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5Vibrant Fieldwork: SOAR with Us!
V
ibrant: full of energy and enthusiasm; re-
sponsive, sensitive; pulsating with vigor and
energy; vigorous, lively, and vital. With these
“Google” definitions, no wonder the Dalhousie School
of Occupational Therapy selected “Vibrant Fieldwork”
as the name of our fieldwork revitalization project.
As a unique school with a catchment area that
spans four provinces, we have dozens of practice part-
ners in Atlantic Canada and beyond, but we don’t often
get the opportunity to interact, share ideas, and develop
plans for change. Thanks to the work of the School’s “Vi-
brant Fieldwork” team (Jennifer Saunders, Crystal Diele-
man, Carmel O’Keefe, Heidi Lauckner, Cia Tweel, Cathy
White, and regional representatives, Ashley Walsh - NL,
Trish McDermott - NS, and Karla Crawford - PEI), we
completed a regional tour focused on just that.
The team chose an Appreciative Inquiry approach
because we wanted to build on all of the positive things
that are happening in fieldwork. Of course we know
there are challenges too, but by using an Appreciative
Inquiry, we can focus on strengths, and use them to pro-
mote transformation in areas needing improvement.
Overall, we completed 16 workshops throughout
Atlantic Canada, with each one well attended. The face-
to-face contact afforded by the workshops themselves
created a closer link between the School and the prac-
tice community, and helped all involved to better under-
stand each other’s realities.
Consistent with Appreciative Inquiry, the work-
shops were conducted using the SOAR approach (S –
strengths, or what is working; O – Opportunities, or
areas for change; A – Aspirations, or dreams for the fu-
ture; and, R – Results, or expected outcomes).
Now that the findings have been compiled, we are
able to see what to build on, and where to focus our en-
ergy in the future. A few things we learned include:
Strengths: The student strengths are in the areas of
professionalism, time management, communication, re-
search, interviewing, activity analysis, and critical reason-
ing. Our practice partners appreciate flexibility in place-
ment structure (e.g. two preceptors sharing one student,
or two students sharing one preceptor). The fieldwork
team at the School is seen as a resource.
Opportunities: Suggestions for better preparing stu-
dents for fieldwork were made, such as increased famil-
iarity with learning styles, and capacity for self-evaluation
of competency. There is much opportunity for expand-
ing the use of a range of supervision models, and greater
use of interprofessional experiences. Better communi-
cation between the School and the field is desired, be-
fore and during fieldwork placements. Reciprocal
collaboration could be expanded.
Aspirations: Aspirations focused on logistics of
placements, including a review of the number and tim-
ing of placements, and consideration of moving to a
pass/fail system of evaluation.
Results: Ultimately, we desire a reputation for grad-
uating competent, well-rounded students who are con-
fident, flexible, professional, insightful, and self-directed.
We would like to see more diversity in placement offers
to reflect the full continuum of care and changes in prac-
tice patterns, and see students hired quickly with good
references from preceptors.
By using methods consistent with Appreciative In-
quiry, we have already begun to SOAR toward a more
“Vibrant Fieldwork” program. We are already reaping
the benefits of closer communication. Our strengths can
be built upon, and our weaknesses can be reframed as
positive possibilities. Perhaps reflective of the tight time-
lines, with each workshop being completed in a 90-
minute timeframe, participants struggled most to
conceive of “aspirations” that were innovative, or that
reflected creative “outside of the box” thinking. It is here
we will continue to focus attention in our own aspira-
tions, as we strive for a Vibrant Fieldwork program - full
of energy and enthusiasm; responsive, sensitive; pulsat-
ing with vigor and energy; vigorous, lively, and vital.
Submitted by Cathy White, Dalhousie University