‘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.

Should Occupational Therapists use Simulation Exercises? Using Wheelchair Training as an Example

1997 ◽  
Vol 60 (4) ◽  
pp. 161-166 ◽  
Author(s):  
Gill Chard
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapists ◽  
First Year ◽  
Full Time ◽  
Disabled People ◽  
Disability Awareness ◽  
Occupational Therapy Students ◽  
Student Training ◽  
Methods Of Learning ◽  
Simulation Exercises

The benefits and problems associated with sending occupational therapy students out into the community in wheelchairs, as a simulation exercise during the first year of a full-time undergraduate programme, are explored. Occupational therapy educators themselves have widely divergent views on the best method of student training in this area, and the views of disability awareness groups towards simulation exercises are also considered. Disabled people, non-disabled people and first-year occupational therapy students were surveyed about wheelchair-simulation exercises and other methods of learning. The results demonstrated that simulation exercises as an appropriate way of learning were supported and that the experiential element of the course should be retained. This article shares the results of the survey and discusses some of the disability awareness issues that they raise for occupational therapy educators, clinicians, students and disabled people themselves.

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.

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

Limitations on Participation and Their Relation to Social Determinants of Health Among Occupational Therapists and Occupational Therapy Students During Coronavirus Lockdown

2021 ◽  
Vol 75 (6) ◽  
Author(s):  
Nuria Menéndez Álvarez ◽  
Emiliano Diez Villoria ◽  
Estíbaliz Jimenez Arberas ◽  
Ana María Castaño Pérez ◽  
Antonio León García Izquierdo
Keyword(s):  
Occupational Therapy ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Occupational Therapists ◽  
Determinants Of Health ◽  
World Health ◽  
International Classification Of Functioning ◽  
Occupational Therapy Students ◽  
The Impact ◽  
The Relationship

Importance: For the first time in recent history, people worldwide have faced severe restrictions in occupations because of the measures adopted by governments to contain the coronavirus disease 2019 (COVID-19) crisis. Objective: To determine the limitations on participation of occupational therapists and occupational therapy students during “lockdown” and their impact on social determinants of health. Design: A cross-sectional, descriptive study conducted via an online survey. Participants: A total of 488 occupational therapists and occupational therapy students in North America, South America, and Europe. Outcomes and Measures: A questionnaire consisting of the World Health Organization Disability Assessment Schedule 2.0 of the International Classification of Functioning, Disability and Health and items developed to assess the impact of lockdown on daily life was emailed to occupational therapy professional associations, organizations, and universities between April and June 2020. It was available in English, Spanish, and Portuguese and met all the parameters listed in the Declaration of Helsinki. Results: The roles and routines of people across the developed world have been affected by lockdown measures. The study shows marked differences between participants in the domains of getting along and life activities, as well as influence on the environment. Moreover, South American participants experienced these difficulties to a greater extent than European participants. Conclusions and Relevance: This study quantifies the limitations in the participation of occupational therapists and occupational therapy students and the relationship of occupation to social determinants of health. What This Article Adds: The results of this research corroborate the relationship between health and occupation and highlight elements, such as the environment and context, that are important in occupational therapy. Therapists’ ability to analyze occupation in relation to contextual and cultural factors will benefit clients.

‘Positive Preparation’: Educational Input on HIV/AIDS in British Occupational Therapy Schools

1994 ◽  
Vol 57 (3) ◽  
pp. 76-78
Author(s):  
Sue Rugg
Keyword(s):  
Occupational Therapy ◽  
Small Group ◽  
Occupational Therapists ◽  
Postal Survey ◽  
Occupational Therapy Students ◽  
Group Settings ◽  
Hiv Aids

This article presents the results of a national postal survey to determine the type and amount of educational input on HIV/AIDS received by British occupational therapy students. All respondents (18/25 courses, 72%) indicated that they currently provided such input, with an average of 11.9 hours of course time being devoted to it. The majority of presenters were occupational therapists, although colleagues from many other backgrounds were also involved. Much of the material was considered in small group settings, with the content being balanced among a range of aspects. The article concludes that most British occupational therapy students are ‘positively prepared’ to work with clients with HIV/AIDS.

scholarly journals Occupational Balance: What Tips the Scales for New Students?

