A new resource for occupational therapy academic fieldwork coordinators and fieldwork educators, Fieldwork Educator's Guide to Level I Fieldwork is a practical guide for faculty and clinicians to design and implement Level I fieldwork experiences for occupational therapy and occupational therapy assistant students. Fieldwork Educator's Guide to Level I Fieldwork was designed to address the challenges of integrating Level I fieldwork with classroom learning experiences. Expansive and versatile, the book meets the recently expanded definition of Level I fieldwork according to the 2018 Accreditation Council for Occupational Therapy Education standards, including faculty-led experiences, standardized patients, simulation, and supervision by a fieldwork educator in a practice environment. Each unit of the text builds upon the previous unit. The first unit provides fundamental knowledge on experiential learning and includes an orientation to the purpose of Level I fieldwork in occupational therapy. Building on this foundation, the second unit equips the reader with resources to develop a Level I fieldwork learning plan suitable for their setting. The final units focus on situational scenarios that emerge during Level I fieldwork placements and provides a framework for assessing student learning during Level I fieldwork. While each chapter is designed to build upon one another, they also can be used as stand-alone resources depending on the needs of the reader. What is included in Fieldwork Educator’s Guide to Level I Fieldwork: Up-to-date terminology Experiential learning frameworks and models in diverse contexts, including role emerging and simulation Strategies for addressing anxiety and student stress management and supporting students with disabilities Models to support clinical reasoning development during Level I fieldwork Mechanisms to foster student professional development and communication skills Be sure to also look into the successive textbook, Fieldwork Educator’s Guide to Level II Fieldwork, which was designed in-tandem with this book to be a progressive resource that exclusively focuses on Level II fieldwork.

Table of Contents:
Contents Dedication About the Editors Contributing AuthorsPrefaceUnit I Building a Foundation to Support Level I Fieldwork Learning Chapter1 Overview of Level I FieldworkDebra Hanson, PhD, OTR/L, FAOTAand Elizabeth D. DeIuliis, OTD, MOT, OTR/L, CLA Chapter2 Thinking Like an Educator: Theoretical Frameworks for Level I FieldworkNancy R. Dooley, MA, PhD, OTR/L Chapter3 Mentoring in Professional Best Practices During the Level I Fieldwork ExperienceHannah Oldenburg, EdD, OTR/L, BCPR and Cherie Graves, PhD, OTR/L Chapter4 Context Matters: Application of Learning Frameworks in ContextJaynee Taguchi Meyer, OTD, OTR/L; Becki Cohill, OTD, OTR/L;and Lacey Spark, OTD, MOT, OTRUnit II Supporting the Student During a Level I Fieldwork Chapter5 Fostering Clinical Reasoning During Level I FieldworkDebra Hanson, PhD, OTR/L, FAOTA and Amy Mattila, PhD, OTR/L Chapter6 Thinking With TheoryDebra Hanson, PhD, OTR/L, FAOTA and Jason C. Lawson, PhD, MS, OTR/L Chapter7 Fostering the Development of Professionalism During Level I FieldworkElizabeth D. DeIuliis, OTD, MOT, OTR/L, CLA Chapter8 Developing the Level I Fieldwork Learning PlanMarsena W. Devoto, MSOT, OTD, OTR/LUnit III Situational Topics in Level I Fieldwork Learning Chapter9 Taking Advantage of Emerging Learning Opportunities OnsiteRebecca L. Simon, EdD, OTR/L, FAOTA Chapter10 Developing Supportive Fieldwork Accommodations for a Student With a DisabilityAngela M. Lampe, OTD, OTR/L; Julia Shin, EdD, OTR/L;and Anna Domina, OTD, OTR/L Chapter11 Psychosocial Factors Impacting Level I FieldworkJoscelyn Varland, OTD, OTR/L, CLTUnit IV Level I Fieldwork Assessment Chapter12 Effective Use of Feedback During Level I FieldworkJeanette Koski, OTD, OTR/L Chapter13 Assessment of Student Learning During Level I FieldworkJayson Zeigler, DHSc, MS, OTRFinancial Disclosures Index