By Auldeen Alsop

Fieldwork schooling, which mixes work-based studying and overview, has a pivotal position in specialist schooling. It presents a invaluable chance to inte­ grate the paintings, technology and moral perform of Occupational remedy. The healing milieu is additionally the main applicable yet tough atmosphere within which to pass judgement on 'compe­ tence to practise'. but fieldwork schooling has now not obtained the eye, assets, learn and standing it merits. the reason for this is that this publication is so very important. the point of interest upon the scholars' event displays the important guideline of the booklet: the accountability, problem and enjoyment of life-long studying. The booklet covers the complete spectrum of fieldwork in a fashion with the intention to be of curiosity to educational and fieldwork educators too. this is often completed via a extraordinary stability among reas­ suring, functional suggestion and scholarliness. The reader is inspired to go into into present debates, have interaction in inter-disciplinary and overseas comparisons and take pleasure in the tensions among specialist matters and organizational contexts. The insights into the logistical, political and academic elements which give a contribution to the theory-practice hole are noteworthy. for my part, the authors have produced an outstanding creation to fieldwork schooling, and particularly to the complexities of scientific reasoning that is an important part of preliminary and carrying on with competence for lots of professions. i'm hoping the booklet will increase the effectiveness of fieldwork schooling and therefore the standard of overall healthiness and social care.

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Managing a student's placement is quite a complex task. The fieldwork educator must liaise with the university and gain an understanding of the fieldwork curriculum and implement it. He or she must also take decisions about the suitability of the learning environment for fieldwork education, prepare colleagues and team members for the student's arrival, plan the student's programme and manage any difficulties or conflicts arising during the placement. The fieldwork educator may be responsible for agreeing the placement contract with the university, for negotiating the learning contract with the student, for ensuring that the student is briefed in health and safety requirements and for allocating responsibilities regarding client care.

Accreditation of fieldwork placements and fieldwork educators There is continuing professional debate about whether fieldwork placements or fieldwork educators should be accredited, or both. There are arguments for both systems. One line of thought is that the context in which fieldwork education is provided is important and that an accreditation process should examine the fieldwork environment and not just the practitioners involved. The other line of thought is that CHARACfERISTICS OF A FIELDWORK EDUCATOR practitioners, once they have developed and demonstrated the required knowledge, skills and attitudes to educate students, should be accredited as fieldwork educators by the university.

PROCEDURES Clearly, where outcome standards for fieldwork education are detined by the university, fieldwork educators know what structure and processes they need to have in place to assure the quality of fieldwork education. Where standards are explicit it is much easier to identify gaps which need to be filled in order to attain or maintain the standards required. If there are written standards you will know what you can expect of services and of staff with whom you are placed. Where you have a choice of placements, it could well be the quality standards that will influence your decision to accept a placement.

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