2005 ◽  
Vol 68 (7) ◽  
pp. 319-323 ◽  
Author(s):  
Lesley Wilson ◽  
Ann Wilcock
Keyword(s):  
Occupational Therapy ◽  
Health Benefits ◽  
First Year ◽  
Written Responses ◽  
Health And Wellbeing ◽  
Educational Benefit ◽  
Occupational Therapy Students ◽  
New Students ◽  
Open Question

The open question, ‘What prevents you from reaching occupational balance?’, was posed within a questionnaire aimed at exploring the meanings of occupation, health and wellbeing with a cohort of first-year occupational therapy students during their initial few weeks at university. Their written responses to the question about occupational balance were analysed and are discussed in this paper. Not surprisingly, occupational balance appeared to be achieved by only a few and more by chance than design. People, time and money factors were identified as the main impediments to achieving occupational balance, with psychological and emotional pressures being at the forefront. Interestingly, despite these barriers, the overall educational benefit of considering the occupational balance question in this way raised the students' awareness of its relationship to health and wellbeing. This increased awareness might have longer-term health benefits, both personally and professionally, which would be worthy of further research.

scholarly journals Apprehension and interest

2017 ◽  
Vol 45 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Esther Linnane ◽  
Alison Warren
Keyword(s):  
Occupational Therapy ◽  
Learning Experience ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Content Type ◽  
Republic Of Ireland ◽  
Occupational Therapy Students ◽  
The Republic ◽  
Time Basis ◽  
Therapy Education

Purpose Role-emerging placements have been used internationally within occupational therapy education but are relatively new to Ireland. At times, there has been a debate in the profession regarding the use of this placement model. This paper aims to generate views from both occupational therapists and occupational therapy students on the use of role-emerging placements in the Republic of Ireland. Design/methodology/approach Electronic surveys were administered to occupational therapy students and occupational therapists in Ireland. Quantitative data were analysed using the SPSS Statistics software package and the content of the open question responses were analysed into themes. Findings Occupational therapists (n = 60) and occupational therapy students (n = 45) indicated that there were inconsistent views surrounding role-emerging placements. It is deemed as an effective method for student learning, but apprehension exists around inclusion within occupational therapy programmes in the Republic of Ireland. Preference was indicated towards inclusion of role-emerging placements on a part-time basis within formal occupational therapy education. Originality/value Both respondent groups viewed that role-emerging placements can positively influence new areas of occupational therapy practice and concern over the use of the placement model requires further exploration and debate. This study is from an Irish context, although there are similarities with other countries’ use of the placement model. There is a need for research through an in-depth exploration of the learning experience of undertaking role-emerging placements from the students’ perspective and identification of supports required to promote an optimal learning experience.

A Qualitative Study of Professional Issues in Home Health Therapy

2017 ◽  
Vol 30 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Eric Shamus ◽  
Sarah Fabrizi ◽  
Jeffrey Hogan
Keyword(s):  
Health Care ◽  
Occupational Therapy ◽  
Home Care ◽  
Home Health Care ◽  
Physical Therapists ◽  
Real Life ◽  
Occupational Therapists ◽  
Home Health ◽  
Professional Issues ◽  
Snowball Sampling

Professional issues are experienced by physical and occupational therapists working in home health care. A grounded theory method was utilized with snowball sampling to interview 11 home health physical therapists and six occupational therapists working with a variety of populations in the home health setting. Major themes were identified separately for physical and occupational therapy using open, axial, and selective coding. The themes were then recoded for shared themes among the two professions. The major research questions included the following: What professional issues are encountered by therapists working in home health care? What type of benefits and barriers do therapists describe when providing home health services? Finally, how do professional issues compare between the different professions? The five major themes identified by physical therapists included work environment, work characteristics, communication, patient and family, and work-life balance. The themes identified by occupational therapists included the natural environment, the context of health care, client factors, and therapist factors. Common themes described by both physical and occupational therapy providers included the real-life environment of the home, the structure of home care, and autonomy of service provision. Results provide information about professional issues faced by therapists working in the home health care setting. There are a number of issues that are common to both professions, and others that appear to be discipline specific. These findings will guide professional efforts as the demands for professionals working in home care increase.

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