Coping strategies used by occupational therapy students during fieldwork: An exploratory study. American Journal of Occupational Therapy, 44(6), 543-550. doi:10.5014/ajot.44.6.543

This poster will review the existing literature related to the prevalence and sources of stress, and related coping strategies used by occupational therapy students during fieldwork. Strategies to integrate commonly used coping methods into individual practice settings will be presented.

2017-215Supporting Neurodiverse Students in Post-Secondary EducationEducation/Fieldwork Posters-Identify academic and non-academic accommodations available to neurodiverse post-secondary students.-Discuss student perspectives related to efficacy of available accommodations.-Discuss faculty perspectives related to implementing classroom accommodations.-Discuss principles of universal design for learning in relationship to supporting neurodiverse students.

The purpose of this review is to identify available supports and services for post-secondary neurodiverse students. Faculty and student perspectives related to effectiveness of supports and implementation were explored, and implications for occupational therapy practice highlighted. The investigation was guided by the following questions: What post-secondary supports exist for neurodiverse students and, are they effective? Perspectives of post-secondary students who identify as neurodiverse and are eligible to receive reasonable accommodations, and faculty who work with neurodiverse students, were included in the targeted search.

Identified accommodations included academic (including testing, classroom, class preparation, and human assisted accommodations) and non-academic (i.e. housing and related supports). Themes related to faculty perspectives included: discussion on preparedness and willingness to implement supports in the classroom, a lack of experience or knowledge that creates barriers to implementation, and improvement strategies utilized to assist faculty when providing accommodations for students with disabilities. Lastly, principles of universal design for learning were considered in relationship to accommodations and inclusion.

Occupational therapy services in the school-based setting provide assistance to students and implement supports which are tailored to specific needs that contribute to educational success. Practitioners also provide preparatory supports to transition age neurodiverse students interested in pursuing post-secondary education. It is crucial for transition age neurodiverse students to receive preparatory supports that will help them determine the best course of action for post-secondary success. Transitional supports help post-secondary neurodiverse students adjust to a new environment and to a new routine.

Abreu, M., Hillier, A., Frye, A., & Goldstein, J. (2016). Student experiences utilizing disability support services in a university setting. College Student Journal, 50(3), 323-328.

Barnard-Brak, L., & Sulak, T. (2010). Online versus face-to-face accommodations among college students with disabilities. The American Jourrnal of Distance Education, 24(2), 81-91.

Black, D. R., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), 1-26.

Burgstahler, S., & Moore, E. (2009). Making student services welcoming and accessible through accommodations and universal design. Journal of Postsecondary Education and Disability, 21(3), 155-174.

Cawthon, S. W., & Cole, E. V. (2010). Postsecondary students who have a learning disability: Student perspectives on accommodations access and obstacles. Journal of Postsecondary Education & Disability, 23(2), 112-128.

Clince, M., Connolly, L., & Nolan, C. (2016). Comparing and exploring the sensory processing patterns of higher education students with attention deficit hyperactivity disorder and autism spectrum disorder. American Journal of Occupational Therapy, 70, doi:7002250010.

Center for Applied Special Technology. (2009). What is universal design for learning? Wakefield, MA: CAST.

Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., ... Vanderheiden, G. (1997). The principles of universal design. The Center for Universal Design (Version 2.0). Raleigh, NC: NC State University

Cook, L., Rumrill, P. D., & Tankersley, M. (2009). Priorities and understanding of faculty members regarding college students with disabilities. International Journal of Teaching and Learning in Higher Education, 21, 84–96.

Dalton, N., S. (2013). Neurodiversity HCI. Interactions. 20(2): 72-75. Open Research Online. Retrieved from: http://dx.doi.org/doi:10.1145/2427076.2427091

Davies, P. L., Schelly, C. L., & Spooner, C. L. (2013). Measuring the effectiveness of universal design for learning intervention in postsecondary education. Journal of Postsecondary Education and Disability, 26(3), 195-220.

Department of Education (1973). Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104.

Embry, P. B., Parker, D. R., McGuire, J. M., & Scott, S. S. (2005). Postsecondary Disability Service Providers' Perceptions about Implementing Universal Design for Instruction (UDI). Journal of Postsecondary Education and Disability, 18(1), 34-48.

Fovet, F., Mole, H., Jarrett, T., & Syncox, D. (2014). Like fire to water: building bridging collaborations between Disability service providers and course instructors to create user friendly and resource efficient UDL implementation material. Collected Essays on Learning and Teaching, 7(1), 68-75.

Glennon, T. J. (2016). Survey of college personnel: Preparedness to serve students with autism spectrum disorder. American Journal of Occupational Therapy, 70(2), 7002260010.0 doi:10.5014/ 2016.017921

Hartman-Hall, H. M., & Haaga, D. F. (2002). College students’ willingness to seek help for their learning disabilities. Learning Disability Quarterly, 25(4),263-276.

Higher Education Opportunity Act. H.R. 4137 — 110th Congress (2008) www.GovTrack.us. Retrieved from: https://www.govtrack.us/congress/bills/110/hr4137

Izzo, M. V., Murray, A., & Novak, J. (2008). The Faculty Perspective on Universal Design for Learning. Journal of Postsecondary Education and Disability, 21(2), 60-72.

Jaarsma, P., & Welin, S. (2012). Autism as a natural human variation: Reflections on the claims of the neurodiversity movement. Health Care Analysis, 20(1), 20-30.

Jensen, J. M., McCrary, N., Krampe, K. & Cooper, J. (2004). Trying to do the right thing: Faculty attitudes toward accommodating students with learning disabilities. Journal of Postsecondary Education and Disability, 17(2), 81-89.

Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying universal design for learning principles in a first year undergraduate course. The Canadian Journal of Higher Education, 44(1), 125.

Kurth, N., & Mellard, D. (2006). Student perceptions of the accommodation process in postsecondary education. Journal Of Postsecondary Education & Disability, 19(1), 71- 84.

Lombardi, A. R. & Murray, C. (2011). Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt universal design principles. Journal of Vocational Rehabilitation, 34(1), 43-56. doi: 10.3233/2010-0533

Longtin, S. E., (2014). Using college infrastructure to support students on the autism spectrum. Journal of PostSecondary Education and Disability, 27(1), 63-72.

