scholarly journals Clinical educator’s experiences of the decentralised training platform for Occupational Therapy students in KwaZulu-Natal, South Africa

2021 ◽  
Vol 21 (4) ◽  
pp. 1941-9
Author(s):  
Belinda M Malinga ◽  
Deshini Naidoo ◽  
Thavanesi Gurayah ◽  
Pragashnie Govender
Keyword(s):  
Service Learning ◽  
Occupational Therapy ◽  
Clinical Training ◽  
Monitoring And Evaluation ◽  
Education Institution ◽  
Structured Interviews ◽  
Traditional Practice ◽  
Occupational Therapy Students ◽  
Clinical Educators ◽  
Kwazulu Natal

Background: In piloting a shift from traditional practice-based placements to decentralised clinical training (DCT), there was a need to explore the factors that influenced the placement as part of monitoring and evaluation. DCT involves placementto clinical sites away from the higher education institution necessitating changes to supervision strategies utilised.Objective: This study explored the experiences of clinical educators supervising occupational therapy students within this new model during a pilot phase of the DCT programme at one institution in South Africa.Method: The study was located in KwaZulu-Natal province and followed an explorative qualitative design with semi-structured interviews and focus groups with purposively sampled clinical educators (n=11). Data were audio-recorded and thematically analysed.Findings: Two central themes emerged and included the clinical educators’ expectations (organisation factors, role and scope of partners in decentralised training and communication) and experiences (perspectives and value of decentralised training).Conclusion: Decentralised training has considerable potential to contribute to authentic student learning. Improved communication between all stakeholders would assist in enhancing the quality of the learning experiences on such platforms. Students need to be more prepared prior to commencing DCT, and there is a need for more rural placements with a primary health care focus. Keywords: Decentralised training; clinical educators; service learning.

scholarly journals The meaning that undergraduate Occupational Therapy students at the University of KwaZulu-Natal attach to the Occupation of dance

2021 ◽  
Vol 51 (2) ◽  
Author(s):  
Thanalutchmy Lingah ◽  
Juwairiyya Paruk
Keyword(s):  
Occupational Therapy ◽  
Personal Growth ◽  
Occupational Engagement ◽  
Structured Interviews ◽  
Beneficial Effects ◽  
Occupational Therapy Students ◽  
Qualitative Research Design ◽  
Kwazulu Natal ◽  
The Individual ◽  
The University

ABSTRACT INTRODUCTION: Occupational Engagement is an inextricable component of life and is considered essential to human survival. Doing an occupation that is positively perceived (such as dance) can lead to the experience and expression of meaning which then enhances quality of life. This study aimed to explore the meaning that undergraduate Occupational Therapy students studying at the University of KwaZulu-Natal attach to dance as an occupation METHOD: The study followed an exploratory qualitative research design with purposive sampling. Focus groups and semi-structured interviews were utilized to collect data which were analysed thematically RESULTS: Five themes emerged: Centre stage (an exploration of factors motivating engagement); On Pointe (beneficial effects of dance); My Solo Dance Experience (the individual's journey whilst engaging); It Takes 2 to Tango (exploring the role of relationships) & Dancing to the Beat (exploring time available for engagement). The hidden complexities of 'meanings' attached to the occupation of dance emerged which were experienced as subjective and multi-dimensional CONCLUSION: The study revealed that the meanings attached to dance were based on individual experiences with the occupation, others and the environment. Engagement in the occupation of dance (doing) enhances personal growth (becoming) and becomes a part of the individual (being Keywords: doing; being; becoming; belonging; occupational engagement; occupational balance; occupation; dance; meaning

Service Learning: Meaningful, Community-Centered Professional Skill Development for Occupational Therapy Students

