Fieldwork and Capstone education

Fieldwork education

The Fieldwork education curriculum will allow you to apply evidence-based practices to develop skills in clinical reasoning and client-centered, collaborative care.

We are committed to providing opportunities for you to work in a variety of settings, with a variety of populations.

The profession of occupational therapy continues to evolve. Fieldwork education is essential in developing highly competent occupational therapists who can move the field forward.

Fieldwork education curriculum

Level I Fieldwork

You will complete three Level I Fieldwork experiences that focus on:

Mental health
Physical disabilities
Pediatric practice

These experiences provide you with:

Targeted skills practice so you can advance to Level II Fieldwork experiences
A better understanding of course content

Level II Fieldwork

You will complete two Level II Fieldwork experiences during your second year after finishing all didactic coursework. The full-time, 12-week placements are in:

Clinical settings including hospitals and outpatient clinics
Community settings such as schools and day programs

The Fieldwork experiences allow you to:

Apply your knowledge
Hone your skills
Receive guidance and support from experienced occupational therapists and Fieldwork educators
Develop the safe and effective reasoning abilities needed to become part of a client’s healthcare team

While completing your Level II Fieldwork, you will take only courses that support the progression of your capstone.

What makes the BGSU Fieldwork education program stand out?

Structured, consistent experiences. This ensures that you can practice and build the skills to successfully progress from Level I to Level II Fieldwork.
Faculty collaboration. Faculty members teach the practice courses associated with each content area of Level I Fieldwork – mental health, physical disabilities and pediatrics. This ensures clarity and consistency in your development.
Plentiful Level II placement options. Choose from locations all over the United States.
Individualized placement process. The BGSU Fieldwork education team vets and selects Fieldwork sites based on cohort demographics and program requirements.

Students are invited to complete a “wish list” of sites. This allows us to match you with a site based on your professional goals, past experiences, site location, quality of site Fieldwork educators and accreditation requirements.
Expert mentors. Fieldwork educators are an integral part of the BGSU team. These professionals provide practical training and supervision to occupational therapy students during Fieldwork placements. They play a crucial role in your professional development by bridging the gap between classroom learning and clinical practice. They are provided with library access, additional educational software and course content so they can better support you.

Doctoral Capstone

The goal of the Doctoral Capstone is to provide in-depth exposure to one or more of the following:

Clinical skills
Research skills
Administration
Program development and evaluation
Policy development
Advocacy
Education
Leadership

The Doctoral Capstone consists of two parts as defined by the Accreditation Commission for Occupational Therapy Education (ACOTE):

The Doctoral Capstone Experience: A 14-week, mentored, in-depth educational experience selected by students and developed in collaboration with a faculty member and the experience site mentor.
The Doctoral Capstone Project: Student implementation of a scholarly or evidence-based project based on an approved Doctoral Capstone Plan. The individual Capstone Project demonstrates synthesis and application of knowledge. It includes data collection and data analysis, or a program evaluation with conclusions.

Semester and Course	Student & Collaborators	Activity
YR 1Session1(1.1)OCTH 7115	Student, Director of Doctoral Capstone (DDC)	Student oriented to Capstone and provided with an overview of the process with completion of initial documentation. OCTH 7115
Student, Director of Doctoral Capstone	Student introduced to the conceptual building blocks of the Capstone Project using a scaffolding assignment in OCTH 7115. Student collaborates with DDC and peer cohort as a resource.
Student, Director of Doctoral Capstone	In OCTH 7115 the student’s areas of intentional focus, the capstone process, the timeline for student capstone development and the individualized nature of this process. The student brainstorms ideas and creates a list of populations and/or areas of practice of interest. The idea will fill be finalized upon completion of OCTH 7315 (YR 1 Spring session 1).
Year 1Session 2(1.2) OCTH 7315	Student, faculty mentor, Director of Doctoral Capstone	A faculty mentor will be assigned to each student. Student expresses a final position regarding a population and a related aspect of the occupational therapy process being considered for exploration and identifies why this project could address a need within the occupational therapy profession by the end of OCTH 7315.
Student, faculty mentor, Director of Doctoral Capstone	Student identifies three (3) possible sites for capstone experience and identifies points of contact at the sites. Discusses selections with the DDC and faculty mentor. The DDC works with the student to finalize the site for capstone experience, ensuring a valid and fully executed OTD Capstone Site Legal Contract (MOU).
Year 2Session one(2.1)OCTH 7910	Student, faculty mentor, site mentor	The student refines project with feedback from the site mentor, OCTH 7910. Project process, objectives and evaluation plan is finalized
Year 2Session two(2.2) OCTH 7911	Student, faculty mentor	The student uploads the required literature review, objectives, MOU, SWOT analysis and finalized in OCTH 7911 to the Canvas Portfolio. All materials must be completed, and the appropriate documents signed before the student can begin the Doctoral Capstone Experience.
Year 2Session three(2.3) OCTH 7912	Student, Site mentor, faculty mentor, Director of Doctoral Capstone	The student completes the 14 week Doctoral Capstone Experience.
Student, Site Supervisor, faculty advisor, Doctoral Capstone Coordinator	Student and site mentor complete mid and final evaluations. The student does an oral presentation of the project and the findings to the capstone site.
Year 2Session three(2.3) OCTH 7013	Student and Director of Doctoral Capstone	In OCTH 7913, the student finalizes their capstone portfolio on canvas. They finalize a poster presentation of their project which they will present before graduation to faculty and peers. Finally, they will complete an abstract for a poster presentation of their project to their state and/or national OT organizations. Everything must be completed to graduate.

Updated: 11/14/2024 12:11PM

Fieldwork and Capstone education

Fieldwork education

Level I Fieldwork

Level II Fieldwork

Doctoral Capstone

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