Lyman, M., Beecher, M. E., Griner, D., Brooks, M., Call, J., & Jackson, A. (2016). What keeps students with disabilities from using accommodations in postsecondary education? A qualitative review. Journal of Postsecondary Education & Disability, 29(2), 123-140.

Madaus, J.W., Scott, S., & McGuire, J. (2003a). Addressing student diversity in the classroom: The approaches of outstanding university professors (Tech. Rep. No. 02). Center on Postsecondary Education and Disability, University of Connecticut.

Madaus, J.W., Scott, S., & McGuire, J. (2003b). Barriers and bridges to learning as perceived by postsecondary students with learning disabilities (Tech. Rep. No. 01). Center on Postsecondary Education and Disability, University of Connecticut.

McGuire, J. M., & Scott, S. S. (20F6). An approach for inclusive college teaching: Universal design for instruction. Learning Disabilities-Multidisciplinary Journal, 14(1), 21.

Occupational Therapy Practice Framework: Domain and Process. (2014). American Journal of Occupational Therapy, 56(6):609-639. doi: 10.5014/ajot.56.6.609

Ofiesh, N., Moniz, E., & Bisagno, J. (2015). Voices of University Students with ADHD about Test-Taking: Behaviors, Needs, and Strategies. Journal of Postsecondary Education and

Disability, 28(1), 109-120.

Phillips, A., Terras, K., Swinney, L., & Schneweis, C. (2012). Online disability accommodations: Faculty experiences at one public university. Journal of Postsecondary Education and Disability, 25(4), 331-344.

Reinschmiedt, H. J., Sprong, M. E., Dallas, B., Buono, F. D., & Upton, T. D. (2013). Post-secondary students with disabilities receiving accommodations: A survey of satisfaction & subjective well-being. Journal of Rehabilitation, 79(3), 3-10.

Rickerson, N., & Deitz, J. (2002). Integration of universal design of instruction in occupational therapy professional education: responding to student diversity. The American journal of occupational therapy: official publication of the American Occupational Therapy Association, 57(5), 594-597.

Roberts, K. D., Park, H. J., Brown, S., & Cook, B. (2011). Universal design for instruction in postsecondary education: A systematic review of empirically based articles. Journal of Postsecondary Education and Disability, 24(1), 5-15.

Rodesiler, C. A., & McGuire, J. M. (2015). Ideas in practice: Professional development to promote universal design for instruction. Journal of Developmental Education, 38(2), 24-26, 28-31.

RodrÃguez, I. R., Saldaña, D., & Javier Moreno, F. (2012). Support, inclusion, and special education teachers’ attitudes toward the education of students with autism spectrum disorders. Autism Research and Treatment, 1-8. doi:10.1155/2012/259468

Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151.

Roux, A. M., Shattuck, P. T., Rast, J. E., Rava, J. A., Edwards, A. D., Wei, X.,… Yu, J. W. (2015). Characteristics of two-year college students on the autism spectrum and their support services experiences. Hindawi Publishing Corporation.

Shaw, S. F. (2002). Postsecondary supports for students with disabilities. Proceedings of the National Capacity Building Institute, Honolulu, HI, Spring, 26-28.

Samsel, M. & Perepa, P. (2013). The impact of media representation of disabilities on teachers’ perceptions. Support for Learning, 28, 138-145. doi: 10.1111/1467-9604.12036

Simmons, M. (2006). Effective study skills for post-secondary education. College Quarterly, 9(2), 1-5.

Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and special education, 28(2), 108-116.

Smith, C.P. (2007). Support services for students with Asperger’s syndrome in higher education. College Student Journal, 41(3), 515-531.

Trammell, J. (2011). Accommodations for multiple choice tests. Journal of Postsecondary Education & Disability, 24(3), 251-254.

U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2014 (2016-006), Chapter 3.

Walker, L. (2016). Impact of academic support centers on students with disabilities in postsecondary institutions. Learning Assistance Review (TLAR), 21(1), 82-92.

West, M., Kregel, J., Getzel, E. E., Zhu, M., Ipsen, S. M., & Martin, E. D. (1993). Beyond section 504: Satisfaction and empowerment of students with disabilities in higher education. Exceptional Children, 59(5), 456-467. doi:10.1177/001440299305900508

This review identified a variety of academic and non-academic accommodations available to post-secondary students who self-identify as neurodiverse. Faculty and student perspectives regarding effectiveness of supports were explored, and implications for occupational therapy practice highlighted.

2017 – 216Putting OT Theory into Action: Applying Frames of ReferencesEducation/Fieldwork 1 Hour 50 Minute Session

Learning Objectives:1. Individuals will review two frames of references including the assumptions and the postulates.2. Individuals will learn how the frames of references directly guide their client’s plan of care and treatment sessions.3. Individuals will learn how to write documentation that includes the frames of references following case scenarios of treatment session that will describe skilled OT.

The purpose of this program is to have a discussion about the many different frames of references within our profession and how important it is to use their terminology within our documentation to justify skilled OT. It is so easy for clinicians to go through the motions day in and day out and to forget exactly why they are doing a specific treatment, which is a tremendous disservice to our clients. First, we will review a variety of frames of references and document their purpose, their rational, and how they are functionally implemented. Then we will review a few case scenarios of specific treatment intervention sessions. And, finally we will begin our documentation using the case scenarios stating which frame of reference guided that particular intervention. According to Kramer and Hinojosa (2010) we can rely on the assumptions and/or postulates to assist in the planning of the treatment session which should include the appropriate environment, equipment, terminology, grading of the task/environment, adapting of the task/environment, and so on. This in turn will demonstrate skilled OT happening and provide justification to the insurance companies.I would like to work with individuals and demonstrate how to implement the frames of references and show them how easy it is to incorporate them into their treatments and their

documentation by reviewing Oberle’s (2017) article. I will provide a review of some of the frames of references, examples, case scenarios, and have an open dialog.

Kramer, P. & Hinojosa, J. (2010). Frames of reference for pediatric occupational therapy, third edition. Baltimore: Lippincott Williams & Wilkins.

Oberle, L. (2017). Putting OT theory into action: Knowing and applying frames of reference. OT Practice, 3(13), 12-15.

Due to reimbursement requirements, it is vital to document the use of theory/frames of references that are utilized to guide intervention planning. This will illustrate the rational, the purpose, and the outcome of treatment, which will demonstrate skilled OT.

