Diversity meets equitable and inclusive fieldwork: A qualitative phenomenological study

Occupational therapy students who identify as Black Indigenous or Persons of Color (BIPOC) have intersecting identities that influence their experience within academia and Level II fieldwork—the occupational therapy profession advocates for increased diversity within the profession and equitable and inclusive practices. Recognizing diverse student backgrounds' needs is important to support learning outcomes within a supportive environment. An area for further exploration should be considered during Level II fieldwork, where students have reported barriers and challenges to learning due to fieldwork environments and educators. BIPOC student perspectives are seldom represented in occupational therapy literature. For a profession to truly embrace diversity, exploring diverse perspectives to inform inclusive practices is essential. The purpose of this study is to explore two questions: 1) What are the perceptions of equity and inclusion during Level II fieldwork from BIPOC students? and 2) How does one’s perception of equity and inclusion during Level II fieldwork influence relative mastery? A qualitative phenomenological study design incorporating a reflexive thematic analysis approach was utilized. The following data analysis generated three themes and eight sub-themes in response to participant’s perception of equity and inclusion: 1) Reflecting on the environment (subthemes: representation, workplace civility, and cultural celebration); 2) Resources for navigation (subthemes: therapeutic use of self; and the student becomes the teacher); and 3) Response to demands (subthemes: grit; adaptability; and true authentic self). The themes and subthemes do not work in isolation of each other as they are interrelated and not mutually exclusive. The second research question explored participants' perceptions of relative mastery. Irrespective of their experience of equity and inclusion during fieldwork, many participants shared similar sentiments toward their relative mastery, feeling satisfied with their overall performance and effectively utilizing resources. The results of this study may inform how the profession moves forward with fieldwork educator training to support competence, including workshops, mandated training, or readily accessible resources (Karp et al., 2022). The emphasis of this study is to ensure work towards equitable and inclusive Level II fieldwork practices support entry-level practitioners ready to serve diverse populations and confidently represent the profession.