An Analysis of Weekly Instructional
Input Hours and
Student Work Hours
in Occupat· onal T erapy :E-'ieldwork
(fieldw rk education, field\vork patterns, agency costs)
Young-lob Chung
Lda
,-I 11t'/1I11, d anah \/, ,,'al made of
indl, uilia agOIl prac(l(1',I. and 01
1/, ",n;;,,; Ilr 1'" \ n!?l'lllln. III 1..L'I'f'kl\
In Inll/Iv'lIll /iOUII Iwd ,I dt'l1l
(/![,' Ic
c.
ork /iola, cllrliJl,lot ICI
11/ !.f'; ,,{
II fir/(hnnk , r(l~ram ell'rI 19 Ollt'
j ~ ,,'uk a_'\/!{lUnoll. Th .\lUd\ H
,I. Spelbring
II, () thai t1f'llud. Q'
d"nl, oflot'llIlllrucllOrlal effurts by
"lIbs ali/wi 11I1Il of" ornefll," for
Ihf r 'mallling S 10 () "i'eks,
Fflrtlter. II it'a, found Ihal large
a~r>ll(/r'I ('ould abwrb 1IIIIIai
\1 11.1
In.,' I' alwlIlI!
V
I)
1',-
addrl'Iwe! 't'O It lated to
heOIN .Ie lie .\ b\ offlllll ill .1111-
IU1l/'
,t
• flllt
;
lIelh('r (1.)51"'nml'lIl ()
/"''1INInut'
;.L'(F
pnmanl\' for slu-
dt'111 ,-dllralloll or for ngt'llC\
bal,t! upon data (oll,'c I'd (/11 d, 11\
/tJg SIi"I'(, nom silidenl, and
(/ ('11(\ '1Ilr;
lid r"loll'1llO 1lI,'ir
d'(',,,:. !I,('n:
Ilcll. Ili/" f"r llllllwlioll {[lid
as'Ign men .
Olillf
(''\[1('-
Ihlll a/ellcll's
I\pl((/iI\ trill l/rd I rgr "hule\"
d trine: Ihe 1111 ' /n -I
i'
U' I'
II lit' I h ey
.Corls v·llh ITlI IImal
I/('~(/ li'(' im/Jad. oul Ihal Imaller
o 'eneico often foulld II necessary
10 decdop student ~cheduleo Ihal
.'1/('1 11.7(,I1(Y needs.
so.' Ihr
,!;(Jlllrd
(1
}'OUH[-!o!i Chung, Ph.D ..
IS
Pro-
fessor and Head. De,barlmenl of
tCOJlomlL~. Ea lern ,\JI(h,gan
['IIuerslh. Ips/lanll, ,\JI(hlgall
-18/97
L\lr .\J."pellnlng. Ph.D .. OTR, IS
Profe.'sor (lnd Head. Department
() Or (111)111101101 Therapy, Easlern
.\JicCzIr<all ['nH'erslly. l'psl!anli,
.\JI(llIVal1
-I /97.
The ,-I merlran
of Oaupallonal Therapy
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681
I
nle ,Igt'n,
n these llmes of economic con-
strall1l, a crilicJI i'~lIt of lhe la~r.
decade has resurfaL"d c()ncerningpal-ment to ag(-ncie, for clinical or
fielchl'ork education. In a Llbnrinr.ensll-e lndustn such ,l' he3[lh
care, ir. IS apparent that thr' most
costh ilem In lhal educallOn component is inslructional Pf't -onne[, Recurring qu(,~tions relate to 'xhfr.her
sen ices bl- affilialing sludent> offsct
efforts b; personnel. II-herher the
assignment of experiences IS p! imaril;- for sludent education or lor
agenc; expedlC'nn, and lO Ilh.lt
extent indllidual di [crences cxi~t
among agt-ncies In tht, ;t 'Ignm _nl
of lhose experience~ _-\ reli('\1 of dw
lIterature rel-eals no s I-slcmat ic 'il udles of those importanr. concern It"bung to fielci\l-ork education pIactices b\ sponsoring agencie,_
Table 1
Weekly Average umber of Staff
instruction and St de t Agency ork
Performed During 2 Weeks of Fleldwor,
Week
2
Staff
Instructional
Hours
StUdent
Agency
Wort<
Hours
Difference
5.9
-2" 6
14.0
17.5
3.2
3
10_8
23_6
12_8
4
8.1
23.2
15.1
,t! lilt'
'dmllnpll
JI,::'I:lnd 'Hlb";IlI1t1llt'ldl<',j
151
I
III dr't Iii Ihl .I' 'TJgl
1l't'ckh in'IIlIt liOll.1! hOllh -Illd, ILl III ,,-n! k hot 1''' ,JIll ibu able lo lh
7
65
21 6
8
3.6
15_8
12.2
9
54
262
208
10
5.5
24.5
19_0
l.f'ld 11 fwldh't)lk PI"I~T~J)l1 dtlllll!o;
183
I It' 12'\1
11
48
12
Total
Average
23.1
l'~O
42
103,9
148
247,9
8,66
1440
20,66
12,0
e,-l..
,ig;nmenr..:!_ tin t1op'
d
in,~ a Tlole ,~t'lleralil ,dlnd
1
l'l111P)I'"-
ht'n'l\l' model 1{'I.Illng tl) 'I t pit ,II
ield,,'orl-. edlJ(' Ijl)l1 fll(.JgJ IITl ;.1[ ;In
-l\tragt' ag lln-; :lnd 3. ,,_ .1l11iniII~
Indll idu.d.l
n'l 11.1< lilt" in ,( hedUlilll; 11l,1l\lllipIl<11 IItlll.' ~11lt1 ,lU-
1l1-
struClion and ~lgC'ncI "-ork fOI <t I~­
,,-eek period (2). \Iore r.kll1 one tlldent ,,-as a<.slgneu to sClInt: ;Ig'-llci{'s.
