ABSTRACT

Objective : This study explored the adaptation process of occupational therapy students who experienced both in-person and online clinical fieldwork during the COVID-19 pandemic and aimed to provide evidence-based guidance for future public health emergencies. Methods : Grounded theory based on Strauss and Corbin (1998) was applied. Using purposive and snowball sampling, 10 senior occupational therapy students who had completed more than 8 weeks of both types of fieldwork participated in in-depth interviews. Results : The analysis yielded 100 concepts, 26 subcategories, and nine categories. The central phenomenon was adaptation to altered fieldwork conditions. Contextual and intervening conditions included negative emotions, nonstandardized environments, and diversity in online content. Adaptation strategies involved self-directed learning despite difficulties with concentration and ultimately led to beneficial outcomes, although some regrets remained. Students progressed through four stages: negative psychological experiences, motivational drive, strategic coping, and beneficial outcomes accompanied by regrets. Conclusion : The core category was “finding professional identity through self-directed reflection in an uncertain hybrid fieldwork environment.” This study provided a theoretical framework for understanding student adaptation during future crises. Prioritizing in-person fieldwork before online fieldwork and systematically standardizing fieldwork education may facilitate student adaptation in future crises.