As part of occupational therapy education and training, OT students are required to engage in direct evaluation and intervention experiences as part of their studies. At the doctorate level, students participate in both generalist internships (fieldwork) and in-depth studies (capstone) as part of their training.
As part of its curriculum design and focus, Tarleton State’s commitment to rural health is integrated into clinical and community experiences throughout. Students participate in rural health initiatives and care as part of their studies at Tarleton State.
Fieldwork
Occupational Therapy Practice: Generalist Studies Related to Fieldwork
The Tarleton State OTD curriculum integrates exposure and experience in a variety of settings with a focus on persons, groups and populations throughout the lifespan. Content focuses on wellness and illness of persons both physically, mentally and socially. The intent of the Tarleton State OTD curriculum is to prepare students for generalist occupational therapy practice as well as empower them to engage in emerging practice opportunities as a rural practitioner. At the completion of their didactic studies, students transition into clinical experiences to prepare them for practice as a entry-level generalist.
Requirements
Fieldwork is completed after all didactic components of the curriculum have been successfully completed. Fieldwork occurs in the spring and summer of the final year of study. Students must complete 24 total weeks under the supervision of a licensed occupational therapist with at least one year of practice. All student immunizations must be up-to-date and in the immunization data base. Students must have a clear drug screen and background check, as required by the fieldwork site, to participate in fieldwork experiences. See notice regarding Felony Convictions on Admissions page.
The Process
The OT Program is responsible for fieldwork experiences and students engage in a selection and advising process during their time on campus from the AFWC and professional faculty to facilitate best fit and success. It’s a very exciting and stressful time for students and careful focus and consideration is made for each student’s placement. Tarleton State has a variety of secured contracts with an extensive community of practitioners in OT practice across the state of Texas and beyond.
Adherence to FW Process Policies
Students are not to seek out or create fieldwork commitments as representatives of the OT Program at Tarleton State. Instead, they may collaborate with the AFWC to create new opportunities for the Program. Students may not engage in fieldwork at sites where they have been employed, volunteered or otherwise have an existing relationship at the site (family, friends, etc).
Level 1
According to ACOTE (2023), “the goal of Level 1 fieldwork is to introduce students to fieldwork, apply knowledge to practice, and develop understanding of the needs of clients”. Level 1 fieldwork at Tarleton State is intended to explore the OT process in settings and incorporate an understanding of mental health and/or psychosocial practice from an OT practice perspective. Level 1 opportunities are supported by the AFWC and are integrated into the curriculum and are at least 40 hours in length. In addition, Level 1 rotations do NOT require the supervision by an OT practitioner. This allows students to engage in a variety of emerging and meaningful experiences under the supervision of the AFWC and other licensed professionals as they apply the OT Process to clients, group and/or populations not otherwise served (yet) by an OT practitioner.
Level 2
According to ACOTE (2023), “goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services”. Level 2 fieldwork opportunities are supported by the AFWC with collaboration of professional occupational therapy faculty advisors. Level 2 occurs after the successful completion of the didactic components within the progress. Level 2 rotations are housed in two courses: Fieldwork A & Fieldwork B. Each fieldwork course is completed over the entire semester. Fieldwork performance expectation is full time equivalent (FTE) at a fieldwork site under the supervision of a licensed OT practitioners with at least one year of practice. Student works the same schedule as their fieldwork educator (supervisor) and, for this reason, they may not have the same academic schedule as their peers not participating in fieldwork courses. Students submit time sheets to ensure compliance of time requirements are achieved. Students complete 12 FTE weeks at each location for each semester and are evaluated at midterm and the completion of their rotations. Tarleton State provides opportunities at a variety of fieldwork sites and experiences with a highlighted focus on rural based care.
Educator Information
Tarleton State provides support and resources for its fieldwork educators. Educators are provided access to educator modules provided by Tarleton State once they are added to our data base system. The modules allow educators to access and review fieldwork supervision related processes, evidence and/or expectations specific to Tarleton State’s OTD Program.
Interested in students?
We’d love to welcome you to our team of fieldwork educators! Please email us at otfieldwork@tarleton.edu to connect with us about opportunities to host students, engage in student opportunities and/or teaching opportunities in labs or lectures.
Doctoral Capstone
Occupational Therapy Practice: In Depth Studies Related to Capstone
Preparation for and exploration of the capstone experience begins early in the curriculum through discussion with faculty, content in various courses to enhance project exploration and intentional course preparation in scholarship and project design. Students work with expert mentors and the capstone coordinator to establish a capstone project design, establish an on-site expert mentor and create experience and project objectives. Other required components of the capstone project are discussed as part of the mentorship relationship and capstone prep coursework.
As part of the Capstone series, students begin to engage in application of in-depth knowledge in a focus area: practice, research, administration, leadership, program and policy development, advocacy, education or theory. Doctoral experiential components are developed with a student’s capstone coordinator and mentors. The Doctoral experiential component is 14 weeks at the end of the student’s academic program (D.1.3; D.1.5). All other academic work must be completed prior to the start of the capstone project and experience (D.1.3). No fieldwork rotation experience may be substituted for the doctoral experience requirements (D.1.5). Following the established process determined in capstone development, an agreement will be created as part of the mentorship and project implementation process.
Requirements
According to ACOTE (2023), the doctoral capstone is the final components of OTD programs and is completed in the final semester of academic study. The doctoral capstone is a combination of the: 1) capstone project and 2) capstone experience. The doctoral capstone project provides 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 or leadership. The project is designed under the support and guidance of the Capstone Coordinator, Expert Mentor and OTD Faculty member. The project design guides the location of the capstone experience; each location may be unique to the individual student. Students work with the Capstone Coordinator as the main point person for Capstone Project and Experiences. The Capstone Experience and Project is completed during the final semester of study for 14 weeks on site. The students complete the Doctoral Capstone requirement through a required formal dissemination event on campus prior to Graduation Ceremonies.
Mentor Information
Tarleton State provides support and resources for its on-site expert mentors. On site mentors may or may not be occupational therapy practitioners, depending on the student’s project design and location. Expert mentors are provided access to modules provided by Tarleton State once they are added to our data base system. The modules allow mentors to access and review capstone supervision related processes, evidence and/or expectations specific to Tarleton State’s OTD Program.
Interested in students?
We’d love to welcome you to our team of capstone mentors! Please email us at otfieldwork@tarleton.edu to connect with us about opportunities to host students, engage in student opportunities and/or teaching opportunities in labs or lectures.
Community Connections
Tarleton State OTD Program is actively and intentionally engaged in the community as part of its commitment to rural health. We look forward to welcoming community members that can contribute to our students’ understanding and application of OT practice in the rural health care setting.
We welcome conversations and collaborations with our community and beyond! We’d love to add you to our list of community partners, please contact us at ot@tarleon.edu.