cO!1lplell'd j'Jg" (I) lhh ~ILILh: I ~
erg-enel 1m;> 11('1 ,. I nl luded_
Tlw ddIJ-l;~lIhellllg il-l,llUtnellt
The agencies I Pf('~ nled 111eluded pri, ate, stJle, and fednal
I\I-'le
general and p,\-chiatric hOSPIUI"i
and lr'habilJrJIIOn (l'nt(,I'i_ Tlwir
talned inflllrnJI nn
IbOUI
l111lllbt'l of Jl.l
I"
682
dpl'1 I, ;( tolloll"U~
rhi,
lll·ut'arli,'r~llldi,·,(l1l Ih
('(lmp,1I ing
T\I-d\c nf tlIf' tUUl'IlI \,ttl' lIum
Ea~ltTll \lidligdn t-nil hitl .llld
\Iore lhan half 01 them prOl Idl'd
experIences III "ph\ ,ical d\ un('·
1111'tt'l-
187
IIl,lruClional :t~Ifl
'LlIt;f'''
.Inrl.), Otl1l'I
II III
156
J\-ClILlbte In Iho,e .l~Ull il"' 1<1 ,[1peruse LlS m.Ill\ <1' 'i~ ,tlldLlll,_
mnlC, as
lUll!
19l'lll \ Jdl1lll1-
2<15
one reported hf'!e II·er.,- ba cd upon
data collected from 29 fielch;orl-.
and Iho~<.: Ilith
r..,tet[I\f'lltH :
l.
233
lion": ,IIIJ nne pl(JI IJt:U bOlh
Coli cr.iITh, 11:) OrR,
sluch, J,;cnei , \1 jlh feller than b
OTRs In' r llal aer.ertzro a, "SIll;) II."
<lod IIlriq.J"!Hknt I:
l.llll-'JU'
:.!. 1,1,-
Ilni.1I 1I<.>rk
'J.
7.7
menlS lO occupational lhuapl- SlUdenls (I, 2). The,
udie~ and lhe
bed eapdcilles 13nged IruIIl 11.3 I()
1,187, and rhe\ empIo\ ed rom') III
17 rcgistl"leJ occupation,II heLlpJ~t, (OTR'! For Plltpu~e CIt [hI,
to -
1"IIlk Iltt"llIdtllll"bIJltllld"d:
111'11 II I il,ln bl- ,''St'nl \ ,[;I(f:
58
tion- , lC'" tltdn lulf plt)\ Ided l '-jll"!I nce.. tn "p \, Ito,n, ial 11I-,llll1(-
relating to their ael!1 illes for
l.
5
field\I'ork program, II'hile examinll1g lhe progra 111 's 0\ era 11 cos l- benefit sr.ructure and ,crur.inizing the
praer.ice 111 making (ieldll-ork as igll-
studenls anu
'HI
6
We ha\'e made exp!oratof\ atlempr.s lO dnc:lop a melhodol()gl
(or a COSt-benefit Jnak'iis o( th,'
,I
«llllllllCd lh,
Idled 10 flel(III-,)rk I, Ill'l! llltltJl1.
'2, JUllJ[ llllllCli lUll k: :!_ ,ldlllinl-II,ItilL' wOI-k_ <\lId -1. olhl') l1li,"IIIlW-
e!\,IIIOn,
275
I()~
I
'r)\l-iIl,~ (,II' ~r)rlt' 01 'I.dl wOlk!t-
delll ,,'nrk hr'Uhdunn' tlrL L'-lleLl-.
pellod II) t 1-~lIU~llt:' lht it !111[1 .. l1 (II
Ill'I(-
lug,_ le(uldf'd bl the p;lll', IP~llll' un ,I d.lih b.l.,i,
fln'\ ll)ll-
.1,l;'ll1tl
It'lll,
I
I. thl
hrJin Ih'
I Iff and ,llldLl1h P!O\IL!tc!
eilher jllinl" or il1d('jllndemh, tn c Ollll", lIun 11111 1111'
('['I
IC'.
fieldll-ol k t,,Jul.llioll P!"~I 11ll: :111<1
2 tl t' :11 n I) Lilli I j l I i 111 t' J t \ ,'t, rI IU
\:I1 il)IJ, d'pl-U of lilt' -dlll<lIino
IlIUg-I<IlIl OIl\" '[ (If In~, I'd ,"mr I" [('d h \ I I\('; I g\' 11 ( ,;111 d a cll ff( It n t
'1"1 ",h [ill 'd qUI 1)\ Iltt ~llIril 111
lhe dlceltl tnt'" Ill' PI()~I lin pr,ILlia'> <1 Il1l'.tI" llf pll" idill~ .In
nplirll,ll l't!U(.llIOIl fJ'<IlL", _ 11.1,[':5
CUI.lIt'
j 11 ~ of
'"t:
.1>'t"
C
til
Ill( III
,illd lIlldehl.mdl' n I
n'lll <l e; l'n, \ p r a (ll l
field I-01k tdUlalioll PII)~llf[l
"-uIIld:J' i'l lhe.1 elll I III Ill.!
po
,iblt' fUllllt
IlllprOI" 1H III
Ing
III
lht:' plUgl: 111
Average Weekh Slaff
Instru "ti nat and. tudenl
Agenn '\"ork Hours
The ill lruction.Ii ,IJl[ Ill'
1l!Jt'l1 i~()!
.II
d
Iud tI tllr-
til! I r ()l! IIp:llll>Il.l1
Ifhdh ,In I
J)(llhlllk fill Illl .Ig,'nfil 1,I\I-Il 1k nIII,.II illn plllgl dIll
,ltt'I.lpl.'!' II ht; \I'l"rt: 1J1111
It \{111,llh It>
(\
.. Ill] 11110 pIll )linl in [Iuctlon
I
dem'lll~IJ,llilll1
ul (Iill" ,II
tt", Ilniqut > to lit'!dIICI!
