By Auldeen Alsop
Fieldwork schooling, which mixes work-based studying and evaluation, has a pivotal position in expert schooling. It offers a helpful chance to inte grate the artwork, technology and moral perform of Occupational treatment. The healing milieu is additionally the main applicable yet tricky atmosphere during which to pass judgement on 'compe tence to practise'. but fieldwork schooling has now not acquired the eye, assets, learn and standing it merits. the reason for this is that this booklet is so very important. the focal point upon the scholars' adventure displays the valuable guideline of the booklet: the accountability, problem and delight of life-long studying. The e-book covers the entire spectrum of fieldwork in a fashion with a purpose to be of curiosity to educational and fieldwork educators too. this can be completed via a remarkable stability among reas suring, sensible suggestion and scholarliness. The reader is inspired to go into into present debates, have interaction in inter-disciplinary and foreign comparisons and savour the tensions among expert concerns and organizational contexts. The insights into the logistical, political and academic elements which give a contribution to the theory-practice hole are noteworthy. for my part, the authors have produced a superb advent to fieldwork schooling, and particularly to the complexities of scientific reasoning that's an essential section of preliminary and carrying on with competence for plenty of professions. i'm hoping the publication will increase the effectiveness of fieldwork schooling and therefore the standard of health and wellbeing and social care.
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Additional resources for Making the Most of Fieldwork Education: A Practical Approach
Sample text
The more common perception is that proposals to use non-traditional settings have emerged as a result of difficulties in finding enough placements in Occupational Therapy services for students. If this view alone is propounded it can lead occupational therapists and students into thinking that placements in non-traditional settings might be 'second-rate' alternatives to those in Occupational THE CONTEXT OF FIELDWORK Therapy services, rather than positive and beneficial educational experiences in their own right.
Where standards are explicit it is much easier to identify gaps which need to be filled in order to attain or maintain the standards required. If there are written standards you will know what you can expect of services and of staff with whom you are placed. Where you have a choice of placements, it could well be the quality standards that will influence your decision to accept a placement. Again, we explain this in more detail in Chapter 6. THE USE OF NON-TRADITIONAL PLACEMENTS The usual arrangement for fieldwork education is for students to be working and learning under the supervision of an occupational therapist.
Only then can the practitioner accept responsibility for planning, directing, implementing, monitoring and evaluating, in other words managing, a student's experience. Managing a student's placement is quite a complex task. The fieldwork educator must liaise with the university and gain an understanding of the fieldwork curriculum and implement it. He or she must also take decisions about the suitability of the learning environment for fieldwork education, prepare colleagues and team members for the student's arrival, plan the student's programme and manage any difficulties or conflicts arising during the placement.