The purpose of this study was to identify effective strategies for supervising small groups of second-year students in an occupational

An innovative fieldwork education programme for second year occupational therapy students has been established over the past 3 years by Curtin University School of Occupational Therapy. The programme was designed to target community settings and avoid the overloading of services used heavily for traditional student placements. The structure and objectives aimed to give students practical experiences that reflected contemporary work environments for occupational therapists, with a collaborative group model providing the foundation for learning and supervision. Student feedback highlighted their perceived value of learning in groups and of having more autonomy than would happen in a traditional fieldwork model. Supervisors and on-site sta,ff gave positive feedback about the occupational therapy intervention provided by students. K E Y W 0 R D S collaborative group model, community settings, fieldwork education, occupational therapy.

Practice placements have been identified as a primary factor influencing new graduates' selection of specialty preference. The purpose of this phenomenological study was to gain an understanding of the experiences and issues for occupational therapists when providing practice placements for students in mental health. This research was prompted by continuing difficulties in the recruitment and retention of occupational therapists within mental health services in Queensland, Australia, along with a declining number of offers for student practice placements. In-depth interviews with eight participants extrapolated four key elements in the experiences of educating students, which were time, energy, skills and mental health provider issues. The participants also identified determinants that influenced the decision to educate students, including professional responsibility, personal rewards and demands, and support needs. The inherent complexities of contemporary mental health practice, such as emotional and role demands, added pressure when educating students. The need for appropriate support and practice placement educator training programmes that deal effectively with mental health issues was highlighted.

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