IRB Number

26-0412-030

Date of Award

Summer 8-10-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Kathy Wood, PhD

Second Advisor

Karen Menard, PhD

Abstract

Sexuality and intimacy are recognized as meaningful occupations within occupational therapy practice; however, they remain inconsistently addressed in clinical care. Previous research has identified limited educational preparation as a contributing factor to occupational therapists' discomfort and lack of confidence in addressing these occupations. Although classroom instruction provides foundational knowledge, Level II fieldwork serves as the primary setting in which students apply knowledge within authentic clinical environments. Despite the central role of FW educators in facilitating students' professional development, little research has explored how they prepare OT students to address sexuality and intimacy during fieldwork. The purpose of this basic qualitative study was to explore how Level II FW educators prepare OT students to address sexuality and intimacy in clinical practice and to examine educators' expectations of student preparedness, instructional approaches, perceived supports, and barriers encountered during this process. Guided by Situated Learning Theory, the researcher conducted semi-structured interviews with 11 Level II fieldwork educators from across the United States. Four themes emerged from thematic analysis, providing insight into fieldwork educators' expectations of student preparedness, instructional approaches used to foster competence, contextual factors influencing student learning, and recommendations for strengthening collaboration between academic programs and fieldwork educators. These findings advance the understanding of how competence related to sexuality and intimacy develops across the educational continuum and provide practical guidance for strengthening occupational therapy education.

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