Development of student self-efficacy in innovative fieldwork placements: A qualitative study.

Introduction: Self-efficacy plays an integral role in the development of occupational therapy students' clinical competency during fieldwork education. However, there is still a lack of knowledge surrounding this topic within the context of non-traditional fieldwork education. This study aims to investigate and make meaning of the experiences of occupational therapy students' and their perceived development of self-efficacy in non-traditional fieldwork placements, known as LEAP placements. Method: This qualitative phenomenology study, through a descriptive lens, explored sixteen occupational therapy students' experiences using thematic analysis. Findings: Self-efficacy during LEAP placements was shaped by several factors: a lack of role clarity detracted from development, while the opportunity for self-direction enhanced it. The level of support, preceptor role and availability, perceived value of the learning experience, and placement environment both enhanced and detracted from self-efficacy development. Conclusion: This study provides an increased understanding of self-efficacy development among occupational therapy students and innovative practices within LEAP placements. Students' perceptions of self-efficacy development is shaped by complex and nuanced factors.