Date of Award


Document Type

Scholarly Project

Degree Name

Master of Occupational Therapy (MOT)


Occupational Therapy

First Advisor

Cherie Graves


Occupational Therapy -- education; Students


Introduction: The curriculum of the occupational therapy program at the University of North Dakota (UND) includes approximately 185 hours of level I fieldwork experience where students work to integrate and practice skills learned within the classroom in a clinical setting. Students report that these experiences are often observation-based. Additionally, academic fieldwork coordinators are having an increasingly difficult time finding placements to support the growing number of students nationwide. A contributing factor to placement shortages is the tradition of using the apprenticeship model of supervision, where one student is supervised by one fieldwork educator (FWE). In order to ensure a consistent hands-on experience for all occupational therapy students and to improve the ease in securing fieldwork placements, a level I fieldwork experience using the collaborative supervision model, where a student pair is supervised by one occupational therapy instructor while working in a student-run occupational therapy clinic at the University of North Dakota is proposed.

Methodology: Information regarding the efficacy and need for this type of student learning experience was gathered through an extensive review of literature and the creation of a literature review. Next, the student researchers met with gatekeepers within the Grand Forks area to determine the need for this type of service within the community.

Significance: This scholarly project encapsulates the mission of the UND occupational therapy program through the development of highly-skilled, entry level occupational therapists while serving the needs of community through public service.

Results: Based on the literature review and meetings with gatekeepers within the community a course outline for the 13-week fieldwork experience was developed including the model to supervision (2:1), assignments for the course including rubrics and case studies, participant applications, and a consent form. Lastly, a proposal was drafted to present to the UND occupational therapy program.

Conclusion: This scholarly project will be presented to the UND Occupational Therapy department with the hopes of implementation into the developing occupational therapy doctoral curriculum. The proposed learning experience will provide a consistent and collaborative, hands-on learning experience while also providing occupational therapy services to underserved populations within the greater Grand Forks community.