Perceptions of fieldwork in occupational therapy

Ingwersen, Kate; Lyons, Nikki; Hitch, Danielle

doi:10.1111/tct.12518

Cited by 6 publications

(8 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Proper teaching plan based on well-thought instructional design, utilizing learning theories, effective learning strategies, balancing facilitators involvement and student-centered learning is found to be beneficial ( 24 ). Clinical preceptors and instructors were found to have limited skills in clinical teaching, which makes the learning in traditional clinical settings less efficient ( 41 , 42 ). In addition, learners perceived that they received little guidance in a clinical setting, which is less helpful for their learning ( 43 ).…”

Section: Discussionmentioning

confidence: 99%

An innovation on clinical placement for occupational therapy mental health during the COVID-19: A mixed-methods feasibility study

et al. 2022

View full text Add to dashboard Cite

The COVID-19 pandemic altered the health profession's education. Educational activities were shifted to online, and clinical placements were compromised in certain countries. A mixed-methods study included 17 undergraduates undergoing a mental health placement. The first 3 weeks of clinical placement applied online case-based learning in written and in video format. The last 2 weeks involved hybrid remote and physical onsite clinical placement. SPICES model utilizing various active learning activities, case studies and client attendance, facilitator engagement, discussion and feedback were implemented. A self-administered System Usability Scale (SUS), e-learning preference level, focus group discussion, and reflective writing was conducted at the end of each week and the students' final marks were compared with the past cohort who attended conventional physical clinical placement. Two-way mixed ANOVA indicates no significant interaction was found on the SUS (p = 0.062, ηp2 = 0.062) and preference scores (p = 0.285, ηp2 = 0.079) according to week and practical site. There was no significant difference in the final mark among the online and onsite placement of the current cohort (p = 0.350, d = 0.47). The current cohort reported better marks than the previous cohort who attended conventional placement (p = 0.006, d = 0.99). Qualitative findings show positive responses where online activities have minimal restriction on the learning process. This innovative approach is acceptable for substituting conventional clinical learning during this restricted situation.

show abstract

Section: Discussionmentioning

confidence: 99%

An innovation on clinical placement for occupational therapy mental health during the COVID-19: A mixed-methods feasibility study

et al. 2022

View full text Add to dashboard Cite

show abstract

“…All participants, however, believed in the necessity of establishing a friendly and close relationship between the supervisors and students (Rezaee et al 2014). Ingwersen et al (2017) and Rodger et al (2011) highlighted the importance of clinical placement in constructing a reliable student-supervisor relationship to improve students' quality and successful learningThis relationship influenced the ways in which they managed to balance and maintained a harmony environment in the workplace, as well as the process of growth and development in their professional career (Emslie 2012). The students strongly agreed that they had received the right amount of guidance and supervision during the placement (Mulholland & Derdall 2007).…”

Section: Theme 2: Supervisor Role In Clinical Placementmentioning

confidence: 99%

Students’ Experiences On Occupational Therapy Clinical Placement: A Narrative Review

2022

Personalia

View full text Add to dashboard Cite

Clinical placement practice is the most significant part of occupational therapy education. It is a place where students can observe and experience how theory and practical understanding are helpful in the real world. This review aims to identify the common experiences of occupational therapy students during their clinical placement. Findings of this study can provide a better understanding of student's experiences and improve the current clinical placement practice. Methods: This is a narrative review study. Literature searches on English language articles only were conducted on relevant databases, including EBSCOhost, Academic Search Complete, Academic Search Premier, Education Resources Information Center (ERIC) and MEDLINE within the year 2007 until 2018. The final numbers of selected studies were 11. Results and Discussion: Three themes emerged from this review: (1) skills developed during clinical placement refers to students' understanding of occupational therapy role and ability to integrate academic knowledge into practical skill and to develop clinical core skills, (2) the supervisor's role during clinical placement, which describes the responsibility of supervisors to establish the student-supervisor relationship, provide feedback to students, and shape students' attitudes and (3) the challenges that arise during clinical placement, which refer to issues faced by the students during their clinical placement. Conclusion: Students have gained valuable experiences and learning opportunities that directly impacted their professional training. The specific features of clinical placement, including theoretical knowledge, practical skills, clinical reasoning, communication skills and interaction with supervisors and peers, were the definite aspects influencing students' essential competencies.

show abstract

“…Health service budget cuts, staffing shortages (Roberts et al., 2015) and service delivery changes threaten the number of placements that can be offered, at a time when numbers of programmes and student cohort sizes are increasing (Gustafsson et al., 2017). The resources needed to source, prepare and support students and educators in short placements are akin to that of the longer placements, yet placement providers often do not see early-year students as adding value to services and the effort required to support their learning may be considered burdensome (Ingwersen et al., 2017).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

‘You actually see what occupational therapists do in real life’: Outcomes and critical features of first-year practice education placements

Honey

Penman

2020

British Journal of Occupational Therapy

View full text Add to dashboard Cite

Introduction First-year practice education placements have numerous benefits for occupational therapy students but are resource intensive. In considering alternatives, it is critical to consider students’ voices to ensure that planned experiences enable students to achieve the outcomes they value and need. This study examined undergraduate occupational therapy students’ views about important outcomes and characteristics of first-year placements. Methods Focus groups were conducted with 18 occupational therapy students and analysed using constant comparative analysis. Findings Two overarching outcomes were valued: confirmation of occupational therapy as a career choice and experience to draw on for future learning and practice. These outcomes were achievable through four proximal outcomes: understanding occupational therapy; understanding clients; finding out about myself and developing skills. The extent to which the valued outcomes were attained was determined by eight critical experiences: observing an occupational therapist in action; seeing real clients with real issues; seeing positive impact; seeing the bigger picture; accessing the occupational therapist’s reasoning; hands-on doing; getting feedback on skills and thinking analytically/reflectively. Conclusion In designing first-year placements, practice educators and academics need to ensure that students are provided with experiences that incorporate reality, participation and making connections to a bigger picture of occupational therapy service provision.

show abstract

Perceptions of fieldwork in occupational therapy

Cited by 6 publications

References 5 publications

An innovation on clinical placement for occupational therapy mental health during the COVID-19: A mixed-methods feasibility study

An innovation on clinical placement for occupational therapy mental health during the COVID-19: A mixed-methods feasibility study

Students’ Experiences On Occupational Therapy Clinical Placement: A Narrative Review

‘You actually see what occupational therapists do in real life’: Outcomes and critical features of first-year practice education placements

Contact Info

Product

Resources

About