'llldt'lth_
\1
'11.t
In~tnl{ tltll1.d
pt'
()
'rl .Ihl) dl'-
I (lled till1!' Ir' ,Iud, 11I-,,'J.lled
lie, ,lit II ", In I UI\
Idin-
jHt'pJI.tt Irlll, t'
Oclobn l')83, ['olunJf' 77, Sumber /()
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.11-
o rs and
r ed during a 12-week penod
32
Stal Instructional
-
-
-
-
-
-
Figure 2
Average ne hours added to agency work by fieldwork students
.juring a 2-week periOd
ours
Student Agency
or
40
Ho rs
32
26
t.. .
/
I
I
24
\
I
:5
0
:r
~
~
'
I
\
I
I
20
"
I
I
.,
"
"'C
I
,
\
I
:l
'.
I
I
~
,
/
\
I
<=:
,
I
\
I
"'C
"'C
\
,I
I
24
~
'\
16
0
1:
,:
I
~
0
::
16
8
Q;
U
<=:
z
"0
0
z
2
0
,,
I
8
-8
I
!
-16
4
o
2
4
-24
0
12
10
8
2
Weeks
lIJ.tion, orlellt:Itio!1, dlld monllorIllg 'lLll,.knt
Il(,ll'"
,-\llord n.,' II' tht, dat.1 I Llblt I:,
during- rhL in ll<.d \ ...t'k tl f ag nt \
,r.df llt<:mbt'l plil'ided J fall h -illb-
1,lllti,l! <m'HI!ll Ilf 111'ltuuinn,tl
h (J l h \ ,I n :I \ l'l a ~ t' 0 f '.!. / ,,'i, I u a
fielcll\'ol k ~tucll'n [ullo\\'n.l I\'ith a
I'lflid -ccrl'ZhC In the Ilutllber of
hour" de' ute( 1(\ then Juring the
l\('xI:i ',\'~e '" II ilh hpur~ ~Iadllal'"
kU('~t<.lng (tn -l,:? ) h' lilt: I'.!.th I cd:,
Tht 1·lelof.lltilit\'lllur
f~rnlt'd.J
lll"gJti't 1:, pllll nti.J1 fUll tinn 1111'JIlg; lIlt' I '.!.-\I'l't' pt'llud, Fig-ur I, ,-\
,ub,t,trl I;J! dq),l!'lllr \ ft um t h i -; p:Jltern i ~ ol.hLl I a bIt- dun ng Ihe '.!. -wcek
~~liod pn:ll"Utl f",tnd [()llO\I'in~th("
Th..lnk O!il in hu ldal, It tl u, a Il'dl' th,ll the oat,1
Oil
t ht I' hule
the
t' cl i1h ,tClt:'!Jttc!
nllli"ll th.lt. Llu 'int; lilt" initi,t1 ddlS.
"UPJ-lOJI
4
6
8
10
12
Weeks
lill orienlatlOn ph<t,e hCJldcl bt, the
1II.ljlH .letil it\, of th progrdlll :l11d a
I,·t-,k I [ht' Thank,gi\lng holidalsJ.
Lilld I\a then follo\\'eel bl a speedl'
~rl::
[ deaf uf lime ITlll:t bl" ,pent to
plC/lide in,trUClion In~lIuetiun
tiler alter I, llllJlI~htl ) l)t' a lOlltlIllI)U -but dllnilli,hing-proLlc"
drop-off durll1g the List "eek of the
lielch, ork assignment. It appears
the length of ficld','ork experience
!l;ld ,illualil no impact upon tht'
thruug-ht
dtnOUnl of ,tudent"erl'lce contributiun to theagenCl. Should the first2
\\'ccks h rliminated from the regTt's,ion; lIall ,is, thc ~l\ldt'nt''i ,eTllCt'
conlllbutlon to (he agency oscillated Jround the mean lalue of 23
hours per wct"k 11;,blt' I),
Tilt' abo\(' finding ddfers some"h~ll rOIll till' pattern of agt'nn
\,'01 h. expnienu found in other
ludin, .-\ccordmg to one sludl, the
I,'ork pel formed b\ the ,tudent for
Ih di! '11('\ 1,'dS rd,ail ell small durin T thl- initi;tl dal <; of field"ork.
and t:lcrcaftcr in(1 a,ed lO a pOInt
dpproachmg the output leld of a
L1l
ill
rdtT
10 PIOlldt ;ld-
dltionJI infol rnallUll ." the n eel
,11151'- ,
In (OIll aSI to the ,1!;('nCl'S inullional hl)llr, in P10I iding- the
!J 1 (>. r J nl. the ,t ( t ' nl ,,~n i(e (U 11-
'll
'bi. 1I011 ur pt'llnl n in£; clinical
\Iorh. I!r! lequi~itt:' arlminl Ir:llile
(hi It" durill, Ihl I'.!.-\\'t'el peliod
["ll,n'cd .1 p'tlll'll1 rc'\cmbling tlw
,hape of a letter '\1" I bimlld.lll ,IS
II
depicted in Fi~urt" I. The n lin 'I' 01
hours dn'oted or ZlI;t'nCI' I\ork
111 reO! 'I'd fJpidl,' d\lfln~ lht' iiI' t j\, t'el peri, d, pldltClUf"U or abul.lt
l\t·... l, \ ilh
,hat I dellt III Ih,- ,'Ih
The ,11111'1'1(QI1 ]uIO'IlQI n Oe< Ilpa/IOI/al Therap\'
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683
qualified therajJist before thl'cnu ()f
the rOtatIOn, Th ' ~<Ime ~tud\ absened that the student sen Ice contribution to theclgenc\, on thea\'erage, rose from about onf fifth of a
regular full-ti me occupationalthe!apist at the initial period of the
fleld\\ork to four fifths to\\ard the
end of the assIgnment (3). ,-\.IlOtlWI
study, in \\'hich an anah'sis \\'3,
made on cOSts and benefits to he1lth
care facilities participating In c1inl'
cal education of allied health students from cOIlIl11unit\ college programs, reported that the benefit to
the agenC\ \\'as greater than the liabilit\ ('t!
