Occupational Therapy Practice

Occupational therapists, occupational therapy assistants and rehabilitation assistants within Nova Scotia Health provide supervision and evaluation of student learners. 

It is the position of the Canadian Association of Occupational Therapists (CAOT) and Association of Canadian Occupational Therapy University Programs (ACOTUP) that all occupational therapists have the professional responsibility to engage and support entry level occupational therapy fieldwork education where possible.¹

The CAOT Profile of Practice of Occupational Therapists in Canada 2012 also identifies supporting fieldwork education as one of the key competencies within the occupational therapist’s role of practice manager.

All occupational therapy-related student placements are arranged through Nova Scotia Health’s Student Learner Placement team. As a learning and teaching organization, Nova Scotia Health is committed to creating supportive, collaborative learning environments that foster the development of all students/learners and their transition to practice.

The following pre-placement requirements must be completed by students PRIOR to any learning placement commencing at Nova Scotia Health. Nova Scotia Health will inform students of any additional requirements when the placement request is received.

The Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT) (Bossers, et al., 2007) is used to evaluate student performance during all practical experiences and guides remedial work.

The CBFE-OT:

• Is a document drawn up by the student and negotiated and approved by the practice preceptor or faculty member
• Specifies seven essential competencies, what the student will learn, how this will be accomplished, within what time frame, and what specific evaluation criteria will be used for each objective
• Enables the student to individualize their own way of achieving personal learning objectives, and to measure their progress towards achieving them

To learn more about the CBFE-OT: 

Through an understanding of different learning styles or preferences, a preceptor can design learning experiences so that they will address a variety of different approaches to learning. As well, if problems arise with individual preceptees, considering their learning preferences may be the first step to finding appropriate solutions.

There are many tools available to identify an individual's learning style or preference. Most tools evaluate at least three distinct components—the sensory component, the social component, and the cognitive component.

Sensory Component

The sensory component identifies the sense that the individual most prefers when receiving, processing and attempting to retain information.

Social Component

The social component refers to an individual's preference to process information internally—through reflection, or externally—through discussion. It is also an indicator of an individual's preference for learning by themselves or in groups.

Cognitive Component

The cognitive component refers to the process an individual uses to gather information, process it, and then retain it. The cognitive component identifies whether an individual learns sequentially or globally.

Adapted from Nova Scotia Department of Health. (2006). Facilitating adult learning. Building a Better Tomorrow: Atlantic Provinces Primary Health Care Initiative. Halifax, NS. 

Alberta Health Services has short, easy-to-access learning modules that can be completed in any sequence. They can be accessed internally through MyLearningLink. They are also available on the external website at:

• Getting Ready: Preparing for your student's arrival and managing the first week (30 mins)
• Learning the Ropes: Getting your student comfortable and establishing the professional relationship (45 mins)
• Letting Go: Helping your student become more independent (45 mins)
• Finishing Touches: Preparing your student for entry to practice (30 mins)

The University of British Columbia has 8 short (10-20 minutes each) interactive modules that can be completed in any order. Access these at:

• Setting the Stage for Clinical Teaching
• The Role Learning Plays in the Practice Education Experience
• Enhancing Your Teaching Skills
• Fostering Clinical Reasoning
• Giving Feedback
• The Evaluation Process in Practice Education
• Supporting the Struggling Student
• Strategies for Resolving Conflicts