2007 ◽  
Vol 21 (1) ◽  
pp. 25-49 ◽  
Author(s):  
Anne Marie Witchger Hansen ◽  
Jaime Munoz ◽  
Patricia Crist ◽  
Jyothi Gupta ◽  
Roger Ideishi ◽  
...  
Keyword(s):  
Service Learning ◽  
Occupational Therapy ◽  
Skill Development ◽  
Professional Skill ◽  
Occupational Therapy Students

scholarly journals Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
T. Bonsaksen ◽  
T. A. Magne ◽  
L. Stigen ◽  
A. Gramstad ◽  
L. Åsli ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Background Information ◽  
Cross Sectional ◽  
Surface Approach ◽  
Course Experience Questionnaire ◽  
Occupational Therapy Students

Abstract Background Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics. Method A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.

scholarly journals Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

2020 ◽  
Author(s):  
Tore Bonsaksen ◽  
Trine Magne ◽  
Linda Stigen ◽  
Astrid Gramstad ◽  
Lene Åsli ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Background Information ◽  
Cross Sectional ◽  
Surface Approach ◽  
Course Experience Questionnaire ◽  
Occupational Therapy Students

Abstract Background: Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective: This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying and perceptions of the learning environment. Method: A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results: None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion: The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.

The Legacy of Violent Attack: An Exploratory Study of Occupational Therapy Students' Experiences of Violent Attack

2003 ◽  
Vol 66 (3) ◽  
pp. 94-100 ◽  
Author(s):  
Alison Whitehead
Keyword(s):  
Occupational Therapy ◽  
Therapeutic Relationship ◽  
Exploratory Study ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Occupational Therapy Students ◽  
Concern For Others ◽  
Key Issues ◽  
Violent Attack ◽  
And Training

This study aimed to develop an understanding of occupational therapy students' experiences of violent attack by a client. A qualitative approach was chosen, which involved semi-structured interviews with three students and an analysis of the researcher's experience of violent attack. A wide variety of reactions to violent attack by a client was reported, including fear, anger, concern for others, minimisation and thoughts about changing career. The explanations for these reactions are reported and discussed. The participants reported changes in their therapeutic relationships with clients. The findings also suggested that there might be some occupational therapy personnel who feel that violence is ‘part of the job’. Three key issues are discussed: the nature of the reactions to violent attack, the perceptions of role and the therapeutic relationship with the client. It is suggested that these findings have important implications for the education and training and the support of occupational therapy students. Recommendations are made regarding the need for further research to inform the way forward in training and supporting those experiencing violence in clinical practice settings.

Estimating Educational Costs of Clinical Placements for Occupational Therapy Students

1986 ◽  
Vol 6 (6) ◽  
pp. 349-364 ◽  
Author(s):  
Joyce R. MacKinnon ◽  
Gordon G. Page
Keyword(s):  
Occupational Therapy ◽  
Clinical Training ◽  
Educational Institutions ◽  
Clinical Placements ◽  
Occupational Therapy Students ◽  
Instructional Activities ◽  
Sample Data ◽  
Clinical Program ◽  
Funding Mechanisms ◽  
Educational Costs

Estimates of the number of hours of single-purpose and joint-purpose instructional activities and percentage estimates of direct-contact time were provided by clinicians from a sample of 12 of 28 agencies providing clinical placements for occupational therapy students. These agencies provided 77.3 % of the total clinical hours for the student population during a 12-month period. The sample data from these agencies were used to estimate the educational costs to agencies for the total occupational therapy clinical program. Both the methodology and the findings of this study are relevant to government, educational institutions, and clinical agencies to assist in defining policies and funding mechanisms for clinical training programs.

Service Learning: Meaningful, Community-Centered Professional Skill Development for Occupational Therapy Students

2007 ◽  
Vol 21 (1-2) ◽  
pp. 25-49 ◽  
Author(s):  
Anne Marie Witchger Hansen ◽  
Jaime Muñoz ◽  
Patricia A. Crist ◽  
Jyothi Gupta ◽  
Roger I. Ideishi ◽  
...  
Keyword(s):  
Service Learning ◽  
Occupational Therapy ◽  
Skill Development ◽  
Professional Skill ◽  
Occupational Therapy Students
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