The comparison of \\',ckl\ agt'llc\ instructional hours and 1,:eeU:
student agencI' \\'od~ hours during
the] 2-1\'eek period r('\ eah a I al uable Insight not onh' to the aehantage of the sponsoring agencie but
also to the understanding and efficacI' of the field\\'ork prograrT:, The
Juxtaposllion of theaf;enC\ instructional hours that follo\\'ed a negJtile exponentIal function cune and
the "\I"·shapect student Jgene\
\\'ork hours sho\\'s that the latter
exceeded the former during the first
2 \\'eeks: but thereafter the latter Zlrl'
much smaller than the forme, during the next IO-I\'eek period, as
shOI\'n In Table I and Figure I,
The relationship bet\\'een the t\\'o
may be liel\'ed some\\hat diffClcnth
in terms of "net \\'ork hours added"
to the agency, The "net I\'ork hours
added" to the agenCl rna: be shol\n
in terms of the difference bell\'fCn
the slUdent agencI \\ork hours and
the agencI staff instruClional hours
,-\.s shol\n in Table I and Figure 2,
the "nel \\'ork hours added" to the
agenC\' during the 12-\\'eek period
on thea'erage \\'ere negati, e dllring
the first 2 \\'eeks but became POsitlle
in the later 10 I\'eeks,
From the abole schedule, the
inference mal be dral\'n that the
agenL\ 's lo~ses >[f'ITItl1I11g- fr()m th
fil'ldl\'ork ('due,ttion p]()gram \\'elt
excessile durin,:;, Ihe [it t l I\'cck,
but clc( Ir:a'cd du!'ng Ih fnllu',\'illg
J 0 I\eek<; 'lith a (Ollrll! ion i, pre,
[Ilature and, p", h,lp", IIlhleadlll...,
bu ~ILl-,e Llbor h()lIr~ do llot ~I« uratcll It' led theil real I\Olth to the
:1gl.:ncI' since lhe lllarkt't I ..I!U(·- of
agcnCl ta [ and 'ludent LJbqr elilT, In ordc! to t'1<illlate I II," r('~tll'hi
or gain to Ihe .tgcncI, lit' doll.tr
I alue' Irather th,ll1 tIl(- TllImb>r ,If
labor hour- J ufS;<Iin" 0 'I()~ cdrom
conducting [Ill' slud nt progr~lIn bl'
the ag,'n( \ must be 1\ igh d,
Average Weekh Agencv
Instructional Costs and
Student Revenue Production
PeI~()nnel
tllnt:' [wnt for fit'ldl\'ul I..
education i., nUL tht' n'dl measure of
InpllllU,l. bUllhc a~enc\ 's lIhtrlllti nal custs of the ieldl\'ork pl"gram :II is(' frol,' the' facl [h~lt the
timt' 'I tnt bl thclgen(: ,t;\[f f 1 tl1<-'
educatIon progrdll1 i nor ~11;lilabl,'
for dlr<:ct patient tht"rapl or other
agcnn bllsinc>s, that h, lhe redultion In the prodIICtion ot a~ nC\
sen'ic~', becClll e of thf time spent
for instruCllon, is the hUldl'n on thf'
a~enn and, to thaI t"dent, this i Ihe
coq of the (Iinical Imtructional
program,
\Iare spe. i[ic.III, agenn in-,lrllCtiona! CO>t~ "lfe that portion of the
salarl' of profe' lOnal ll1'trllCliun:t1
stalf «wering the' time 'prrll [rlr the
fieldl\ork program The 0 t mal
be direuh calculat d bl mllltiphIng the numb r of in,trtlcti nal
hours bl h. haurh sabri' ratc of
the suff It IS diffIcult to set a 'inglc
salan' figure for the :1getlcI qar!:
bul. b:I~l'cI upon tlte dollar Idlue,
compuled anc! 3ppliecl 10 taff nd
student I. bar hours in the cdrlIt"l
studl \ I I, the di f[('rence b 't \\' en the
\\'eekll ~ll el ag
gTnl I' InSlructlOnal cost and lhe I\'('ekll stud nt \,'01'1.:
«lntl! butioll It I he ,I, ~'Ilc \ P\.Ire ,nl in tloll.lI', 'l!l [Ill' .J\t·r,I,~t',
nMlr)\\, i .rnd lilt, irllt:! t'lti'lll l)t,
1\ 'tn Ihl' I\\'U i' 1111 \' at Ih
!Jill Il I
Oetl\'<,<,n the ,e'<lIlt! (lnd third ,('tok
il1' e3d q[!1( In~T ~l :10Ulll the l'nil <JI
the f [I ~ t I\'cd:, J" ,hl) 1\ n in I' I g UI t' :l
Iw srhedult. llf Ihl Litl LIT I'dllll" Ilf
til, nt'r cll,1 ,llld I)tllefi, 10 ,ht'
I'
;1!:iI'nCl dUl i ng he 12-IH'I'k peri"r!
,hol\'n In Figu 'c 1. I hl rUllll'
b,..lo \ the /t'IO !Illr lCpresel1t thl
,1q'r<Il';e Ill'l (0,1' I or' '}""e, 'I to the
,I~enl\', Idll'lea~ thO'I' ,\110\<' thl
line .,IIOI\, th,> tH'l IWll"'II
I or
"g:,till'''' II' tilt' ,pun,l)ril1~ health
eale llhlltllllun"
TJ t',tppll'lllOnlJfd fix(-'d h mh
\\3 TI: late" -:l.~':' (or ,ttldenl er-
I'lln,huI\ 'Ill. n:lI'nolhc:Jppl(lPliI I). Thl pt'I,h()lll I\/llth ,I!tht,
<tI.,
studcnt'Dl1lribullon III tht' )I() llltlion ul ,Jgl'nc \' r/:,\,..n ue Ill.! \ not Ix
I'\en during th
I~-I\'
pt'riol.