2017-217Developing a Student Run Pro Bono Clinic: Where to Start?Education/Fieldwork 1 Hour 50 Minute Session

-Identify the benefits of service learning as a pedagogical tool and describe the process of implementing service learning into program curriculum. -Understand the benefits of interprofessional education (IPE) through a student run pro bono clinic.-Describe the organizational structure and first steps in developing a student run interprofessional pro bono clinic.-Gain student perspective as clinical leaders in the development of a student run pro bono clinic.-Understand how participation in an IPE pro bono clinic facilitates student development of clinical skills, critical thinking and reasoning, and professional behaviors.-Identify lessons learned within the first 18 months of developing and participating in a student run IPE pro bono clinic.

The American Occupational Therapy Association asserts that entry-level occupational therapy (OT) curricula should include interprofessional education (IPE) in which students have opportunities to learn and apply the knowledge and skills necessary for interprofessional collaborative practice (Gray, Coker-Bolt, Gupta, Hissong, Hartmann, & Kern, 2015, p.1). Improved health outcomes and reduction of health care costs are critical in the provision of care. In order to achieve these goals, practitioners must be prepared to contribute to interprofessional care teams (Earnest & Brandt, 2014 as cited in Gray et al, 2015). Reynolds (2005) found that service learning within a physical therapist education curriculum served to develop clinical skills, social responsibility, communication, professional practice development, skills in consultation, health and wellness promotion, and administration. Provision of services in today’s healthcare arena requires one to perform the following set of skills at a higher level of proficiency: critical thinking or clinical reasoning skills; decision making skills; professionalism; time management; self-directed learning; cultural competency; leadership and advocacy; and interprofessional collaboration (Jung, Sainsbury, Grum, Wilkins, & Tryssenaar, 2002; Jungnickel, Kelley, Hammer, Haines, & Marlowe, 2009; Westin, 2010; Black, Palombaro, & Dole, 2013). Interprofessional collaboration within a pro-bono clinic not only provides the context for development of these skills, but development of skills and/or real life experience with particular service recipients and conditions (Black, Palombaro & Dole, 2013).

The X Clinic is a student run pro-bono facility that previously only provided physical therapy (PT) services to uninsured or underinsured members of the X community. A need for skilled OT services was identified resulting in an interprofessional collaboration between two local universities. Both programs have integrated this experience into their curriculums through online and in class learning activities and participation in provision of services requiring all students to participate at the clinic.

American Occupational Therapy Association (2012). Fieldwork level II and occupational Therapy students: A position paper. American Journal of Occupational Therapy, 66(6), S75- S77.

Black JD, Bauer K, Spano G, Voelkel S, & Palombaro K. Grand Rounds: A Method for Improving Student Learning and Client Care Continuity in a Student-Run Physical Therapy Pro Bono Clinic. Journal of the Scholarship of Teaching and Learning. In press.

Black, J. D., Palombaro, K. M., & Dole, R. L. (2013). Student experiences in creating and launching a student-led physical therapy pro bono clinic: A qualitative investigation. Physical Therapy, 93(5), 637-648. . http://dx.doi.org/10.2522/ptj.20110430

Crandell, C.E., Wiegand, M.R., & Brosky, J.A. (2013). Examining the role of service-learning on development of professionalism in doctor of physical therapy students: a case report. Journal of Allied Health, 42(1), 25-31.

Flecky, K. & Gitlow, L. (2011). Service Learning in Occupational Therapy Education: Philosophy & Practice. Burlington, MA: Jones & Bartlett Learning.

Gray, J.M., Coker-Bolt, P., Gupta, J., Hissong, A., Hartmann, K., & Kern, S. (2015). Importance of interprofessional education in occupational therapy curricula. American Journal of Occupational Therapy, 69(3), 1-14. Retrieved from http://ajot.aota.org/article.aspx?articleid=2442684

Gray, P. (2008). Placement educators: Are you ready for the net-ready generation? British Journal of Occupational Therapy, 71(5), 175.

Jungnickel, P.W., Kelley, K.W., Hammer, D.P., Haines, S.T., & Marlowe, K.F. (2009).Addressing competencies for the future in the professional curriculum. American Journal of Pharmaceutical Education, 73(8), 156-175.

Jung, B., Sainsbury, S., Grum, R.M., Wilkins, S. & Tryssenaar, J. (2002). Collaborative fieldwork education with student occupational therapists and student occupational therapy assistants. Canadian Journal of Occupational Therapy, 69, 95-103.

Kavannagh, J., Kearns, A., McGarry, A. (2015). The benefits and challenges of student-led clinics in an Irish Context. Journal of Practice Teaching and Learning, 13(2-3), 58-72.

Palombaro K.M. , Dole R.L., & Lattanzi J.B. (2011). The creation and launch of a student-led pro bono clinic: An administrative case report. Physical Therapy. Physical Therapy. 91(11): 1627-35.

Porretta D., Black J., Palombaro K., & Erdman E. (2017). Influence that service in a pro bono clinic has on a first-full-time physical therapy clinical education experience. The Internet Journal of Allied Health Sciences and Practice. 26;15(1), Article 11.

Rayson N, Weiss S, & Bellizio J. (2016). An organizational model and growth of a free-standing physical therapy student-run clinic. Journal of Student-Run Clinics. Edition 1.

Reynolds, P.J. (2005). How service-learning experiences benefit physical therapist student's professional development: a grounded theory study. Journal of Physical Therapy Education, 19, 41-51.

Weston, M.J. (2010). Strategies for enhancing autonomy and control over nursing practice. The Online Journal of Issues in Nursing,15(1). Manuscript 2.

Wilson, J.E. & Collins J.E. (2006). Physical therapist student learning through authentic experiences in management: One program's interpretation of service learning. Journal of Physical Therapy Education, 20, 25-32.

An interprofessional OT/PT collaboration within a student run pro-bono clinic provides the context for developing a clinic/curriculum to promote higher level skill proficiency through real life client experiences.

2017-218Education on Assistive Technology in XEducation/Fieldwork Posters

Recognize impact of OT profession in countries without an established OT workforce.Apply values of OT within an international and culturally sensitive context.Identify professional and personal development opportunities through international service learning experiences in student curriculum.

