Field Report: Navigating Fieldwork Placements Using Occupation-Based Models

The Nature of Theory Used in Practice Education: A Scoping Review

“…Occupational therapy conceptual models were presented as important, discipline-specific knowledge within a practice education context (Towns & Ashby, 2014). Again, a range of terms was used for these models, including occupation-focused models (Ashby & Chandler, 2010; Hanson, 2015; Towns & Ashby, 2014), occupation-based models (Bergner, 2018), occupational therapy models (Dancza et al, 2016), and theoretical models (Leclair et al, 2013; Vermaak & Nel, 2016). Occupational therapy conceptual models were presented as essential to include in curriculum design (Ashby & Chandler, 2010) because they provide a theoretical basis for practice and reflect the contemporary paradigm (Ashby & Chandler, 2010; Bergner, 2018).…”

“…Again, a range of terms was used for these models, including occupation-focused models (Ashby & Chandler, 2010; Hanson, 2015; Towns & Ashby, 2014), occupation-based models (Bergner, 2018), occupational therapy models (Dancza et al, 2016), and theoretical models (Leclair et al, 2013; Vermaak & Nel, 2016). Occupational therapy conceptual models were presented as essential to include in curriculum design (Ashby & Chandler, 2010) because they provide a theoretical basis for practice and reflect the contemporary paradigm (Ashby & Chandler, 2010; Bergner, 2018). These models were proposed to support students’ understanding of the practical application of theory during placements (Towns & Ashby, 2014) and their developing reasoning and practice choices (Bergner, 2018).…”

“…Recommended educational methods included modelling and articulating theory use in practice (Copley et al, 2011; Dancza & Rodger, 2018; Towns & Ashby, 2014), and having an ongoing open dialogue with students about how to use theory in practice (Hanson, 2015; Leclair et al, 2013; Towns & Ashby, 2014). Some authors asserted that practice educators need to develop their awareness of their own reasoning and use of theory to effectively use these educational methods (Bergner, 2018; Dancza & Rodger, 2018; Towns & Ashby, 2014). Structured learning tools to visually represent reasoning and theory use were considered helpful and took the form of diagrams, prompt sheets, or templates (Copley et al, 2011; Copley et al, 2010; Dancza et al, 2016; Dancza & Rodger, 2018; Hanson, 2013b; Towns & Ashby, 2014).…”

“…Model (Christiansen & Baum, 1997) • Activity Model (Pretorius, 1997) • Vona Du Toit Model of Creative Ability (Du Toit, 2004) Models mentioned by participants: Law et al, 1996) presented as essential to include in curriculum design (Ashby & Chandler, 2010) because they provide a theoretical basis for practice and reflect the contemporary paradigm (Ashby & Chandler, 2010;Bergner, 2018). These models were proposed to support students' understanding of the practical application of theory during placements (Towns & Ashby, 2014) and their developing reasoning and practice choices (Bergner, 2018).…”

“…• Occupation-based practice (Dancza & Rodger, 2018;Di Tommaso et al, 2019;Raiz, 2007;Towns & Ashby, 2014;Vermaak & Nel, 2016), • Occupation-centred practice (Copley et al, 2011;Dancza & Rodger, 2018;Hanson, 2013b;Kaelin & Dancza, 2019), • Occupation-focused practice (Dancza & Rodger, 2018;Towns & Ashby, 2014) occupation-centred (Bergner, 2018;Copley et al, 2011;Copley et al, 2010;Frigo et al, 2019;Hanson, 2013b) • Occupation-based approaches (Di Tommaso et al, 2019;Hanson, 2013b).…”