Site Specific Objectives
The primary purpose of the site-specific objectives is to provide the fieldwork educator and fieldwork student with the necessary objectives for specialty fieldwork in low vision rehabilitation. A copy of the form should be kept by the fieldwork educator to use as a guide during the fieldwork experience. At the beginning of the placement, it is recommended that the fieldwork educator provide a copy of the objectives to the student. This tool will enable the student to track the objectives as he or she participates in the fieldwork placement. The categories of objectives correspond with AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student (2002).
It is recommended that the site share these objectives with the affiliated occupational therapy educational programs which assign students to the site in advance of the student placement. This addresses Accreditation Council for Occupational Therapy Education (ACOTE) Standard B.10.5.: “Demonstrate that academic and fieldwork educators collaborate in establishing fieldwork objectives, identifying site requirements, and communicating with the student and fieldwork educator about the progress and performance during fieldwork” (2006, p. 11). Clear identification of site-specific objectives will help ensure a good fit between the academic program and the fieldwork site. These objectives are also intended to provide clear expectations of the fieldwork requirements ensuring that the site matches the student’s interests.
The site-specific objectives align with the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student (2002). The objective numbers indicate the alignment with the item number on the Evaluation. Under the item number, the fieldwork educator and student are able to see if the objective aligns with competencies for specialty certification in low vision rehabilitation (AOTA, 2009a) or practical requirements for the graduate certificate in low vision rehabilitation program at the University of Alabama at Birmingham (UAB, 2007). The fieldwork educator and/or student can rate or self-rate the student’s ability to complete the competency. The fieldwork educator should check-off and date the objectives as they are met by the student, providing comments as needed. This information will assist the student in determining progress, what objectives have not been met, as well as the steps that should be taken to achieve the objectives throughout the placement.
Informal feedback should be provided to the student throughout the placement. The fieldwork educator should formally review the site-specific objectives during the mid-term evaluation and again, at the final evaluation. Through the formal and informal review of the objectives, the student should develop a plan for achieving the objectives that have not been met. Depending on upon the client caseload and practice opportunities, students do not need to meet all of the objectives in order to successfully pass the fieldwork placement. The site-specific objectives should not replace the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student (2002). A student who meets all of the site-specific objectives demonstrates the knowledge and understanding to independently provide entry-level occupational therapy low vision rehabilitation services.
See attached documents below.
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