Effective fieldwork supervision: Occupationa therapy student perspectives

Abstract

Qualitative research methodology was used to explore occupational therapy student perceptions of the characteristics of effective fieldwork supervisors and the limitations on effective fieldwork supervision. In addition, the study investigated differences in perceptions between students in each of the 4 years of the undergraduate course. Forty‐eight students completed an open‐ended questionnaire. The two major characteristics of effective fieldwork supervisors identified by the students were well‐developed interpersonal skills and the use of collaborative and facilitatory teaching/learning strategies. The major environmental issue limiting the effectiveness of fieldwork supervisors was a lack of time for student supervision. Although students in all years of the occupational therapy course expressed similar viewpoints, variations were identified across the years, particularly with teaching/learning strategies used. Findings from the study need to be interpreted in light of its limitations, which include small student numbers.