\!orc rt';rli.,[iL.lI!1, lhe llld,..n 111,1\
,1<\11 "lit I()\\ 11 IIw in i 1i,I! 1\ tel..) (l
field\\'ol k, and then he leI ('1' 01
qU:lllllll and <]1I<l11l\ of \I'ork pll
hour m;)\ In(rt'~I<'t' O\l'l til, pel iud
,is h o! "ht' g-:\in, m \(- e 'perienlt1 n cl i 11 i( <t I ,1110 ill hel ag-c'l1( 1'1\ OJ 1.., I
Ih\' ablllt prnbahiJitll" \\' It' il1lOlpnr:1I 'cl and «Jlnplill'd Ltl u)!din",h
Ih .lalla! \,lillC"O[ h (J1llfHtlSch"dule o[ lli "I,lId<.:Ill I\'ill skel\' al\'al
from th(" earll \\'f'l'k, <Inc! Il10r
to\\'ard I he IJwr Pllll)d oltllt' fidd'
I\'ork, II, fr)r in,I,II1('1', <tn .h Ulllption I" m:1Cie Illat IIV' rn()nt'l.Il'I
l,dlIeuf tlllcntl.!hnr in It',.,n linL,rll'frnlT1_J '"lpcThourlltlhefir I
1\ ,ek of field\\'ork to SUi,j in the 1,1'1
I\(,f'k \\'hlle maint.lini 19 Il1t· a\t'!',
:lgel ')lllh nt"ofS:U\:!, rht,lul,'nt
contribution tl) agl"n 'I rell'nut
I\'auld be ,kt,
J m'llt' tOI\', I'd lht'
hllrT II'('l'J., t J' i,,,ure :31 .Wrll he ,lop,"
of the net .u~t-htnl;' it [unCtion bt'(rIIlle, ~teeper, incllc;llll1,CT le:lln
nct co~t ~ lor 'I (I,se" I tl) the IgencI
durill~ 1Ilf'
Il1ili.d 1\'Pl'k~, dl1d gr
October 1983, f'olume Ji, ,\'umber 10
684
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tt"r
agenc
penod
S
280
cost~
and re enues 'rom field vork program
------ - - - -------eeeeeeeeeee
aaaaaaaaaaa
240
Figure 4
Average weekly "losses" and "gains" to agency from fieldwork
ed catlo program during a 12-week period expressed in dollars
S 80
Instructional Cost Plus 33,2'10
Instructional Cost Plus 519
Re~enue From Student Work
Generalized Cost Curve
Generalized Re~enue Curve
40
~
200
2!
0
t-------,.'--------------------
'0
o
E
'.,
.,
160
Q)
<Xl
0;
-40
o
0
u
..J
'0
120
C
'"
-80
'",
E
'"
80
40
o
~ -120
,/ aa
/ a3
/ a
• a
I a
,a
I
0;
z
Il
2
-160
4
6
8
o
12
-200 ' - - - - - ' - - - - - ' - - - - - - ' - - - - - ' - - - - - - ' ' - - - - - - '
4
2
8
10
12
o
Weeks
bClle'it> 10l 'g:JinS"l Juring Ihe
l:tler \,:[',"k, riglllt, 1 ~ lh, n tho'e
-hOl'.n callier undn dw J~ Ull1pIIOJ] of a (un,I,1 III -Iud, I'll \\a~C.
Comprehen in' and Generalized
Average WeeklY
Cost and Revenue \Iodels
In additir n to in,truuional laff
in a fielth\'01 k educalion pro~IJm. thell'arf crl h I()r nOllinqrucIi, lJl,d pt'l ulln!'!. "P,I(C-, C'lUIPII1 Ilt,
;mdmi-'e1ldnu)u,\ e. "Irln eb nfir" ~llr 'nd I d \",-11.1- hitld 'n
implIcit co t It',g ()\l'lClc)\,\'rlingl
lO tile' agc'nn. ,'IIlCr' nil )ulldble dZll:l
nn thoe ll,~l' ,lrl' <1\ ailal Ie, it i) no
pos~ibl(' 10 :ldt! aClu,i1 '0'1' 10 Ihe'
LIl!llruulions ,-\s an altLTn;lIil(',
U1l11pllt. li,m, c. n III II ade on the
,J<'Ulllpliul1 thdl. 011 the :11 l'ldge,
til ,Jgf'lll1t'- bre'a k CI'e-l1 in "pon oring the fidd'\'(J1 k "Iudel I ,lnd the\'
neithel hCIWfil nCiI Jo,,, frnlll It,
Since he wei nt\ (OlllribUli, n to
UJ<t
lhe- ag- nl'\ is ab Ul ont'-llliIJ more
(han Ihe CO" to the ag;enC\ (II, Ihal
perc(,rlta~e mal' be added 10 the
dg nel cOOl eat h \\'cek on the as·
'iUrlIPliOJl lllal the addilion ,,'ould
cnnl.lin ~Ill cn:l, including- nonin·
'1Illcri'l[L.llp I.ann l.,upplic'i,and
cqulpmcnl Thi . .ldditlOn leal('s
Ihe ba ic relalionship bell\f'en lhe
({') and rel't'rltw cun es Ih
arne,
except thai tile tl\'O eun t'S no\\'
m'lI (1o' r to ach nlhn and the
Intt-T "Clinn poinl ,hift tn abOUl a
I\"t'ek bIer. [he "hre:lk·t'\'en" poinl
"'ill IIlOle to :J 'll,uatlon I\'here an
:11 <'Llg(' ilg,~nc\ nu\',' Irlcurs "Io'scs"
du'irl~ til, firsl 4 I\t'ck bl a large
iT\ar~in. ;tnd then r ,diLl') "g~lins"
during lhe rt'I1\;:nnrng- 8,,' ks (Figure 31.
I an a"urnptinn i, made. on the
th I hand, thaI :.III ulher CO'it'i in
dllil I" art':' ,'onSlanl lhn u~houtlhe
I ~'I\'eek p 'I iod, nameh' S 19 pel I\eek
(i,e" the- ,llclagc 11m = IOlal cost
excl ud lng i nSlrUCllOna I person nel
ost -'-12), lhe shape of lhe COSI schedule I"ill be slI1ular but flatter The
nel cost and benefit schedule shol\'S
lFlgure ,)) that lhe "losses" dUring
the firsl 4 ,,'eeks are elen greater.
