Learning experiences on role‐emerging placements: An exploration from the students' perspective

Dancza, Karina; Warren, Alison; Copley, Jodie; Rodger, Sylvia; Moran, Mark; McKay, Elizabeth; Taylor, Ann E.

doi:10.1111/1440-1630.12079

Cited by 50 publications

(77 citation statements)

References 25 publications

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“…Challenges of Level I nontraditional placements are infrequently identified; however, Knecht-Sabres (2010) discussed logistical issues as a challenge for non-traditional placements. Challenges cited in literature pertaining to Level II non-traditional fieldwork may provide insight as to types of challenges that may occur in Level I non-traditional fieldwork including: (a) the amount of supervision, (b) whether or not the supervision is provided by occupational therapists, (c) the implications for professional identity development in the absence of an occupational therapy supervisor (Dancza et al, 2013;Mulholland & Derdall, 2005;Overton, Clark, & Thomas, 2009), (d) students' perceptions of missing key clinical skills that would have been obtained in a traditional setting (Overton et al, 2009), and (e) managing stress (Dancza et al, 2013).…”

Section: Non-traditional Level I Fieldworkmentioning

confidence: 99%

“…Since the Level I fieldwork took place in a setting that did not employ an occupational therapist and supervision from occupational therapy faculty was indirect, careful consideration was given to the development of classroom learning activities to ensure connection of the experience to the domain of occupational therapy (AOTA, 2009;Dancza et al, 2013;Hanson & Nielsen, 2015;Overton et al, 2009). Strategies utilized included reflection both through discussion and writing (Bazyk et al, 2010;Benson & Witchger Hansen, 2007;Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010) and peer support (Knecht-Sabres, 2010;Vroman et al, 2010).…”

Section: Learning Experiencementioning

confidence: 99%

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Student Perceptions of Non-traditional Level I Fieldwork

Nielsen

Jedlicka

Hanson

et al. 2017

JOTE

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Academic programs commonly face challenges in developing Level I fieldwork where students have ample opportunity to practice and understand occupation. In response to this challenge, our academic program developed a non-traditional Level I fieldwork. The purpose of this study was to understand the student perceptions of this learning experience. Focus group methodology was employed. Fifty-nine students participated in one of six focus groups. Six themes were identified through the data analysis process. These included challenges and rewards of effective communication, learning to think like an OT, a greater understanding and focus on occupations, developing skills in cultural understanding and advocacy, gaining confidence through doing, and the logistical challenges of getting everyone on the same page. These themes supported that students viewed non-traditional Level I fieldwork paired with structured classroom learning activities positively. A pattern across all themes was that students learned because they were able to make mistakes, reflect on them, and change their action. Limitations include that student perceptions are only one aspect of understanding the impact of learning experiences; therefore further study is needed.

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Section: Non-traditional Level I Fieldworkmentioning

confidence: 99%

Section: Learning Experiencementioning

confidence: 99%

Student Perceptions of Non-traditional Level I Fieldwork

Nielsen

Jedlicka

Hanson

et al. 2017

JOTE

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“…Additionally, many practitioners and students have noted concerns over sending inexperienced students into settings where no identified occupational therapy program exists (Thew, Hargreaves, & Cronin-Davis, 2008). Further, many practitioners are hesitant to support this type of fieldwork placement citing that limited supervision can result in a diminished professional identity and lack of necessary entry-level skills compared to traditional 1:1 fieldwork models (Dancza et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Development of a Role-Emerging Fieldwork Placement in a Homeless Shelter

Tyminski¹

2018

JOTE

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The purpose of this project was to develop and evaluate student learning outcomes of a role-emerging fieldwork Level II placement in a local homeless shelter. A role-emerging fieldwork placement denotes any placement in which there is not an identified occupational therapy program or no on-site occupational therapy (OT) supervisor. The project ran from January through June 2017 at a local homeless shelter with 1 Masters of Occupational Therapy (MOT) student from a local university completing their first Level II fieldwork rotation from January through March, followed by 2 MOT students completing their second rotation from April through June. Fieldwork supervision was provided by an off-site fieldwork educator to meet the minimum Accreditation Council for Occupational Therapy Education (ACOTE) standard of 8 hours per week of direct supervision. Student experience was evaluated using the Fieldwork Experience Assessment Tool (FEAT) after the first week of the rotation, at midterm, and during the final week. Students reported decreased stigma towards the population, increased skills in occupational therapy practice, and improved confidence in their clinical decision making. Role-emerging fieldwork placements can provide a productive learning opportunity for selected students to explore the occupational therapy role in nontraditional settings. This paper will describe the creation of the role-emerging fieldwork project, development of student-run occupational therapy programming in a homeless shelter, student feedback regarding progress towards learning objectives, and describe student attitudes towards role-emerging fieldwork placements.

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“…However, whilst the literature on role-emerging placements is increasing, it tends to focus on how they have been implemented in British universities (Wood 2005, Hook and Kenny 2007, Thew, Hargreaves, and Cronin-Davis 2008, to present a rationale for their development (Fortune, Farnworth, and McKinstry 2006, Cooper and Raine 2009, Rodger et al 2007, or reflect the opinions of educators and placement tutors about their effectiveness (Wood 2005, Wilcock, Sledding, andKershaw 2009). Only a small number of papers seek to understand students' experiences in any detail, for example Bossers et al (1997), Totten and Pratt (2001), Fieldhouse and Fedden (2009) and Dancza et al(2013).…”

Section: Introductionmentioning

confidence: 99%

‘Facing Uncharted Waters’: Challenges experienced by Occupational Therapy Students undertaking Role-emerging Placements

et al. 2015

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Role-emerging placements, which take place in settings where there are no on-site occupational therapy educators, are increasingly being used within occupational therapy curricula internationally. Although literature on such placements is increasing, little has explored the early stages and demands of such placements. Interpretative phenomenological analysis was used to gain an understanding of how five MSc pre-registration occupational therapy students experienced and ascribed meaning to their role-emerging placements. Interviews were carried out with the students within one month of their role-emerging placement. This article explores one of the themes that emerged from the study, 'Thrown in', that reflected the challenges students faced in the early days of their placement. Key findings revealed that students found the early stages of placement cognitively, emotionally and ontologically demanding. They felt temporarily lost, anxious and overwhelmed by their experience, which impacted on their sense of self. Recommendation is made that consideration is given to students' ontological discomfort, or 'sense of being' on placement and pre-placement preparation.

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Learning experiences on role‐emerging placements: An exploration from the students' perspective

Cited by 50 publications

References 25 publications

Student Perceptions of Non-traditional Level I Fieldwork

Student Perceptions of Non-traditional Level I Fieldwork

The Development of a Role-Emerging Fieldwork Placement in a Homeless Shelter

‘Facing Uncharted Waters’: Challenges experienced by Occupational Therapy Students undertaking Role-emerging Placements

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