FIELDWORK EXPERIENCES

Fieldwork Level IA

Acute Care

Novant Presbyterian Medical Center - Charolette, North Carolina

My acute care fieldwork placement provided foundational experience in evaluating and treating clients with medically complex conditions across the lifespan. In this fast-paced and highly interdisciplinary environment, I gained exposure to ICU-level care, post-surgical recovery, neurological conditions, orthopedic injuries, and functional decline associated with acute illness. Through collaborating with physicians, nurses, PTs, SLPs, and case management, I learned the importance of rapid clinical reasoning, safety awareness, and clear communication in promoting safe discharge planning.

This placement strengthened my ability to assess occupational performance within highly variable and evolving contexts. I developed skills in vitals monitoring, activity tolerance grading, functional mobility, ADL retraining, and identifying medical red flags. I also observed firsthand how social determinants of health, socioeconomic disparities, and limited access to follow-up services impact recovery, participation, and quality of life.

My acute care experience deepened my awareness of the systemic barriers that frequently affect underserved populations, including many families whose instability mirrors the challenges faced by children in the foster care system. It reinforced my passion for advocacy, trauma-informed communication, and ensuring clients receive equitable services and resources during vulnerable moments. This experience will guide my future practice as I work to bridge gaps between hospital discharge, community services, and long-term participation.

Fieldwork Level 2A

School-Based

Wake County Public Schools - Wake, North Carolina

My school-based fieldwork placement expanded my understanding of occupational therapy’s role in supporting children’s participation within educational environments. I collaborated with teachers, counselors, and school staff to address students’ fine motor skills, sensory processing needs, behavioral regulation, handwriting development, visual-motor abilities, and classroom engagement. I gained practical experience in adapting classroom routines, analyzing environmental barriers, and designing occupation-centered interventions that promote access to learning.

Through observations and hands-on interventions, I saw how trauma, adverse childhood experiences (ACEs), and instability—particularly among students with foster care backgrounds—shape school participation. This placement strengthened my ability to apply trauma-informed strategies, provide emotional regulation supports, and use strengths-based approaches that foster confidence and independence. I also learned to navigate IEP processes, contribute to goal-writing, and communicate effectively with caregivers and school teams.

The school system provided a powerful lens into how early experiences, inequities, and unmet sensory or emotional needs impact daily functioning. This affirmed my commitment to advocating for mandatory OT screening upon foster care entry, expanding trauma-informed school supports, and elevating OT’s role in child welfare systems. My school-based fieldwork reinforced my desire to ensure that every child—regardless of background—has access to occupational participation, emotional safety, and environments that promote learning and success.

My fieldwork reflects my commitment to:

Enhancing trauma-informed occupational therapy
Advocating for underserved children
Advancing OT’s role in foster care and behavioral health

These experiences build the foundation necessary for my DCE, which focuses on policy development, legislative advocacy, and integrating OT into foster care intake.