ScholarWorks > HHS > OT > OJOT > Vol. 14 > Iss. 2 (2026)
Credentials Display
Carson Elwell, OTS; Tylar Fallaw, OTS; Ryan Harley, OTS; Abby Key, OTS; Kathleen Maley, OTS; Ryan M. Carrick, PhD, MHS, OTR/L
Abstract
Background: The aim of this study was to inform Occupational Therapy (OT) practice and future OT educational content through identification of rapport- building components. Fieldwork educators are uniquely positioned to assess OT students’ abilities and readiness for client rapport building during fieldwork.
Methods: A descriptive survey of 55 fieldwork educators (FWEs) investigated skills that FWEs consider necessary for OT students to build client rapport at a Level II fieldwork experience. A Qualtrics survey assessed FWEs’ perceptions of OT student rapport- building readiness components at the beginning of Level II fieldwork.
Results: Data from 55 responses revealed that 91.52% of respondents strongly or somewhat agreed that OT Level II students’ communication and professional skills were important for effective rapport building, Likewise, 86.67% strongly or somewhat agreed to the importance of listening skills and cultural humility. Results highlight the importance of rapport-building skills in the OT curriculum.
Conclusion: While FWEs agree that these skills are important for Level II student readiness, further research could identify didactic components to enhance rapport- building skills in the classroom. The survey outcomes demonstrate the significance of interpersonal skills, professionalism, and the ability to foster relationships in developing client rapport during Level II student fieldwork.
Recommended Citation
Elwell, C., Fallaw, T., Harley, R., Key, A., Maley, K., & Carrick, R. M. (2026). Occupational Therapy Fieldwork Educators’ Perceptions of OT Student Rapport-Building Abilities During Level II Fieldwork. The Open Journal of Occupational Therapy, 14(2), 1-11. https://doi.org/10.15453/2168-6408.2461
Comments
The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.