X University students traveled to X as part of a Student Ambassador Trip in order to assist in the establishment of OT as a profession in the country. Prior to departure, a group of students, as part of their Innovative Practice course, collaborated with the a charity organization to develop two educational programs for physical therapists and family members of clinic in X. The purpose was to provide an occupational therapy perspective to enhance patient care and address unmet needs of the facility. Without an established OT workforce nationwide, X lacks the unique occupational therapy perspective in patient care. International service learning experiences are become more prevalent in programs that educate future occupational therapy practitioners (Cipriani, 2016). These cultural exchanges are important as they allow students to have experiences that lead both to personal and professional growth (Johnson & Howell, 2017). Occupational therapy students feel they will benefit from an increased integration of cultural information and experiences in the education process (Rasmussem, Lloyd, & Wieland, 2005). The program for clinicians focused on universal precautions and the use and creation of assistive devices for feeding and communication. The other program for caregivers focused on reducing stigma around disability through education on assistive technology and other methods to support their loved ones’ independence in all aspects of daily life. This poster will focus on the

development of the programs and their implementation in the clinic in X, including the impact on the participants. It will also discuss the students’ experiences and perspectives throughout the program development and implementation phases of the project in regards to the impact of international service learning and professional identity development. Finally, future directions for international OT with will be discussed, along with important cultural considerations to recognize when designing international programs.

Cipriani, J. (2017). Integration of International Service Learning in Developing Countries within Occupational Therapy Education: Process and Implications, Occupational Therapy In Health Care, 31:1, 61-71, DOI: 10.1080/07380577.2016.1244734

Johnson, A & Howell, D. (2017). International service learning and inter-professional education in Ecuador: Findings from a phenomenology study with students from four professions, Journal of Inter-Professional Care, 31:2, 245-254, DOI: 10.1080/13561820.2016.1262337

Rasmussen, T. M., Lloyd, C., & Wielandt, T. (2005). Cultural awareness among queensland undergraduate occupational therapy students. Australian Occupational Therapy Journal, 52(4), 302-310. doi:10.1111/j.1440-1630.2005.00508.x

Occupational therapy is a newly developing profession in X. This program provided education on universal precautions and assistive technology to physical therapists at a clinic. Reduction of stigma of disabilities and enhancement of independence was also addressed with patient caregivers.

2017-219Teaching Professionalism to Millennial Occupational Therapy StudentsEducation/Fieldwork 1 Hour 50 Minute Session

I. Following this session, participants will be able to identify themes indicative of student failure during Level I and/or II fieldwork placement(s).II. Following this session, participants will be able to identify strategies/tools to foster insight and the remediation of professional behaviors in the academic/clinical setting.

In the realm of academia, the question of whether millennials impose more challenging behaviors may be indicative of successful performance during fieldwork placement. Educators identifying as baby boomers or members of generation X report that millennial students are overconfident and perceive students’ casual communication, professional behavior, and difficulty receiving feedback as areas of concern (Hills, Ryan, Smith, & Warren-Forward, 2012). The correlation between behaviors displayed in the classroom and those displayed in clinical settings are apparent as language and communication skills, along with the ability to accept and modify behavior based on feedback are also identified as themes leading to failure during fieldwork placement (Nicola-Richmond, Butterworth, & Hitch, 2016; Scheerer, 2003). There are numerous studies investigating professional behaviors in clinical settings, but few related to professional development in the didactic portion of occupational therapy (OT) curriculum (Noronha et al., 2016). Hancock and Brundage (2010) determined that administration of a professional behavior rubric provided students with clear expectations, promoted shared ownership of behaviors, and provided a means to track student progress. Considering these findings, a survey was distributed to level I and II OT fieldwork supervisors to better understand

student failure and gain insight into how practitioners believe academia could better prepare students for fieldwork. Of 34 respondents, 68% recognized professionalism as the most common reason for failure during level II. Additionally, supervisors concluded prevention of failure starts with expectations of student performance and behavior in the classroom mimicking expectations of the clinic. Through development of a self-evaluation and feedback form, which objectively defined professional behavior, we enabled students to identify and remediate problem behaviors before fieldwork placement. As feedback facilitates change in student behavior (Scheerer, 2003), continuous engagement in self-reflection and feedback processes enables programs to be proactive in shaping and remediating professional behaviors to promote opportunities for student success.

Hancock, A.B., & Brundage, S.B. (2010). Formative feedback, rubrics, and assessment of professional competency through a speech-language pathology graduate program. Journal of Allied Health, 39(2), 110-119. Retrieved from http://search.ebscohost.com. libproxy.temple.edu/login.aspx?direct=true&db=cin20&AN=2010697264&site=ehost-live&scope=site

Hills C., Ryan, S., Smith, D.R., & Warren-Forward, H. (2012). The impact of Generation Y occupational therapy students on practice education. Australian Occupational Therapy Journal, 59, 156-163. doi: 10.1111/j.1440-1630.2011.00984.x

Nicola-Richmond, K., Butterworth, B., & Hitch, D. (2016). What factors contribute to failure of fieldwork placement? Perspectives of supervisors and university fieldwork educators. World Federation of Occupational Therapists Bulletin, 1-8. http://dx.doi.org/10.1080/ 14473828.2016.1149981

Noronha, S., Anderson, D., Lee, M.M., Krumdick, N.D., Irwin, K., Burton-Hess, J., … Workman, G.M. (2016). Professionalism in physician assistant, physical therapist, occupational therapist, clinical psychology, and biomedical sciences students. Journal of Allied Health, 45(1), 71-78.

Scheerer, C.R. (2003). Perceptions of Effective Professional Behavior Feedback: Occupational Therapy Student Voices. American Journal of Occupational Therapy, 57(2), 205-214. doi:10.5014/ajot.57.2.205

Preparing millennial occupational therapy students for success in level I and level II fieldwork placement begins in the classroom. This session introduces a tool for the development of professional behaviors that can be translated to the clinical setting.

2017-220Sleep hygiene’s effect on sleep in OT students. Education/Fieldwork Posters

1. The audience will be able to define Sleep Hygiene, Rest, and Sleep.2. The audience will be able to identify sleep hygiene interventions that will benefit their possible sleep issues.

