Occupational therapy students' level I fieldwork impact on level II fieldwork : validating the usage of level I fieldwork evaluation form (2nd edition) in an academic context, 2025

Item — Call Number: MU Thesis Fer

Identifier: b7932478

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Occupational Therapy program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Occupational Therapy degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2025

Creator

Ferrovecchio, Gabriella (2000- ) (Author, Person)
Garcia, Andrea (Thesis advisor, Person)
Hackenberg, Gabrielle (1986- ) (Thesis advisor, Person)
Patro, John (1985- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 48 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Occupational therapy (OT) education relies on fieldwork experiences to bridge academic learning with clinical practice. Level I fieldwork is designed to introduce students to practice settings, yet its impact on student preparedness for level II fieldwork remains underexplored. This study evaluates the effectiveness of level I fieldwork in ensuring OT students’ perceived readiness for level II placements. Using a mixed-methods approach, data was collected from participants via the Level I Fieldwork Student Evaluation Form (2nd Edition) © and open-ended qualitative reflections via an online survey. Participants reported moderate preparedness (mean = 3.65, SD = 0.77), with gaps identified in intervention planning, documentation, and professional communication. Qualitative findings reinforced these challenges, highlighting the need for improved structure, enhanced supervision, and refined evaluation criteria in level I fieldwork experiences. While participants acknowledged the value of early clinical exposure, they emphasized the importance of more structured learning opportunities. Future research should explore modification to level I fieldwork to increase exposure to client interactions and interdisciplinary collaboration, thereby improving student confidence and professional reasoning development over time. Future research can also include meaningful changes to the Level I Fieldwork Student Evaluation Form (2nd Edition) © to better meet the needs within an academic context. The study contributes to OT education by identifying areas for enhancements/emphasis and reinforcing the significance of early fieldwork experiences in students’ professional development.