The study results support previous findings related to the students' perceived self-efficacy and also add new findings which may influence both academic and fieldwork education.
Other key results were the significant positive relationships between both the meaningfulness of fieldwork and the experience of supervision and the students' perceived self-efficacy.
A new finding of this study is the link between student self-efficacy and the meaningfulness of the fieldwork experience, such as having opportunities for personal growth and active decision making.
Practice setting, population served, and having a choice in the fieldwork placement were not related to the OT students' perceived self-efficacy.
Giving students face-to-face practice in hearing both positive feedback and areas needing improvement during their academic program might provide a foundation for active participation in the supervisory process during their fieldwork (Scheerer, 2003); this area warrants further research.
Academic programs configure Level II fieldwork at different points in the curricula and this was not taken into account in this study.
This study indicates that self-efficacy may be influenced by OT students' perceptions of the meaningfulness of fieldwork and their experience of supervision, yet is not influenced by practice setting and population served.
The study contributes to the literature, and the results inform academic and fieldwork educators of the need to cultivate students' self-efficacy to help them integrate feedback and actively participate in the supervisory relationship during Level II fieldwork.
Thank you to the academic fieldwork coordinators nationwide who supported the study.