The purpose of this evidence-based capstone project was to analyze the effects of sleep hygiene education on reported hours of uninterrupted sleep in occupational therapy students. Current literature identifies sleep as an issue among college students. According to an analysis performed by the Centers for Disease Prevention and Control from 2005 to 2008, sleep related challenges including, difficulty concentrating on things, difficulty remembering things, and difficulty working on hobbies were attributed to less than seven hours of sleep as compared to those individuals sleeping between seven to nine hours (Centers for Disease Control and Prevention, 2011). Herscher and Chervin (2013) state, 70.6% of students report obtaining less than eight hours of sleep (p. 74). With proper sleep hygiene education, this issue of sleep deprivation, can be decreased. This six-week capstone project allowed for current occupational therapy students at X University to be educated on sleep hygiene interventions that would increase their quality of sleep and sleep duration. The students then trialed interventions of their choice and kept a weekly sleep diary of the events. The results were measured by a pre and post interventions Demographic/Sleep Habit Survey and the Pittsburgh Sleep Quality Index. The outcomes did not show a significant change in the Pittsburgh Sleep Quality Index. However, it did show the need for further sleep hygiene education as well as decreased sleep during the semester. Further continuation of this project is recommended.

Centers for Disease Prevention and Control. (2011). Morbidity and mortality weekly report. Effect of short sleep on daily activities. Retrieved October 19, 2015 from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6008a3.htm

Hersher, S.D. & Chervin, R.D. (2014). Causes and consequences of sleepiness among college students. Nature and Science of Sleep, 6, 73-84. doi: 10.2147/NSS.S62907

This capstone project was performed to analyze the effects of sleep education on reported hours of sleep in OT students. Current literature identifies sleep as an issue among college students. This allowed OT students to be educated on sleep interventions.

2017 – 221Expanding Our Role in Wellness Through Role-emerging Fieldwork Education/Fieldwork 50 Minute Session

1) Describe the process of role-emerging wellness fieldwork program development and factors that facilitate sustainability and growth.2) Compare and contrast two successfully operationalized role-emerging programs with a wellness focus, identifying red-flag indicators of sustainability challenges and strategies to overcome them.

Social, historical, & political influences have shaped both occupational therapy (OT) education and practice. Academic fieldwork coordinators have a long history of searching for ways to respond to these changes and to accommodate the increased demand for fieldwork placement sites (Dancza et al., 2013; Overton, Clark & Thomas, 2009) prompting the use of role-emerging fieldwork models for community practice. Motivation for the development of these role-emerging placements has been historically complex, but recently has centered around responding to health care reform and establishing a role for OT where one has not previously been established (Dancza et al., 2013). Role-emerging fieldwork placements present an opportunity for us to operationalize the American Occupational Therapy Association (AOTA)

vision for OT in the wellness arena, occupational therapy is a health, wellness, and rehabilitation profession, dedicated to the maximization of performance and function across the lifespan so that individuals can live their life to it’s fullest (AOTA, n.d., para 3).

The literature related to role-emerging placements is focused on model effectiveness, and essential competencies of therapists working in emerging practice settings. However, another issue to consider when utilizing role-emerging fieldwork models is community program sustainability. Sustainability is multifactorial, going beyond simply having the funds to continue a community program. It is a dynamic, evolving process that includes going beyond initial implementation to include building community capacity and obtaining buy-in from the community served, as well as the institutions involved (Doll, 2010). Building program sustainability is critical if we are to make a lasting marking in the wellness arena.

This short-course will review the utilization of role-emerging placements as a vehicle for expanding our role within the wellness arena; highlight the process of program development of two successfully run role-emerging wellness placements, identify red-flag indicators for sustainability challenges and offer strategies to remediate them.

American Occupational Therapy Association. (n.d.). Wellness & prevention occupational therapy’s opportunity in the era of health care reform. Retrieved from https://www.aota.org/-/media/corporate/files/advocacy/health-care-reform/ad-hoc/wellness%20draft%202_with%20edits-cjed.pdf

Dancza, K., Warren, A., Copley, J., Rodger, S., Moran, M., McKay, E., & Taylor, A. (2013). Learning experiences on role-emerging placements: An exploration from the students’perspective. Australian Occupational Therapy Journal 60(6), 427-435.

Doll, J. (2010). Program development and grant writing in occupational therapy: Making the connection. Sudbury, MA: Jones and Bartlett Publishers.

Overton, A., Clark, M., & Thomas, Y. (2009). A review of non-traditional occupational therapy practice placement education: A focus on role-emerging and project placements. British Journal of Occupational Therapy, 72(7), 294-301.

This short course focuses on building and sustaining role-emerging community based wellness fieldwork placements. It will include a review of wellness program development, red-flag indicators for sustainability challenges, as well as practical strategies to overcome them.

2017 – 222The Effectiveness of Community-Based Neurological Treatment ProgramsEducation/FieldworkPosters

To identify and recognize any reoccurring themes in interprofessional communication, preparation of the treatment environment, patient safety, and discharge planning of the Occupational and Physical therapy students.

To distinguish if the clients and their caregivers understand what Occupational and Physical therapy roles are and if their knowledge has increased of these to professions.

Adequate preparation for Occupational Therapy students is pertinent to their success as a future certified therapist, however students face the challenge of not encountering enough hands-on experience prior to their time on fieldwork. Simulation labs permit students to study common diagnoses, but cannot take into account for the factors that a real-life patient entails. According to Doucet and Seale (2012), 94% of Occupational therapy students and 98% of Physical therapy students, indicated that by incorporating the wellness clinic into their curriculum it increased their readiness for fieldwork providing them greater opportunities, students to improve upon their interpersonal skills, communication skills, clinical reasoning skills, and their ability to work with a team. This not only will benefit the students, but also the clients and their caregivers because it allows them to gain a better knowledge of these fields of study and receive the benefits of therapy. According to Silberman (2013), DPT students working in high-fidelity human simulation educational programs were able to recognize the four most important areas to them which increased by the end of their program: interprofessional communication, preparation of the treatment environment, patient safety, and discharge planning. A self-created survey was based upon these four learning objectives recognized in the article to look for any reoccurring themes in these areas.

By attending this presentation, the learner will understand the benefits and limitations to offering a neurological wellness clinic and will gain insight on an alternative way to enhance student’s professional skills and learning. The clients/caregivers will gain a well-rounded knowledge of the role delineation of Occupational and Physical therapy. Our profession will benefit from these findings because it demonstrates how these clinics are aiding in the education of their students and implementing these clinics into other programs can improve student’s readiness and comfort level with real patients.