I\'hlle the "gains" during lhe laterS
l\'t'('k, are sOme\\hal more lhan in
lhe abol'e (ase,
Based upon Ihese empirical dala,
a'isumptions, and calculalions, the
anah'sis can be extended one slep
further, and lhe '\eek1l models mal'
be generalized, It is. Ihen, possible
10 understand lhe general paltern of
I\eekh agenc: COStS and relenues
allribulable 10 lhe fieldl\'ork education programs founded in agencies
in anI' tlrne slluations,
The one obl'ious and necessarl'
adJuslmenl In conslructing a genrralized model is 10 eliminale random I ariations from the d,Ha contributed bl' occasIonal and nonrecurnngel ems, The mOSl important
Tht' :lmt'llcan Journal of Or-('upatlona/ Therapy
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685
random element that ;lffeClcd the
empirical data examined Ln this
studl' is the period [t1\ohiLg the
Thanksgi"ing holidal' :\11 3C lllities, Including both the student
Il'ork and the agenc; staff imt! uctiona] time, declined precipuou"h'
during the hollclal \I'etck, \I'ht:le;l~
the reperCllSSlOn of the holidal I\eek
spread clIer the \I'eeb pn"u'dJJ1g
and follol\'ing I[ :\150, to a les~ '1'
extent, absence, and emergenCle
caused some erratic aelil ill schedules dUrIng most of the pl>riocl,
\\'hen these and other random larlations are eliminated, the SChl'c!U]C'S
shol\' 'l11oother functlOns, The
\I-eekh agencI's CO'15 and bent,rit~
arC' rcprt'~ented, I ~pectil th,. bl a
negatil'e exponential cost cune and
an inlersC"l'" benefit cunt·, \\'hen
thel' are Ilel\'ed togr-ther. as "ho\\'n
in Figure 3. the cunes re,emble 3
pairofshears, The I\'(;('kll nl>t lalue,
form a tr;:tjeClon cune, \I'hl:rt Ihe
initial periods conSlltute "10 5(,S."
1\'herea5 the later pt:nods represent
"gains," as sho\ln in Flgure·J.
Individual Agency Practices
in Scheduling
To folloll the al erai?;c schedule as
depictedabol'e, the agcnn' stal f had
to spend a comiderable amount of
time In prol Idlng in,truction to the
student during the iilltial \leeks of
the fieldll'ork program ThIS re,
suIted in draining off staff's time
from clInIcal lI'ork 1\ ithout 11.,beini?; offset bl' the student I\'ork fur
the agenCl', During the mid S'I\'eel-.:
period, hOI\'e\("r, in addItion to the
agencI staft, the agencie' I\·ert· ~IIP­
plemented I\'ith the'!udents Il'ho
\110'1(0' alailable for clinical \I·c)rk. In
other 1,'ords, on Ihe alerag , tIlt'
agencies tlpicalh' experienced a
stal[ "shortagC''' for cliTl1cal \I'ulk
for the iillllal 2 to 3 I,·cel-.:, and then
faced a "surplus' sitU<IlIOn for
about an 8-1\ eek period, Ihus cn';ll686
Table 2
Number of St dents In Oi IE' en Functional Pa ems of arlous FI Idwork Ac Ivilies ~ ring a
12-Wee Period
Activity
Exponential
Positive
Negative
Ins ruction
8
Observa ion
2
Conslant
Ouadradic
Cubic
Scatter
3
2
4
3
8
2
Agency War
Independent
Clinical
6
4
JOint
10
Clinical
9
Ot er Work
3
2
7
Note: in the case of positive e;r;ponen fal funclio
he nu lOer of field ark hours
increased, but a a aee easing rate, as he student gamed mo e ex erience (eg ,ndepe'ldent
clinical \' ark) The negatrve expo entia I tunc 10 Indicates a Sl ua L Vi ere t e number 0'
fiel 'work hours decreased at a decreaSing rate as the st dent gains more expenence a ring
the 12- veek period, e.g.. I'lstruction. The co stanl unetiona, rela I nshlp st 0 '.s that the
number of leI work hours rema, Lxe a er e 12-wee pen oct e,g" mlscella eous work I
he case a qlJadradlG june Ion the number of fieldwork h ur~ started au and ended hIgh
but it was low dUring the middle of he 2-wee period as s lawn In t e case of obserl,a Ion
The Cl btc func ion shows ha he U ber of fiel wor
ours ypically stan u high the
decrease follo\\ eo wllh a rise and ending Wllh a drop durin the 12-week peno ,e,g o_ency
work, 111 he case oi scar er pa tern, ere /5 no dlsc~r Ible unctlc al rela Ion / roeh'leen
the number of stud nt field ark hours and e Ie gin of experience in the asslgnmen , as
clearly demons rated in jOlnl clinical wo k
ingan LIntlen ,upplllol pel.,onnel
hour., J\'aiL;I!Jk for dinial \101
This Imelen ~uppll of IWl>nnnel
alail,lbk for clil1llal I\·enl-.: durin£;
thc 12'1\ eel-- period apparcntll alfected I'arious dg,~ncie,> eli! l'lt'lllh,
The dau .,!lOI, th.-llllnt ;tlldgt'lllIe;;
or ,LUclenl' follol\etllhc 'dint: )<11tern and ~c!tt'Juk' 1)1 dell\ iIi., ;I,
dfscribed <thOle In WIIl1"1 of dl·elage5, .-\~ <;l mailer of fact, .dl1lu,t all
agc'llcie, plc)I'iJ d ;) UIllqUl' Slru tUlt' of e:-.periencc"I. fhe IOUlInc,
and amounts of lillll' Of'1 (l1t'U In dlffereIlt fit'! 1\1 or' <1l11Viut', bl ~lll­
Uc'lll 1·Q.l iet! \, kh fl Ulil ag-t:nl I «)
agl'llC). ;1' ,!IuI,'n 1I1 T hlt-::!. I hl
un('len ~LIpph of pr'r,ullnel .nailable for c1inic:l1 \, 01 uurin~ thltielt!I\'oll-.: period. fOI In lane, did
not (Jlhe llluch diffi L It I to .11'....'·
:lgen ie, bec u" the IclfialiulI in
1< bor 'iLIppll due 10 the ficlJI' Clr '
prog-Idm LC1l1~tillll,'tI ,1 "rn: II ,eg-
Il ent of r()l~" llull1bu of
,-dl hI LI"
O!I,libb t' fur llinll,d I\OJ
Bu he
'dl1,l1l<tgellllt' [\'plc:l1" I,'(rr Ilot.,o
fOrlun IC'. fht'l h.ld dilfllUllLC' in
accnmmod tin.., th Ii" JI':OI ~11I­
uent' 101 111.,lrU,IIOll ,lnd (111l1l.d
IIO!
