An Exploratory Study of Occupational Therapy Students’ Use of Coping Strategies on Fieldwork

This qualitative study explored how occupational therapy students applied coping strategies during Level II fieldwork after completing resilience-focused preparatory modules.Occupational therapy students often experience high stress during fieldwork, and resilience-building strategies may help mitigate these challenges.Participants (N=58) were second-year doctoral students who completed modules designed to increase awareness of personal stressors, enhance self-efficacy, and promote the use of coping strategies.Analysis of student reflections across twelve weeks of placement identified the types, frequency, and contexts of strategy use.Students most frequently reported using emotional regulation, breathwork, and positive self-talk.These strategies were typically employed daily or weekly, often in response to stress, frustration, or low confidence.Coping strategies were applied during difficult or unfamiliar clinical situations, before or after treatment sessions, and in personal spaces such as cars or homes.The sustained use of coping strategies suggests that students experienced ongoing stress and found the strategies helpful in managing these demands.Findings highlight the importance of preparing students to navigate the emotional and relational complexities of clinical education.Occupational therapy educators and academic programs may enhance student success by embedding instruction in selfregulation, reflection, and resilience-building practices prior to fieldwork.This study contributes to the growing body of literature supporting resilience development in health professions education and emphasizes the need for both student-focused and educator-focused approaches to improve the clinical education experience.