Abstract
An important aspect of preparing students for Recreation(al) Therapy/Therapeutic Recreation (RT) professional practice is fieldwork education. In this study, fieldwork education was defined as a learning opportunity for RT students to develop practice competencies through hands-on experiences in applied RT service settings. Previous research has indicated the unanimous desire of stakeholders within the profession to improve the quality and consistency of RT education, particularly regarding fieldwork education experiences. This three-part study sought to develop a better understanding of the scope of RT fieldwork education within and across RT academic programs. Using a cross-sectional survey of academic programs, this study found that various types, amounts, guiding frameworks, and structures of fieldwork experiences existed. This article discusses implications such as the need for a guiding framework or model beyond following the minimum credentialing requirements, increased consistency of support provided by program faculty and staff, improved accreditation standards related to fieldwork, and how a consensus from the field on adoption of accreditation requirements could support consistency of fieldwork education.