Doucet, Barbara M,O.T.R., PhD., & Seale, Jill, PT,PhD., N.C.S. (2012). The free post-stroke clinic: A successful teaching and learning model. Journal of Allied Health,41(4), 162-9.

Silberman, Nicki J,P.T., D.P.T., Panzarella, Karen J,P.T., PhD., & Melzer, Barbara A, PT, DPT,PhD., F.A.P.T.A. (2013). Using human simulation to prepare physical therapy students for acute care clinical practice. Journal of Allied Health, 42(1), 25-32.

This study examined if community wellness clinics provide rehabilitative services to those affected with neurological deficits and also provide educational hands-on experiences to Occupational and Physical therapy students to prepare them for their clinical experiences.

2017-223Curricular Design & the Doctoral Experiential: Meeting OTD Standard Specifics, Student and Profession-Wide NeedsEducation/Fieldwork 50 Minute Session

1) Understand key concepts of a teaching learning model (SOLO taxonomy) that can be utilized to inform OTD entry level curriculum/the doctoral experiential.2) Identify 2-3 OTD entry level ACOTE specific standards and expected outcomes as a result of the doctoral curriculum/experiential.

3) Describe 4-5 student and site specific learning outcomes as a result of the doctoral curriculum/experiential process.

With the increase of occupational therapy doctorate entry level programs on the rise (AOTA, 2016) it is imperative to recognize specific teaching/learning perspectives and how they inform effective curriculum development and implementation, necessary to doctoral level education in occupational therapy. In this presentation, an emphasis will be placed upon the SOLO (Structure of Observed Learning Outcome) Taxonomy (Biggs & Collins, 1982) in order to understand how to achieve the learning outcomes expected of the core curriculum and doctoral experiential component of OTD curriculum. The SOLO may be particularly useful as the model strives to meet the needs of student (OTD student in the curriculum & experiential) and trainer (onsite & faculty mentors). Particular ACOTE standards will be shared in alignment with key tenets of the SOLO. The five levels of the SOLO taxonomy will be presented and linked to the intentional curricular design of one program that demonstrates the linkage of the doctoral experiential to the teaching and learning process. Examples related to desired cognitive and performance outcomes that are intended to inform core curriculum and the expected final scholarly project required of entry level OTD students will also be shared.

Accreditation Council for Occupational Therapy Education (ACOTE) Standards and Interpretive Guide (2011). Retrieved from: https://www.aota.org/-/media/corporate/files/educationcareers/accredit/standards/2011-standards-and-interpretive-guide.pdf

Biggs, J.B., and Collis, K.F. (1982). Evaluating the Quality of Learning - the SOLO Taxonomy. New York: Academic Press.

Biggs, J. (1995). Assessing for learning: Some dimensions underlying newapproaches to educational assessment. The Alberta Journal of EducationalResearch, 41(1), 1-17.

Brown, T., Crabtree, J.L. Mu, K., & Wells, J. (2015). The entry-level occupational therapy clinical doctorate: Advantages, challenges, and international issues to consider. Occupational Therapy In Health Care, Early Online: 1-12.

The University of Queensland Teaching and Educational Development Institute. Biggs' structure of the observed learning outcome (SOLO) taxonomy (n.d.). Retrieved from: http://www.uq.edu.au/teach/assessment/docs/biggs-SOLO.pdf

The SOLO Taxonomy will be discussed to demonstrate how to achieve specific learning outcomes expected of the entry OTD curriculum & experiential. The SOLO taxonomy is useful as it meets the needs of educator, student, on-site & faculty mentors.

2017-224Development and evaluation of an Occupational Therapy Doctorate Student Manual for the Experiential Component: Systematic Methods and OutcomesEducation/Fieldwork Posters

1. Recognize the importance of selecting a theoretical framework to guide manual development.2. Identify 3-4 benefits to utilizing the modified Delphi method as a method to obtain consensus from reviewers when developing a manual. 3. Draft an outline of the key components necessary for an OTD experiential manual that reflects the participant’s occupational therapy program’s Mission, Philosophy and Curriculum Design.

ACOTE Standards include an experiential component, which students complete after meeting all required benchmarks. The purpose of the experiential component is to produce entry-level doctors with advanced skills in leadership, advocacy, education, research, theory development, administration, program and policy development and/or clinical practice skills (ACOTE, 2012). Occupational Therapy programs must craft a experiential component consistent with the program’s Vision, Mission, and Curriculum Design while meeting the ACOTE Standards.

Drawing on other professions that enter the field at a doctoral level, such as medicine and pharmacy, the experiential component was structured as a residency. In order to ensure quality and consistency of the experience, an OTD Residency Manual was developed using the Situated Learning theory. This Manual provides a roadmap for successful implementation of the OTD Residency Program. The manual will be introduced to students during the first semester of the program and its purpose and use will be reinforced in subsequent semesters. This method will ensure students’ understanding of the residency process and serve to guide and shape the Residency and the final doctoral project.

This poster will describe the process of developing the OTD Residency Manual. The Modified Delphi Method was used to achieve consensus among reviewers on the content of the manual. Education and fieldwork experts, along with graduate and entry level OT students served as expert reviewers of the Manual and assessed the Manual’s integration of the Situated Learning Theory (1991), adherence to the ACOTE Doctoral Standards, alignment with the Department’s Mission, Philosophy and Curriculum design. The process for collecting and analyzing reviewer feedback will be shared. Participants will have the opportunity to draft an outline of the key components necessary for an OTD experiential manual that reflects their occupational therapy program’s Mission, Philosophy and Curriculum Design.

Accreditation Council for Occupational Therapy Education. (2012). ACOTE standards and interpretive guidelines for occupational therapist and occupational therapy assistant educational programs. Retrieved from: http://www.aota.org/Education-Careers/Accreditation/StandardsReview

Christiansen, C.H., Haertl, K., (2014). A Contextual History of Occupational Therapy. In B. A. B. Schell, G. Gillen, & M.E. Scaffa (Eds). Willard and Spackman’s occupational therapy (12th ed., pp. 9-35). Philadelphia: Lippincott Williams & Wilkins.

Kornblau, B. (2004). Presidential address: A vision for our future. The American Journal of Occupational Therapy, 58(1) 9-14.Storm, W. (1990). The relationship of educational level to the development and dissemination of knowledge by occupational therapists. The American Journal of Occupational Therapy, 44, 39-46.

