Nurturing the prepared mind: research during level II fieldwork

• Tera A. Richards ^[4] ; Sara Clark ^[1] ; Stephanie J. Dapice Wong ^[2] ; Helen S. Cohen ^[3] ; Susan L. Garber ^[3]
  1. [1] Western Michigan University

     Western Michigan University

     City of Kalamazoo, Estados Unidos

     
  2. [2] Touro College

     Touro College

     Estados Unidos

     
  3. [3] Baylor College of Medicine

     Baylor College of Medicine

     Estados Unidos

     
  4. [4] Clare-Gladwin Regional Education Service District, Clare

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• Localización: American Journal of Occupational Therapy, ISSN 0272-9490, Vol. 74, Nº. 1, 2020
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Importance: Level II fieldwork is one of the last opportunities for students to learn from clinicians modeling how to gather practice-based data for research before independent practice.

    Objective: To identify options for incorporating active research opportunities in the Level II fieldwork experience and the barriers that preclude these opportunities.

    Design: Approximately 575 electronic surveys (QuestionPro), consisting of 31 questions, distributed to fieldwork sites.

    Participants: A convenience sample of fieldwork educators and clinical fieldwork coordinators recruited from sites in several states.

    Outcomes and Measures: We hypothesized that the main obstacles to providing Level II fieldwork students with research experience were a lack of time resulting from productivity pressures and fieldwork educators’ belief that Level II fieldwork should primarily focus on mastering clinical skills.

    Results: One hundred thirteen surveys were started, and 95 were completed. Most respondents reported that Level II fieldwork students would benefit from participation in research. However, only two fieldwork sites with occupational therapists involved in research intentionally coordinated Level II fieldwork students in an active research opportunity. Clinical responsibilities and the lack of current experienced investigators at the fieldwork site were the most significant barriers to these opportunities.

    Conclusions and Relevance: Fieldwork educators identify ways for Level II fieldwork students to participate in research but typically do not have time or resources to eliminate identified barriers to research participation. Lost opportunities to participate in research in Level II fieldwork must be addressed to promote greater research inquiry in the future occupational therapy clinical workforce.

    What This Article Adds: The article adds to the literature describing the barriers to student participation in research activity during Level II Fieldwork and the types of research activity occupational therapy students participated in during a 12-wk rotation.