Introduction: Fieldwork is essential to occupational therapy education, bridging theoretical learning with clinical practice. Securing fieldwork opportunities can be challenging, influenced by multiple factors in our current educational, health, and social care climates following the COVID-19 pandemic. These challenges negatively affect students, clinical educators, hiring managers, and ultimately users of occupational therapy services. Focusing on the challenges, however, can perpetuate thinking that fieldwork is a problem that needs to be solved. Appreciative Inquiry (Ai) purports that by focusing on what is working, we foster a positive culture, boost morale, and support innovation and collaboration. Objectives: This presentation will share findings from a study that employed an Ai approach to discover what drives occupational therapists’ involvement in fieldwork teaching.
Methods: Guided by a qualitative descriptive design within a pragmatic paradigm, the researchers interviewed occupational therapists (OTs) who participate in fieldwork teaching. We used Braun and Clarke’s thematic analysis approach to explore personal, professional, and systemic factors that influence OTs’ decisions to become preceptors and to identify themes related to their participation in fieldwork education. These themes will inform strategies to promote OT preceptorship and enhance fieldwork.
Results: Results are pending; however, the study is expected to uncover key motivators, leading to strategies for fostering a positive culture of fieldwork education in clinical settings.
Conclusion: This research will offer insights to guide strategies and initiatives supporting OTs in preceptor roles. Enhancing fieldwork opportunities will strengthen occupational therapy education, improving the preparedness of new graduates. This will benefit the profession, organizations that employ OTs, and ultimately service users.