FLOTEC values your role as a fieldwork educator or capstone mentor. We have developed tools and resources to provide guidance to your crucial roles. We are committed to continuously improving the resources and tools offered, so we would greatly appreciate any insights on how you use these tools and resources, so we can better meet your needs and support your efforts.
FLOTEC Site Specific Objectives
FLOTEC has developed a version of the Site Specific Objectives and Fieldwork Data Form. Feel free to use these documents as needed, provided that you credit FLOTEC Inc, and include the date of the document, (even if you make modifications). We request that you notify us if you choose to adopt these forms, as we would like to keep track of their use.
Competency Rubric for FWPE Scores for OT (Download)
Updated OTA site specific objectives coming soon!
Accreditation Council For Occupational Therapy Education (ACOTE®)
ACOTE® establishes, approves, and administers educational standards to evaluate OT and OTA programs. New ACOTE® standards will take effect in 2025.
Cultural Humility and Student Well-Being
2025 ACOTE® Standard Focus: Cultural Humility and Student Well-Being
Cultural Humility
Cultural Humility: emphasizes humble and empathetic communication with clients and reduces reliance on bias or implicit assumptions, and instead encourages intentional listening and openness to various cultures (AOTA, 2020). For more information on cultural humility and how it can be applied to occupational therapy practice, check out the following article:
Agner, J. (2020). Moving from cultural competence to cultural humility in occupational therapy: A paradigm shift. American Journal of Occupational Therapy, 74(4). https://doi.org/10.5014/ajot.2020.038067
References
American Occupational Therapy Association. (2020). Occupational therapy’s commitment to diversity, equity, and inclusion. American Journal of Occupational Therapy, 74(3). https://doi.org/10.5014/ajot.2020.74S3002
Student Well-Being
Student Well-Being: a faculty advisor must be up to date and knowledgeable on university/college policies that impact a student’s successful progression in the program and be aware of resources that support student well-being (ACOTE®, 2023). For more information on student well-being and how it can be applied throughout the academic program, check out the following articles:
Laposha, I. & Smallfield, S. (2022). Self-care: An occupational therapy student perspective. Journal of Occupational Therapy Education, 6 (1). https://doi.org/10.26681/jote.2022.060105
Busacay, M. M. & Kent, M. R. (2022). Mental health as an occupational therapy student. OT Student Pulse. https://www.aota.org/publications/student-articles/school-tips/mental-health-as-ot-student
References
American Occupational Therapy Association. (2020). Occupational therapy’s commitment to diversity, equity, and inclusion. American Journal of Occupational Therapy, 74(3). https://doi.org/10.5014/ajot.2020.74S3002
Additional Resources
- AOTA DEIJAB Toolkit
- AOTA Career Center: Wellness for Life & Career
- From Gannon University Capstone Student and AFWC Mentor Team: OTD Fieldwork, Emotional-Wellbeing
- From Gannon University Capstone Student and AFWC Mentor Team: Stress and Graduate Student Health
American Occupational Therapy Association (AOTA)
CEU Information
Fieldwork or Doctoral Capstone Experience: “A licensee may earn up to twelve (12) continuing education hours per biennium for supervision of Level II OT or OTA fieldwork students, or entry-level doctoral capstone students, at the rate of no more than six (6) hours per student. Continuing education credit may be earned at 0.5 continuing education hours per week of student supervision. To be eligible for the credit, the licensee must participate as the fieldwork supervisor or site mentor for the student for at least one full week. No more than two (2) licensees may supervise a student for continuing hours for each of the experiences” (Florida Board of Occupational Therapy Rule: 64B11-5.001).
Fieldwork Education
COE Guidelines for an Occupational Therapy Fieldwork Experience – Level II (Download)
Doctoral Capstone
ACOTE® Standard D.1.0 (Current)
The goal of the doctoral capstone is to provide in-depth exposure to one or more of the following: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, and theory development.
The doctoral capstone consists of two parts:
- Capstone Project
- Capstone Experience
The student will complete an individual capstone project to demonstrate synthesis and application of knowledge gained.
The student will complete an individual 14-week capstone experience that must be started after completion of all coursework and Level II fieldwork, and completion of preparatory activities defined in D.1.3.
ACOTE® Standard D.1.0 (2025)
The goal of the doctoral capstone is to provide an in-depth exposure to one or more of the following areas in occupational therapy:
- Clinical skills
- Research skills
- Administration
- Program development and evaluation
- Policy development
- Advocacy
- Education
- Leadership
The doctoral capstone consists of two parts:
- Capstone experience
- Capstone project
The student will complete a 14-week capstone experience and an individual related capstone project to demonstrate synthesis and application of knowledge gained
OTA Baccalaureate Project
ACOTE® Standard D.1.0 (Current)
The goal of the baccalaureate project is to provide an in-depth experience in one or more of the following: clinical practice skills, administration, leadership, advocacy, and education.
The individual or group project allows student(s) to demonstrate application of knowledge gained. The baccalaureate project shall be an integral part of the program’s curriculum design.
ACOTE ® Standard D.1.0 (2025)
The goal of the baccalaureate project is to provide an opportunity to develop advanced knowledge in one or more of the following areas in occupational therapy:
- Clinical skills
- Administration
- Advocacy
- Education
- Leadership
The student will complete an individual or group project to demonstrate the application of knowledge gained.
Podcasts
OT and Making the OTD Capstone Matter with Daniel Rortvedt and Alana Woolley by Sarah Lyon, OTR/L
Listen to Sarah Lyon, OTR/L, explain her insight gained from her new role as a capstone site mentor and review the article “An exploration of the occupational therapy doctoral capstone: Perspectives from capstone coordinators, graduates, and site mentors”. Additionally, she is joined by her OTD capstone student, Alana Woolley, and a Doctoral Capstone Coordinator (DCC), Daniel Rortvedt, to provide three different perspectives on the doctoral capstone process and breakdown capstone and fieldwork misconceptions.
Key Takeaways from the Podcast:
- Capstone is much more self-directed than fieldwork – capstone mentors may spend less time guiding the capstone students than for fieldwork
- Supervision vs. mentorship – capstone site mentors play more of a coaching role; students are more autonomous and self-directed
- Fieldwork is learning what OTs do; capstone is exploring what OTs CAN do
- Capstone is not a third fieldwork
Kiraly-Alvarez, A. F., Clegg, A., Molitor, W. L., & Friberg, D. (2022). An exploration of the occupational therapy doctoral capstone: Perspectives from capstone coordinators, graduates, and site mentors. Journal of Occupational Therapy Education, 6(1). https://doi.org/10.26681/jote.2022.060114
Work Squared – Episode 2 – Feedback by Michael Salemi
Listen to Michael Salemi explain his experience in giving feedback as a former OT fieldwork educator and how feedback is essential in the fieldwork process. He explains that fieldwork is the last chance for students to work with a “safety net”, so positive and constructive feedback is essential.
Key Takeaways from the Podcast
- Greater emotional intelligence of the student may lead to better processing and implementation of feedback
- As an educator/mentor, develop your own method for giving feedback; will it be a weekly meeting? Daily check in?
- LinkedIn has resources for giving feedback
- Constructive feedback is not criticism; the goal should be to help the student improve