Fieldwork Supervision, Motivation and Competency among Norwegian Community-Based Occupational Therapists
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| Title: | Fieldwork Supervision, Motivation and Competency among Norwegian Community-Based Occupational Therapists |
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| Language: | English |
| Authors: | Even E. Edvardsen, Tore Bonsaksen, Sissel Horghagen, Cathrine Arntzen, Unni Sveen, Astrid Gramstad, Ruca E. K. Maass, Linda Stigen |
| Source: | Journal of Occupational Therapy Education. 2025 9(4). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Occupational Therapy, Allied Health Personnel, Practicum Supervision, Motivation, Competence, Allied Health Occupations Education |
| Geographic Terms: | Norway |
| ISSN: | 2573-1378 |
| Abstract: | Occupational therapists' supervision of students remains a critical component during occupational therapy education. This study aimed to examine supervision practice, motivation, and competency among community-based occupational therapists in Norway, exploring organizational and personal factors associated with formal and perceived supervision competency, willingness to serve as fieldwork educators, and collaboration with educational institutions. A cross-sectional survey was distributed among occupational therapists in community-based practice in Norway. A total of 617 occupational therapists participated in the study. Free-text responses were thematically analyzed and interpreted. Differences between fieldwork educators and non-fieldwork educators' training, recency of being fieldwork educators, willingness to assume the role of fieldwork educator, formal supervision training and perceived supervision competency were examined with independent t-tests and chi-square tests. Four multivariate logistic regression analyses were conducted to assess factors associated with serving as a fieldwork educator. The study found that lower age and working alongside other occupational therapists were associated with higher likelihood of being a fieldwork educator the preceding year. Higher motivation for being a fieldwork educator was associated with lower age. Formalized supervision competency was associated with higher age, further education, and longer work experience, while self-perceived supervision competency was associated with more work experience and working alongside other occupational therapists. The thematic analysis showed there is a need for more support among fieldwork educators and for further developing the collaboration between fieldwork educators and educational institutions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489005 |
| Database: | ERIC |
| Abstract: | Occupational therapists' supervision of students remains a critical component during occupational therapy education. This study aimed to examine supervision practice, motivation, and competency among community-based occupational therapists in Norway, exploring organizational and personal factors associated with formal and perceived supervision competency, willingness to serve as fieldwork educators, and collaboration with educational institutions. A cross-sectional survey was distributed among occupational therapists in community-based practice in Norway. A total of 617 occupational therapists participated in the study. Free-text responses were thematically analyzed and interpreted. Differences between fieldwork educators and non-fieldwork educators' training, recency of being fieldwork educators, willingness to assume the role of fieldwork educator, formal supervision training and perceived supervision competency were examined with independent t-tests and chi-square tests. Four multivariate logistic regression analyses were conducted to assess factors associated with serving as a fieldwork educator. The study found that lower age and working alongside other occupational therapists were associated with higher likelihood of being a fieldwork educator the preceding year. Higher motivation for being a fieldwork educator was associated with lower age. Formalized supervision competency was associated with higher age, further education, and longer work experience, while self-perceived supervision competency was associated with more work experience and working alongside other occupational therapists. The thematic analysis showed there is a need for more support among fieldwork educators and for further developing the collaboration between fieldwork educators and educational institutions. |
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| ISSN: | 2573-1378 |