Voltz, J., & Lilla, E. (2006, January 9). The OTD. Perspectives from two OTD graduates. Advance Magazine for Occupational Therapy Practitioners, 22, 10-11.

A theory-driven Manual for the OT experiential component will be described. Reviewed by experts (Modified Delphi Technique), the manual can be used to prepare the OTD student with essential processes and procedures necessary for successful implementation of the experiential component.

2017 – 225Student Teaching-Learning Strategies for SuccessEducation/Fieldwork 50 Minute Session

1) Identify several teaching strategies that can be utilized in the classroom environment.2) Functionally define peer to peer and test/re-test methodologies in teaching strategy.3) Select strategies for application to various curriculum content areas.4) Explore outcomes related to the peer to peer and test/re-test methodologies.

Instructors are challenged to continuously seek out effective teaching strategies (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). The Accreditation Council for Occupational Therapy Education (ACOTE) Standards outline the fundamental knowledge and the basic tenets of occupational therapy that are required of occupational therapy (OT) programs within the curriculum design (AOTA, 2016). OT instructors are utilizing many approaches to facilitate learning and to evaluate the outcomes related to learning objectives (AOTA, 2016; Benson, Szucs & Taylor, 2016; Greber, Ziviani, & Rodgers, 2007).

OT instructors are further charged with utilizing methodologies that blend foundational knowledge with application of occupational therapy concepts and assist students in the development of clinical reasoning skills (AOTA, 2016; Chipchase et al., 2012; Crabtree, Justiss, & Swinehart, 2012).

This presentation will highlight the use of a peer to peer teaching methodology (Ambrose et al., 2010; Norman, 2016; Seenan Shanmugam, & Stewart, 2016) and test/re-test strategies (Norman, 2016) as a means to address fundamental knowledge, basic tenets and clinical application with occupational therapy students. In addition to providing an examination of the underlying educational principles and applicable ACOTE Standards, examples of utilization of these methodologies and resultant outcomes will be provided that will allow for application in the OT classroom environment.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.

American Occupational Therapy Association (2016). 2011 Accreditation Council for Occupational Therapy Education (ACOTE®) Standards and Interpretive Guide (effective July 31, 2013) December 2016 Interpretive Guide Version. Retrieved at http://www.aota.org/~/media/Corporate/Files/EducationCareers/Accredit/Standards/2011-Standards-and-Interpretive-Guide.pdf

Benson, J. D., Szucs, K. A., & Taylor, M. (2016). Student response systems and learning: Perception of the student. Occupational Therapy in Health Care, 30(4), 406-414, DOI: 10.1080/07380577.2016.1222644

Chipchase, L. S., Buttrum, P. J., Dunwoodie, R., Hill, A. E., Mandrusiak, A., & Moran, M. (2012). Characteristics of student preparedness for clinical learning: Clinical educator perspectives using the Delphi approach. BMC Medical Education, 12(112).

Crabtree, J. L., Justiss, M., & Swinehart, S. (2012). Occupational therapy Master-level students’ evidence-based practice knowledge and skills before and after fieldwork. Occupational Therapy in Health Care, 26(2-3), 138-149.

Greber, C., Ziviani, J., & Rodger, S. (2007). The four-quadrant model of facilitating learning (Part 1): Using teaching-learning approaches in occupational therapy. Australian Occupational Therapy Journal, 54, S31-S39.

Norman, M. (2016). Six findings from learning research and how to apply them. Presentation to Chatham University faculty at All Faculty Meeting, August, 2016.

Seenan, C., Shanmugam, S., & Stewart, J. (2016). Group peer teaching: A strategy for building confidence in communication and teamwork skills in physical therapy students. Journal of Physical Therapy Education, 30(3), 40-49.

Instructors are frequently searching for strategies to engage students in meaningful teaching and learning processes. This presentation explores peer to peer teaching and test/re-test strategies as methods to improve occupational therapy students’ knowledge retention and clinical reasoning skills.

2017-226Student abilities and preparedness for level II fieldwork: Program evaluation from the fieldwork educator perspectiveEducation/Fieldwork Posters

Identify which student abilities fieldwork educators perceive to be "very important" or "imperative" during level II fieldwork.

Determine if there is a correlation between the fieldwork educator's satisfaction with the preparedness of the student for level II fieldwork and their experience as the student's fieldwork educator.

The purpose of this survey research was to gain fieldwork educator (FWEd) perceptions of the importance of specific student abilities, and how well the student performed these abilities during level II fieldwork. Additionally, the FWEd’s satisfaction with the preparedness of the student, satisfaction with their experience as the students’ FWEd, and relationship with the Academic Fieldwork Coordinator (AFWC) was explored.

American Occupational Therapy Association. (2009). Occupational therapy fieldwork education: Value and purpose. American Journal of Occupational Therapy, 63, 821-822.

Avi-Itzhak, T. & Krauss, A. (2014). Assessing occupational therapy students’ clinical competence for entry-level work-related practice. Work, 47, 235-242.

Barton, R., Corban, A., Herrli-Warner, L., McClain, E., Riehle, D., & Tinner, E. (2013). Role strain in occupational therapy fieldwork educators. Work, 44, 317-328.

Becker, K. L., Rose, L. E., Berg, J. B., Park, H., & Shatzer, J. H. (2006). The teaching effectiveness of standardized patients. Journal of Nursing Education, 45, 103-111.

Bell, J., Cox, D., & Marcangelo, C. (2014). Master’s level occupational therapy students on placement: An exploration of perceptions and expectations. British Journal of Occupational Therapy, 77(4), 181-188.

Best, C. E. (1994). A prediction model of performance in level II fieldwork in physical disabilities. American Journal of Occupational Therapy, 48, 926-931.Bethea, D. P., Castillo, D. C., & Harvison, N. (2014). Use of simulation in occupational therapy education: Way of the future? American Journal of Occupational Therapy, 68(2), 32-39.

Bindawas, S. M., Vennu, V., & Azer, S. A. (2013). Are Physical Therapy interns competence in patient management skills? Assessment of the views of clinical and academic Physical Therapists. Journal of Physical Therapy Science, 25, 649-655.

Bonello, M. (2001). Fieldwork within the context of higher education: A literature review. British Journal of Occupational Therapy, 64(2), 93-99.