III <llOllltine 111,1 n 11("]' full,)\·"
ing the i1\t'I<l,~t: "dlt'duk, d piC t("d
.lhol'e. fllt' ,>In,dl <1F(eIH ie' diu nul
h<!lt' t.n')lI~h , t,dl tu dl~rupi Ihe
ae;C11(I'S I\orl-.: IOlllint· ttl PIOI lek a
,ubqanti.d ,lll1l)lJl1l 01 limr I,,!, tltl'
in'lrunion o[ Iit'dl\clrk ,wrl. nl
;llld dt tllt' all1t' II Ille (t' e:111 I <lUI
'Iafls 1t'l!,uLn It'~pon)ihilillt, tu
(<locita t d 111lL tI ',\ or k, Cun eq Ul'Ill'
ii', the ,mall ae;el1cic, :IUOIl mod,lLet!
the iel I\'or. plOgl;J1ll 1)\ lOll plnrni in;; IIII' etluL.Hinn,d 11<'t'lh qf tltt'
'itudelli. ;Illd bl I hl·t!lIlillg tht )Ill'
delll" IC,UllIlt' dC(Ultlilli?; 10 TIll
ag 'Ile ~ wed ,Inti lh<: d\dil<lhlt'
,>t,lff. It I c1t'df thdt then: 1,'i1S no
"illdu'iln' norm tor ~Ill clg-< III It'
Oc/ouer 1'J8J, r'Ollllle '17, ,\'umber lU
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dllli lhill t ' \ l I \ ;Igclll \ m( If' fJr ito-s
fnllu\\ec! II' o"-n lll,i I'll UC',igll ,)!
lht' fit Ich-ur pro~ram
'fhi pr,l( lil e i~ jLl" ifi d I)'. Ihe
,1,!1;t'IH IC, 1I11 11- t' ~1()l1nt.l dl~ll. sinc
llle plln lp,t! fl lI( llllil " ' dUil!dled
a~tllc"e' j, I '11t!"lng 'U\ Lt' In pallent cll (lIen", Ihr'il u!U-,Jlinlldl
IllnlllOll [ ~lllJt'n" i~ rlll:o,.lIl<ll\',
<inti ~tlldl'nl" nc'ed ;j]'{' n,ll. Iht'
fJ11In,-- (nn-It t'l:uion In ~dh'dlllil1~
111t 11 ticlU"-l/! k oi\ illc" 1 he 1\ .H'
:1I1J JIIII) Ilillf dlli\ I!\-lll \\ hich lht'
_Illtltllh t-l1~dgl' all" I \,Iinh l"'PCIllknt lIpull ht, ,lgellLit< :l\iltLJhlt,
(111'11(,.1
\\(, 'k ,llld ! ('nnnn I rlqUlrf'II1{'lll' a
thn'(' p:.trll( llbr
Inc" ,-\ftn JII. ,\«((Irdin~ 10 Ihi
Jll.llf l , tlPn, Ih produc IOn In I
f c1inlt:d ,eI\ in" I' dClcrlllilH:d
illdt:'pt'l1lLnlh of lill ,!t-cTion LO
!,rrl\ iLlI' .. rlLll,lli,)11 III ~ILldt'nl',
r t (lill tit t: ~ I II( len'" p () i n I , () I' \ 1 \\,
hO\\t,\,1'1. Lhl pr:lllitt (nn_Lilllle<
I he :H?,CIlCln )),1 \-i III.( Ii III iL
heed Ie)
1l1/'il !t1Il:lI1d in Ihe Iwld\\"11k iu(ilL' 11, tI e ,tllUfllL edU(;l1 i'JnJI
n cd, h,1 ,'IIJ\" pi iorll\- and :In' 11I('l
!hlldlh 1111.1 'li lH ,1\ ,Ii Ld)!l-" b:ISI ,
\\'ht'[[,;I, tht' .Igl-nlit- . !l"qUllt'I1Wnh
elllU nn't!' ,11,\;1\' jJlf'(t'tl Lho ( o[
Ih(, lIue 11 [0111 'Ill, Ilw 'ludl'nl
..II' :l',~ig-ned P:llll\i,in;Jllllr.ll'h',
dept'ndllll{ UpOI1 lht ,1~lntle"J('­
'11111 (' rn (' n I, c on \ I~ III r n (, ' and a \ .J 11.Ibl, -L,dl "ithl)uI p. \ lne:dll{" ;1I1,'nlinn III Ill< l'dll,'Z1linllal nt'('d~ of
[llllIn pl,lllilll'!l"I', ,\ dilkrt'l1[
'. it'\\' "~f Iht' ,l1l11l'nl" IiJIc 1'1'\ ,ded
ih:ll 'llidell[ \,llllt'd OUI I gl hi
''.'0'1.. IU.ld .lI1el tT\t'U.l' Ilhhicll'
In 11lt'{,Iln~ J~t'nC\ \\'nr IU,ld, In
olllt"f 1\'Orc"'- ,Ludell' con,lilute I
1)01 h I h, .. cg-u I:lI' ;<11 rI .. re' 1 \'t'
,[;IIf. :ll1d plm iJf'd 11l't'ckd "-UI phh
,-.fpc! il\'" 10 Il t' .H;t'IH I fhl arI,IlIgt'ml'lll elld bled tht .lgellL \' nUL
onh In IIH'('I rht L111t' 'pc'old df'l11.1nd I\'llb the ,untlb, 'ludc~lll
\\ orkcr
IJUL ,d,n Illl11illli/etl per'Oil ncl cn" h
Summan' and Concl usion
I hi, stud\ ha, .,ho\\'n Ih<l[ lhe
.lgtnuh nil till a\' JiJ15e pro\ldtd
ilhllll lion 10 rhe- !'il'ld\\'nrk '1Ulkl1l~ 'Ill Iht- ~chl' lull" follo\\-lllg a
l1t'g:IlI\l h~!wrbuli(,t1 cune 0\('1'
