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5Vibrant Fieldwork: SOAR with Us!

V

ibrant: full of energy and enthusiasm; re-

sponsive, sensitive; pulsating with vigor and

energy; vigorous, lively, and vital. With these

“Google” definitions, no wonder the Dalhousie School

of Occupational Therapy selected “Vibrant Fieldwork”

as the name of our fieldwork revitalization project.

As a unique school with a catchment area that

spans four provinces, we have dozens of practice part-

ners in Atlantic Canada and beyond, but we don’t often

get the opportunity to interact, share ideas, and develop

plans for change. Thanks to the work of the School’s “Vi-

brant Fieldwork” team (Jennifer Saunders, Crystal Diele-

man, Carmel O’Keefe, Heidi Lauckner, Cia Tweel, Cathy

White, and regional representatives, Ashley Walsh - NL,

Trish McDermott - NS, and Karla Crawford - PEI), we

completed a regional tour focused on just that.

The team chose an Appreciative Inquiry approach

because we wanted to build on all of the positive things

that are happening in fieldwork. Of course we know

there are challenges too, but by using an Appreciative

Inquiry, we can focus on strengths, and use them to pro-

mote transformation in areas needing improvement.

Overall, we completed 16 workshops throughout

Atlantic Canada, with each one well attended. The face-

to-face contact afforded by the workshops themselves

created a closer link between the School and the prac-

tice community, and helped all involved to better under-

stand each other’s realities.

Consistent with Appreciative Inquiry, the work-

shops were conducted using the SOAR approach (S –

strengths, or what is working; O – Opportunities, or

areas for change; A – Aspirations, or dreams for the fu-

ture; and, R – Results, or expected outcomes).

Now that the findings have been compiled, we are

able to see what to build on, and where to focus our en-

ergy in the future. A few things we learned include:

Strengths: The student strengths are in the areas of

professionalism, time management, communication, re-

search, interviewing, activity analysis, and critical reason-

ing. Our practice partners appreciate flexibility in place-

ment structure (e.g. two preceptors sharing one student,

or two students sharing one preceptor). The fieldwork

team at the School is seen as a resource.

Opportunities: Suggestions for better preparing stu-

dents for fieldwork were made, such as increased famil-

iarity with learning styles, and capacity for self-evaluation

of competency. There is much opportunity for expand-

ing the use of a range of supervision models, and greater

use of interprofessional experiences. Better communi-

cation between the School and the field is desired, be-

fore and during fieldwork placements. Reciprocal

collaboration could be expanded.

Aspirations: Aspirations focused on logistics of

placements, including a review of the number and tim-

ing of placements, and consideration of moving to a

pass/fail system of evaluation.

Results: Ultimately, we desire a reputation for grad-

uating competent, well-rounded students who are con-

fident, flexible, professional, insightful, and self-directed.

We would like to see more diversity in placement offers

to reflect the full continuum of care and changes in prac-

tice patterns, and see students hired quickly with good

references from preceptors.

By using methods consistent with Appreciative In-

quiry, we have already begun to SOAR toward a more

“Vibrant Fieldwork” program. We are already reaping

the benefits of closer communication. Our strengths can

be built upon, and our weaknesses can be reframed as

positive possibilities. Perhaps reflective of the tight time-

lines, with each workshop being completed in a 90-

minute timeframe, participants struggled most to

conceive of “aspirations” that were innovative, or that

reflected creative “outside of the box” thinking. It is here

we will continue to focus attention in our own aspira-

tions, as we strive for a Vibrant Fieldwork program - full

of energy and enthusiasm; responsive, sensitive; pulsat-

ing with vigor and energy; vigorous, lively, and vital.

Submitted by Cathy White, Dalhousie University