Campbell, M. K., Corpus, K., Wussow, T. M., Plummer, T., Gibbs, D., & Hix, S. (2015). Fieldwork educators’ perspectives: Professional behavior attributes of level II fieldwork students. The Open Journal of Occupational Therapy, 3(4), 1-13. doi: 10.15453/2168-6408.1146

Chelimsky, E. (1987). The politics of program evaluation. In D. S. Cordray, H. S. Bloom, & R. J. Light (Eds.), Evaluation practice in review (New directions for program evaluation, 34) (pp. 5-21). San Francisco: Jossey-Bass.

Chipchase, L. S., Buttrum, P. J., Dunwoodie, R., Hill, A. E., Mandrusiak, A., & Moran, M. (2012). Characteristics of student preparedness for clinical learning: clinical educator perspectives using the Delphi approach. BMC Medical Education, 12(112), 1-9. http://www.biomedcentral.com/1472-6920/12/112.

Commission on education. (2012). COE guidelines for an occupational therapy fieldwork experience – level II. Retrieved from http://www.aota.org/~/media/Corporate/Files/EducationCareers/Educators/Fieldwork/LevelII/COE%20Guidelines%20for%20an%20Occupational%20Therapy%20Fieldwork%20Experience%20--%20Level%20II--Final.pdf

Costa, D. M. (Ed.). (2015). The essential guide to occupational therapy fieldwork education: Resources for educators and practitioners. Bethesda, MD: AOTA Press.

Dearmon, V., Graves, R. J., Hayden, S., Mulekar, M. S., Lawrence, S. M., Jones, L., Smith, K. K., & Farmer, J. E. (2013). Effectiveness of simulation-based orientation of baccalaureate nursing students preparing for their first clinical experience. Journal of Nursing Education, 52(1), 29-38.

Duke, L. (2004). Piecing together the jigsaw: How do practice educators define occupational therapy student competence? British Journal of Occupational Therapy, 67(5), 201-209.

Evenson, M. E., Roberts, M., Kaldenberg, J., Barnes, M. A., & Ozelie, R. (2015). National survey of fieldwork educators: Implications for occupational therapy education. The American Journal of Occupational Therapy, 69(2), 1-5.

Giesbrecht, E.M., Wener, P.F., & Pereira, G.M. (2014). A mixed methods study of student perceptions of using standardized patients for learning and evaluation. Advances in Medical Education and Practice, 5, 241-255.

Giles, A. K., Carson, N. E., Breland, H. L., Coker-Bolt, P., & Bowman, P.J. (2014). Use of simulated patients and reflective video analysis to assess occupational therapy students’ preparedness for fieldwork. American Journal of Occupational Therapy, 68(2), 57-66.

Hanson, D. J. (2011). The perspectives of fieldwork educators regarding Level II fieldwork students. Occupational Therapy in Health Care, 25, 164-177.

Harvison, N. (2012, April). Current opportunities and challenges facing OT education. The American Occupational Therapy Association’s 2012 Annual Conference and Expo, Indianapolis.

Herzberg, G. L. (1994). The successful fieldwork student: Supervisor perceptions. The American Journal of Occupational Therapy, 48(9), 817-823.

Howard, L. & Jerosch-Herold, C. (2000). Can entry qualifications be used to predict fieldwork and academic outcomes in occupational therapy and physiotherapy students? British Journal of Occupational Therapy, 63, 329-334.

James, K., & Musselman, L. (2005). Commonalities in level II fieldwork failure. Occupational Therapy in Health Care, 19, 67-81.

Jensen, L., R., & Daniel, C. (2010). A descriptive study on level II fieldwork supervision in hospital settings. Occupational Therapy in Health Care, 24(4), 335-347.

Jette, D. U., Bertoni, A., Coots, R., Johnson, H., McLaughlin, C., & Weisback, C. (2007). Clinical instructors’ perceptions of behaviors that comprise entry-level clinical performance in physical therapist students: A qualitative study. Physical Therapy, 87(7), 833-843.

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Kirchner, G. L. & Holm, M. B. (1997). Prediction of academic and clinical performance of occupational therapy students in an entry-level master’s program. American Journal of Occupational Therapy, 51(9), 775-779.

Kirchner, G. L., Stone, R. G., & Holm, M. B. (2000). Use of admission criteria to predict performance of students in an entry-level master’s program on fieldwork placements and in academic courses. Occupational Therapy in Health Care, 13, 1-10.

Kirke, P., Layton, N., & Sim, J. (2007). Informing fieldwork design: Key elements to quality in fieldwork education for undergraduate occupational therapy students. Australian Occupational Therapy Journal, 54, 13-22.

Lejonqvist, G-B., Eriksson, K., & Meretoja, R. (2016). Evaluating clinical competence during nursing education: A comprehensive integrative literature review. International Journal of Nursing Practice, 22, 142-151. doi: 10.1111/ijn.12406

Lovett, S., & Johnson, J. (2012). Measuring learning through cross sectional testing. Journal of the Scholarship of Teaching and Learning, 12, 43-57.

Mackay, S. J., Anderson, A. C., & Hogg, P. (2008). Preparedness for clinical practice – Perceptions of graduates and their work supervisors. Radiography, 14, 226-232.

Mai, J. A., Stern, D. F., Hollman J. H., Melzer, B. A., Thiele, A. K., & Rosenthal, R. S. (2014). Examining the impact of an integrated clinical experience (ICE) on interpersonal skills prior to the first, full-time clinical internship: Cool as ICE. Journal of Physical Therapy Education, 28(3), 81-97.

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Seymour, A. (2013). A qualitative investigation into how problem-based learning impacts the development of team-working skills in occupational therapy students. Journal of Further and Higher Education, 37(1), 1-20. doi: 10.1080/0309877X.2011.643774

Tan, K. P. & McKenna, K. (2004). Predictors of occupational therapy students’ clinical performance: An exploratory study. Australian Occupational Therapy Journal, 51, 25-33.

Thomas, Y., Dickson, D., Broadbridge, J., Hopper, L., Hawkins, R., & Edwards, A. (2007). Benefits and challenges of supervising occupational therapy fieldwork students: Supervisors’ perspectives. Australian Occupational Therapy Journal, 54, S2-S12.

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This research examined student abilities during level II fieldwork from the perspective of the fieldwork educator (FWEd). Additional items addressed included the FWEd’s level of satisfaction with the student’s preparedness for fieldwork and their experience as a FWEd.