lhe l~-\\-l't'k pt'rwd, \\ hill' Jt'rl\ in,li
.lgt'llt \ \\'nr\-. [rom Lhe Jtllden!'> folL)\\ 111~
h[' ou[line rcst'mblll1g a
11,1\ ,L.lck CLtr\t', TI1,',p sC'hedulcs, ill
lllln, produccd;1 (o'r-hcnt'fi[ ,iIU3ion fnl [!Je,l?,en( ic 1\'ht'Il'lile\ 1\'Pjt ..111\ Int 1I11I"d LlIg(' "IO"b" duriIIl; Ih,' rit~l : tul week" \d ile
g,linlnCTa ub,t~ln[j,J1 llill of "bt'ncII'" fur the rernailllll\(' K- to 9-\\l'ck
pl'llnd
I'l1i, 'luch.1I
found tin [ Ihl'
.c1"l.lgt ill,>(ruCli()n~Ji :llld (HIlPU[
'l1ul [ure.:, pro JlJ( C Ihe rt' ulL of cre,lung- au UIlC\ til ,upp" of pel ~un­
ilcl hOllh:l' JiLlbk fot Ihl' ;-IE?,'l'IIl\"~
,Iini zll \\01'
111~ L\))<' III' unt'l t'n
!:thor ,upph 3\aiJahlc' for clil1iL:11
,md <llh I' :l,E;t'lIt \' ,,'ork 111'1 pO,>t" SI:Irr
'l hl'duJing- fJluhkrns, Thi - appears
10 ))(: Lhe If;l~nn \\'hl mall\' ;]~elllie ,
e'lpni 11\ liw m,dl OIH'" foll!)\\ the
l'llf"
uf ill III cli"llal :Incl 1,\01k
,( heclult: Lh:ll ,Itt' mo '[ Cl 11\ !lienl
[0 Ihe 11 ',\ ili10UL ~I\ lng much heet!
10 the educational I ('quit '111 >nl, of
tI f' it" d\\()1 k student Illhi, anal\'h I
\.llit!, then, 111 urdt't III be
III "[ ,!ff,:ni\e I') flPldw()Jk ,'clucllion, p("l hap (ht:'re ,hlluld Ill' mort'
'>Idruldl h!~Lir n If llt'lth\'OI!-.. ~h,i~'n­
nWl1h [', ~llIcJt'n!, folltl\\ in!:?, III
;1\'('I.II:~<;,(h 'dulefulIndlllrhl' lllch,
It i, 1I11e1I'l Lancl:lblt- Ih,11 ,m dloltlO
tdnd,uLlin Ilt'IlI\"Jlk PIU~I,IIll,
\\ tHdd (Jlht' onsidt'l':lbk prublenh
1(' agt'll Ic'." (""f)ectal"- '11l:1I1 ont''i
Yt'I, [
( n[inlll' lhe (UIICn[ lndi\ ,dll,1! pl,lcllce" ut II :1l1\ <tgpncles
[ollol\ln,l{[ht'lr'I\\'n Ill11qLlt 01 nal,
Ill: \ l'(:"\111 ill ulft-rillS{ [h" [udl'IlI'i
k,s Lh:1Il ':Jli~I~ILl,~I\' e:o,.]w! ielll <:"
It 15 ntl[ lear. frilIll t1lP limll
01 Ihi, !lIlh, \\-hllha PI' 1101 Ihe
PUIII\ ot Nlut:Jli')I1, '~p f1f'11 'cd
through sluden[ ~ 'ilgnl11enls 10 diffnclll modf'b of tielchor\.; educalion, is COIl5i,[enl :\0 outcome SIUdies ;Ill' a\<Jilable Ihal address the
pref('n-nce of one st \ Ie 0\ er a not her.
Otlwr \ ariabJes, l,hlCh Illlgh[ be
included in 3n\ replicated 01' e,-p;lllcted ~tudlh o[ costs and benefits
in Ln ,,,I II fi<:'lc!\\'ork, :llC differences
in unuergLldu31e and graduclle
('ll[n'-le\-e1 educdtion, agencies th3l
Irr'Jl ph\slcal d\'ifunc[lon, PS\ cho,oci~tl th sfunctioll, and other CClLegenie, of di<lbilit\: .,mall and large'
.lgenc! : alld [irq, second, and third
pla"'III nlS
Fdllcalional ln~lilutlons, profes~ions, and health care sen ice agf'nCIt" h,\\(:' made no ,el ious, s\s[ematic. and c;lrefu! t'\';lluatlon of the
lidd\\ ork component In ordtr to
pro\ Ide :Ideq U31e guidance to 3gencit'" Thfre is, thus, an Ob\lOllS nt'fd
to :1~,O'i this de icicnc\' and 10
({'\'elop \"hate\tT slilndardila[ioll
of protocol m:J\ be iIldlcated, In
I ie\" o[ the dicholom\ o[ b3'iic purpo t', ,[ [icld\\ork agencih 110 proI it!
pallenl or diel1l senice" and
Ih('colIe~t'_ and llnJI'f'r~ilie (Ioeducat 'Udt'IlI~1. a InZljor probleIll faci ng OCCUp<lliOllal [her:lf)\' educilt ion
in coming :eafs IS !t 0 \I' to meet the
n~eJ, of both S<lli't,IClorih
REFERENCES
Chung Y, Spelbrlng LM, Boissoneau R:
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