Background/Aim: Occupational therapy educators are challenged to provide students with practical experiences which prepare them for ever changing healthcare contexts on graduation. Role emerging placements have been widely used internationally to help meet this challenge, but research into the learning experiences of students during these innovative placements is limited. This research investigated the enablers and barriers to learning from the perspectives of students on such placements from two European universities.

(2016) The development of a theory-informed workbook as an additional support for students on role-emerging placements. British Journal of Occupational Therapy. ISSN 0308-0226. Link to official URL (if available):http://dx.doi.org/10.1177/0308022615612806This version is made available in accordance with publishers' policies. All material made available by CReaTE is protected by intellectual property law, including copyright law. Any use made of the contents should comply with the relevant law.Contact: create.library@canterbury.ac.uk 1 | P a g e | P a g e Funding:This research received no specific grant support from any funding agency in the public, commercial, or not-for-profit sectors. Conflict of interest (COI):None declared. | P a g e Research ethics:Ethics approval was received from The University of Queensland, reference number: 2011000720, 23 June 2011 and Canterbury Christ Church University, reference number:UoQ/2011000720, 10 November 2011. Acknowledgements:Thank you to the students and supervisors who contributed to the evaluation of the workbook. An additional thank you to Jeannette Head, Sarah Harvey and Sue Mesa for their invaluable advice and support in the development of the workbook. | P a g eThe de elop e t of a theor -i for ed ork ook as a additio al support for stude ts o role-e ergi g pla e e ts A stra t Introduction:During role-emerging placements students require different support as occupational therapy specific supervision is provided periodically and they cannot model their practice on experienced occupational therapists. This paper describes the development and evaluation of a workbook, designed to reinforce the integration of theory with practice and provide an additional resource to support students as a supervisor was not always present. Method:A social constructionist perspective and action research methodology were used.Participants were fourteen final year occupational therapy students and three off-site occupational therapy supervisors. All participants were involved in role-emerging placements in school settings in England. In-depth, semi-structured interviews across four action research cycles informed the development and evaluation of the workbook. | P a g e Findings:While the workbook o igi all fo ussed o supple e ti g stude ts k o ledge of occupational therapy theory, during the action research cycles the focus shifted to consider how educational theory informed workbook design and content. Key features and critical aspects which suppo ted stude ts lea i g were identified. Conclusion:The workbook was received positively by students and supervisors. Aspects which were particularly valued included the provision of examples and scenarios which contextualised theory within the placement setting. The workbook was proposed to have scope for use in placements beyond school-based practice. Ke areasEducation, Theory and Philosophy, Paediatrics Clinical, Ke ordsSchool-based occupational therapy, Role-emerging placement, Supervision 6 | P a g e I trodu tioPractice placements enable ...

Introduction: Placements are considered vital in promoting theory-to-practice learning. With role-emerging placements increasingly being offered, the learning processes experienced by students warrants further investigation. This research explored the learning experiences of students, from both supervisor and student perspectives, over the duration of a role-emerging placement in schools, to contribute to our understanding of this important student learning process. Method: Action research was used across four cycles with 14 students and 11 supervisors. Data were collected through reflective field notes, placement documentation and semi-structured interviews. Findings were analysed using template analysis. Findings: Limited established occupational therapy procedures and role models meant that the students created and used knowledge differently from role-established placements. The procedural knowledge upon which students most heavily relied in previous placements was largely inaccessible to students. Students relied on occupational therapy conceptual and dispositional knowledge, with the support of their peer and supervisor to guide practice. Tensions were seen between providing a service for the school and taking the necessary time to understand and implement the occupational therapy process systematically. Conclusion: Role-emerging placements are valuable for transformational student learning. These placements do, however, present challenges that require careful negotiation and structured guidance.

Using threshold concepts in role-emerging placements KAELIN & DANCZA 2 | P a g e Acknowledgements: We thank the students at the Zurich University of Applied Sciences who participated in this study, the schools for their involvement in this project and AngelikaEchsel for her support in cross-checking during the analysis process.Word length for the main text excluding references, abstract and tables: 5,322