Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

A practice placement design facilitating occupational therapy students’ learning

A practice placement design facilitating occupational therapy students’ learning Purpose – The purpose of this paper is to describe an addition to the practice placement design for occupational therapy students in Oslo, and to report on the learning experiences related to this modified practice placement design among the participants. Design/methodology/approach – Occupational therapy students and practice educators were interviewed in focus groups after having participated in an exploration of the utility of the Assessment of Communication and Interaction Skills during mental health placement. Thematic analysis was applied to the data material. Findings – Four themes emerged relating to the students’ learning experiences during practice placement. They were theory‐practice integration; the role of supervision; self‐awareness of communication; and socialization to the therapist role. Practical implications – The practice placement design addition presented in this paper was well received by students and practice educators. It contributed to students’ focussed experience and to their active participation within a community of practice. The program appears to be one way of organizing placement with a potential for making a substantial contribution to occupational therapy students’ learning. Originality/value – The study adds to the existing literature in providing an example of a successful addition to the practice placement design, and in the detailed account of the learning experiences among the participants. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Mental Health Training, Education and Practice Emerald Publishing

A practice placement design facilitating occupational therapy students’ learning

Download PDF
12 pages

Loading next page...
 
/lp/emerald-publishing/a-practice-placement-design-facilitating-occupational-therapy-students-vv7lWox0zN
Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
1755-6228
DOI
10.1108/JMHTEP-08-2012-0028
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to describe an addition to the practice placement design for occupational therapy students in Oslo, and to report on the learning experiences related to this modified practice placement design among the participants. Design/methodology/approach – Occupational therapy students and practice educators were interviewed in focus groups after having participated in an exploration of the utility of the Assessment of Communication and Interaction Skills during mental health placement. Thematic analysis was applied to the data material. Findings – Four themes emerged relating to the students’ learning experiences during practice placement. They were theory‐practice integration; the role of supervision; self‐awareness of communication; and socialization to the therapist role. Practical implications – The practice placement design addition presented in this paper was well received by students and practice educators. It contributed to students’ focussed experience and to their active participation within a community of practice. The program appears to be one way of organizing placement with a potential for making a substantial contribution to occupational therapy students’ learning. Originality/value – The study adds to the existing literature in providing an example of a successful addition to the practice placement design, and in the detailed account of the learning experiences among the participants.

Journal

The Journal of Mental Health Training, Education and Practice – Emerald Publishing

Published: Nov 29, 2013

Keywords: Students; Occupational therapy; Academia‐practice gap; Assessment of Communication and Interaction Skills; Practice placement; Theory‐practice integration

References

  • Experiences of occupational therapists and occupational therapy students in using the assessment of communication and interaction skills in mental health settings in Norway
    Bonsaksen, T.; Myraunet, I.; Celo, C.; Granå, K.E.; Ellingham, B.
  • Brief or new: professional development of fieldwork students: occupational adaptation, clinical reasoning, and client‐centeredness
    Coates, G.L.F.; Crist, P.
  • Sosiokulturelle teoriperspektiv på kunnskap og læring (Sociocultural theory perspectives on knowledge and learning)
    Dysthe, O.
  • Virksomhetsbasert analysesystem for ergoterapi (EVA) (Occupation‐based activity analysis system for occupational therapy; in Norwegian)
    Ellingham, B.; Opsahl, K.
  • The Assessment of Communication and Interaction Skills (ACIS): measurement properties
    Forsyth, K.; Lai, J.S.; Kielhofner, G.
  • A User's Guide to the Assessment of Communication and Interaction Skills (ACIS). Version 4
    Forsyth, K.; Salamy, M.; Simon, S.; Kielhofner, G.
  • Clinical perspective on the Swedish version of the assessment of communication and interaction skills: stability of assessments
    Haglund, L.; Thorell, L.H.
  • The perspectives of fieldwork educators regarding level II fieldwork students
    Hansson, D.
  • Active participation in fieldwork level I: fieldwork educator and student perceptions
    Haynes, C.J.
  • Occupational therapy students’ and graduates’ satisfaction with professional education and preparedness for practice
    Hodgetts, S.; Hollis, V.; Triska, O.; Dennis, S.; Madill, H.; Taylor, E.
  • Effective clinical education supervision: occupational therapy student perspectives
    Hummel, J.
  • A scholarship of practice: creating discourse between theory, research and practice
    Kielhofner, G.
  • Research concepts in clinical scholarship – scholarship and practice: bridging the divide
    Kielhofner, G.
  • A Model of Human Occupation. Theory and Application
    Kielhofner, G.
  • Informing fieldwork design: key elements to quality in fieldwork education for undergraduate occupational therapy students
    Kirke, P.; Layton, N.; Sim, J.
  • The measurement properties of the Swedish version of the assessment of communication and interaction skills
    Kjellberg, A.; Haglund, L.; Forsyth, K.; Kielhofner, G.
  • Interviews. Learning the Craft of Qualitative Research Interviewing
    Kvale, S.; Brinkmann, S.
  • Situated Learning. Legitimate Peripheral Participation
    Lave, J.; Wenger, E.
  • Mental health: how well are occupational therapists equipped for a changed environment?
    Lloyd, C.; Basset, H.; King, R.
  • The developing student practitioner
    Martin, M.; Wheatley, S.
  • Practice placement education in mental health: the educator's experience
    Mason, L.R.; Bull, B.J.
  • The student's perspective on what makes an exceptional practice placement educator
    Mulholland, S.; Derdall, M.; Roy, B.
  • Prevalence of serious mental illness among US adults by age, sex, and race
    National Institute of Mental Health
  • Bachelor Programme in Occupational Therapy
    Oslo and Akershus University College
  • Focus group methodology part 1: considerations for design
    Plummer‐D'Amato, P.
  • Focus group methodology part 2: considerations for analysis
    Plummer‐D'Amato, P.
  • Nursing Research. Principles and Methods
    Polit, D.F.; Beck, C.T.
  • Clinical reasoning and reflective practice: implications for fieldwork activities
    Sladyk, K.; Sheckley, B.
  • The Intentional Relationship. Occupational Therapy and the Use of Self
    Taylor, R.R.
  • Relationsbehandling i psykiatrien
    Thorgaard, L.
  • WMA Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Subjects
    World Medical Association