SUPERVISION
The Role of Fieldwork Educator
Supervision can be described as a mutual undertaking between supervisor and supervisee. It is an evolving process, intended to promote growth and development while evaluating performance and maintaining standards of the profession. AOTA uses the term “Fieldwork Educator” to help to clarify the roles and responsibilities of those therapists who are committed to “training up” the next generation of OT practitioners. Supervision of student interns is a dynamic process of managing learning experiences in relation to the fieldwork objectives and expectations outlined in the Field Work Performance Evaluation (FWPE). The fieldwork experience should be structured to maintain quality care for clients (always a priority), while simultaneously facilitating learning for the OT intern. Working toward mastery of entry-level skills required for competence is a collaborative process between the fieldwork educator and the intern.
Fieldwork educators’ roles, responsibilities, and styles vary. However, responsibilities consistent to all supervisors include
Although fieldwork educators can serve as a major source of support for while learning, it is unrealistic for interns to expect them to tell the answers or to direct all of their activities. In addition, it is important to acknowledge that the most valued characteristics in a supervisor are different than those of a friend. If there is confusion regarding these roles on either the part of the intern or the fieldwork educator, it can disrupt the balance in the relationship. A more social relationship, although easing the stress of a new situation, may lead to dependency versus autonomy issues. This will most likely interfere with the giving and receiving of feedback when the fieldwork educator assumes his or her role as evaluator of the intern’s performance.
Fieldwork educators’ roles, responsibilities, and styles vary. However, responsibilities consistent to all supervisors include
- Orienting student to the place, people, routines/schedules, policies, protocols
- Establishing expectations, perhaps in conjunction with the intern.
- Providing learning opportunities tailored to the needs of the intern.
- Providing ongoing feedback, monitoring, and evaluation of performance.
- Resource person
- Role model
- Adviser
- Coach
- Mentor
- Teacher
- Facilitator
- Sounding board
Although fieldwork educators can serve as a major source of support for while learning, it is unrealistic for interns to expect them to tell the answers or to direct all of their activities. In addition, it is important to acknowledge that the most valued characteristics in a supervisor are different than those of a friend. If there is confusion regarding these roles on either the part of the intern or the fieldwork educator, it can disrupt the balance in the relationship. A more social relationship, although easing the stress of a new situation, may lead to dependency versus autonomy issues. This will most likely interfere with the giving and receiving of feedback when the fieldwork educator assumes his or her role as evaluator of the intern’s performance.