PREPARATION FOR COMMUNITY-BASED PRACTICE Constructing a Program Development Proposal for Community-Based Practice: A Valuable Learning Experience for Occupational Therapy Students

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.

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Student and supervisor perspectives on the effectiveness of community-based placements for occupational therapy students

BMC Medical Education ◽

10.1186/s12909-021-02492-3 ◽

2021 ◽

Vol 21 (1) ◽

Cited By ~ 1

Author(s):

Anat Golos ◽

Esti Tekuzener

Keyword(s):

Occupational Therapy ◽

Personal Development ◽

Qualitative Data ◽

Full Time ◽

Online Questionnaire ◽

Community Based ◽

Occupational Therapy Students ◽

Part Time ◽

Therapy Services ◽

Personal Skills

Abstract Background Using a community-based model as an integral part of occupational therapy students' practice experiences can enable the development of new emerging practices within the community. The aims of this study were to examine the experiences of students and supervisors in community-based role-emerging practice placements, and to compare the two types of placements (full-time and part-time). Methods Data was collected from 41 undergraduate occupational therapy students and seven supervisors using pre-post questionnaires, as well as qualitative data through focus groups and a short online questionnaire. Conventional content analysis was used for qualitative data, Wilcoxon tests were used to examine the change in scores, and Mann-Whitney tests compared the two types of placements. Results A significant decrease was evident in students' scores from pre- to post-placement regarding setting and supervision (z = -3.557, p < .001), with a non-significant decrease regarding community. Significant increases in scores were seen regarding students' personal and professional skills (z = -2.805, -3.152, p < .01). Close-to-significant differences in personal skills scores were found between role-emerging types. Overall, students and supervisors expressed positive impressions, while students addressed challenges relating to setting and supervision. Conclusions Community-based role-emerging practice placements may contribute to the professional and personal development of occupational therapy students. The results supported the positive aspects of role-emerging practice placements; they also identified the challenges of such placements with regard to students' expectations from the settings and supervision. Exposing students to role-emerging models, and seeking better compatibility with their expectations from community partnerships and supervisors, may contribute to their professional development, which can in turn develop and expand areas of practice in the community. Additionally, role-emerging practice placements can serve as a valuable contribution to professionals and stakeholders within communities, who do not as yet benefit from occupational therapy services.

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Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness

British Journal of Occupational Therapy ◽

10.1177/0308022618800179 ◽

2018 ◽

Vol 82 (4) ◽

pp. 220-226

Author(s):

Miri Tal-Saban ◽

Naomi Weintraub

Keyword(s):

Occupational Therapy ◽

Professional Practice ◽

Anxiety Level ◽

Control Group ◽

First Year ◽

Mentoring Program ◽

Group Program ◽

Community Based ◽

Occupational Therapy Students ◽

Tutoring Program

Introduction Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community–Academia Student Tutoring program for enhancing occupational therapy students’ perceived readiness for their practice placement, thus reducing their feelings of anxiety. Method The study included 84 first-year undergraduate occupational therapy students aged 21–35 years, of whom 43 participated in the Community–Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement. Findings Anxiety was related to the Student Self-Competency and Readiness for Fieldwork’s components and total score. The Community–Academia Student Tutoring group scored significantly higher ( p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level. Implications It appears that it is possible to enhance students’ readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community–Academia Student Tutoring program.

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Health Profiles in Physiology Teaching: An Active Learning Experience

British Journal of Occupational Therapy ◽

10.1177/030802269305600206 ◽

1993 ◽

Vol 56 (2) ◽

pp. 55-58

Author(s):

Ken Howells ◽

Jennifer Butler

Keyword(s):

Active Learning ◽

Occupational Therapy ◽

Learning Experience ◽

Educational Value ◽

Class A ◽

Occupational Therapy Students ◽

Future Plans ◽

Health Profiles

This article describes the background and rationale for using active learning practical classes in the teaching of physiology to occupational therapy students. One such class, a health/fitness profile, is described in detail. The results obtained and the educational value of the sessions are discussed, as are future plans.

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