The influence of practice educators on occupational therapy students’ understanding of the practical applications of theoretical knowledge: A phenomenological study into student experiences of practice education

2014 ◽  
Vol 61 (5) ◽  
pp. 344-352 ◽  
Author(s):  
Emma Towns ◽  
Samantha Ashby
Keyword(s):  
Occupational Therapy ◽  
Phenomenological Study ◽  
Student Experiences ◽  
Theoretical Knowledge ◽  
Practical Applications ◽  
Occupational Therapy Students ◽  
Practice Education

The impact of ‘Generation Y’ occupational therapy students on practice education

2011 ◽  
Vol 59 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Caroline Hills ◽  
Susan Ryan ◽  
Derek R. Smith ◽  
Helen Warren-Forward
Keyword(s):  
Occupational Therapy ◽  
Generation Y ◽  
Occupational Therapy Students ◽  
The Impact ◽  
Practice Education

‘You actually see what occupational therapists do in real life’: Outcomes and critical features of first-year practice education placements

2020 ◽  
Vol 83 (10) ◽  
pp. 638-647
Author(s):  
Anne Honey ◽  
Merrolee Penman
Keyword(s):  
Occupational Therapy ◽  
Positive Impact ◽  
Real Life ◽  
Occupational Therapists ◽  
First Year ◽  
Life Outcomes ◽  
Occupational Therapy Students ◽  
Hands On ◽  
Constant Comparative Analysis ◽  
Practice Education

Introduction First-year practice education placements have numerous benefits for occupational therapy students but are resource intensive. In considering alternatives, it is critical to consider students’ voices to ensure that planned experiences enable students to achieve the outcomes they value and need. This study examined undergraduate occupational therapy students’ views about important outcomes and characteristics of first-year placements. Methods Focus groups were conducted with 18 occupational therapy students and analysed using constant comparative analysis. Findings Two overarching outcomes were valued: confirmation of occupational therapy as a career choice and experience to draw on for future learning and practice. These outcomes were achievable through four proximal outcomes: understanding occupational therapy; understanding clients; finding out about myself and developing skills. The extent to which the valued outcomes were attained was determined by eight critical experiences: observing an occupational therapist in action; seeing real clients with real issues; seeing positive impact; seeing the bigger picture; accessing the occupational therapist’s reasoning; hands-on doing; getting feedback on skills and thinking analytically/reflectively. Conclusion In designing first-year placements, practice educators and academics need to ensure that students are provided with experiences that incorporate reality, participation and making connections to a bigger picture of occupational therapy service provision.

Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study

2018 ◽  
Vol 81 (7) ◽  
pp. 413-422 ◽  
Author(s):  
Nigel Gribble ◽  
Richard K Ladyshewsky ◽  
Richard Parsons
Keyword(s):  
Emotional Intelligence ◽  
Longitudinal Study ◽  
Problem Solving ◽  
Occupational Therapy ◽  
Stress Tolerance ◽  
Business Students ◽  
Population Norms ◽  
Occupational Therapy Students ◽  
Time Point ◽  
Practice Education

Introduction Emotional intelligence competencies assist occupational therapists in responding in a manner that enables them to be effective healthcare practitioners. Method This longitudinal study tracked the emotional intelligence of occupational therapy and business students using the Emotional Quotient Inventory 2.0 at three time-points over the final 16 months of their university programme. Results Undergraduate occupational therapy students ( n = 139 at time-point 1; n = 52 at time-point 3) completed a mean of 117 days of practice education. Before occupational therapy students commenced placements, emotional intelligence scores were significantly lower than population norms in self-regard, self-expression, assertiveness, independence, problem-solving, stress management, stress tolerance and flexibility. By the end of their programme, students reported significant increases in the emotional intelligence realms of total emotional intelligence score, self-perception, decision-making, self-actualisation, emotional self-awareness, independence and reality testing. However, assertiveness, problem-solving and stress tolerance remained relatively low, and other emotional intelligence domains remained below the population norms. The business students who did zero practice placements showed no increase in any emotional intelligence domains over the same period. Conclusion Emotional intelligence skills are malleable and can improve during practice placements. Supervisors and employers should encourage students and new graduates to practice their emotional intelligence skills under supervision and then provide feedback, so they are better prepared for the emotional demands of healthcare workplaces.

Exploring the relationship between resilience and practice education placement success in occupational therapy students

2019 ◽  
Vol 67 (1) ◽  
pp. 49-61
Author(s):  
Ted Brown ◽  
Mong‐Lin Yu ◽  
Alana E. Hewitt ◽  
Stephen T. Isbel ◽  
Thomas Bevitt ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapy Students ◽  
Placement Success ◽  
The Relationship ◽  
Practice Education

Occupational therapy international undergraduate students’ perspectives on the purpose of practice education and what contributes to successful practice learning experiences

2019 ◽  
Vol 82 (6) ◽  
pp. 367-375 ◽  
Author(s):  
Aislinn Lalor ◽  
Mong-Lin Yu ◽  
Ted Brown ◽  
Laura Thyer
Keyword(s):  
International Students ◽  
Occupational Therapy ◽  
Communication Skills ◽  
Learning Experiences ◽  
Real Life ◽  
Structured Interviews ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Therapy Education ◽  
Practice Education

Introduction Practice placements (also referred to as fieldwork) are a significant component of occupational therapy education. For international students enrolled in occupational therapy education programmes outside their own country, completing practice placements can be challenging. There is scarce literature that examines the perspectives of international students undertaking practice placements. The study’s aim was to understand international students’ perceptions, what they believe to be the purpose of practice placements and what attributes contribute to successful practice education. Method Qualitative, semi-structured interviews were used to elicit the perspectives of seven fourth-year international undergraduate occupational therapy students enrolled at an Australian university. Results Thematic analysis identified two key themes: ‘the purpose of practice placements’ (sub-themes: translating knowledge into practice, adapting to real life experiences and building our communication skills), and ‘a successful practice placement’ (sub-themes: the environment, the clinical educator and my responsibilities). Conclusion Findings identified what international occupational therapy students believed to contribute to a positive and quality practice placement. All students valued the opportunities that practice education afforded, including developing communication skills and integrating theory into practice. These findings will assist academic and practice educators in the delivery of high quality practice education placement learning experiences for international students.

Sign in / Sign up

Export Citation Format

Share Document