How Fieldwork is Embedded within Curricula and Coursework in Recreational Therapy Academic Programs

Abstract

The purpose of this second of a three-part study on fieldwork in Recreation(al) Therapy/Therapeutic Recreation (RT) education was to create a landscape of fieldwork as it pertains to academic courses. Course- related fieldwork is a learning opportunity for RT students to develop and practice competencies through hands-on experiences in applied RT service settings. In an online survey, 54 of 95 programs surveyed responded. Forty-four indicated that fieldwork was incorporated in 172 courses. All the courses fell within nine course-types: Introduction/Foundations, Assessment, Programming, Management, Populations/Settings, Interventions/Modalities, Research/Evaluation, Issues and Trends, and Other Fieldwork Placements (such as practicum, junior internship). This brief report discusses findings in the areas of course requirements, approaches to designing fieldwork experiences, settings and populations, and course connection to the RT process (i.e., assessment, planning, implementation, evaluation, and documentation).The findings revealed the majority of courses containing fieldwork are similarly required for graduation, prior to the NCTRC internship, worth 3-credits, and require an average of 12-23 hours of fieldwork. However, the settings and populations CTRS' work in most are underrepresented in course-related fieldwork and several courses reported lack of connection to the RT process. Further collaboration is needed to clarify course-related fieldwork terminology and develop guidelines for all RT academic programs. Implications address curriculum considerations and future research.