Exploring Connections Between Theory and Practice: Stories From Fieldwork Supervisors

This article describes the findings of an exploratory study investigating the experiences of occupational therapy practitioners in their roles as supervisors of clinical fieldwork education. A series of in-depth interviews with three experienced fieldwork supervisors revealed themes relating to issues in supervision. An overarching theme of supportive clinical education was developed. Themes included descriptions of the structures that are needed to assist students through the learning opportunities of fieldwork education; the social and interactive process of feedback and reflection necessary for learning; and the iterative nature of the fieldwork experience that provides benefits to both the supervisor and student. Theoretical models of adult learning in situated, constructivist, and reflective practice provide a framework for interpreting these findings.