Perceptions of occupational therapy threshold concepts by students in role‐emerging placements in schools: A qualitative investigation

Kaelin, Vera; Dancza, Karina

doi:10.1111/1440-1630.12610

Cited by 11 publications

(13 citation statements)

References 30 publications

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“…Using a role-emerging practice model corresponds with the belief that skills and training can and should be used to develop and expand established, emerging, and re-emerging areas of practice [ 17 ]. Using a community-based practice model enables the development of new emerging practices within the community [ 2 , 18 , 19 ]. In emerging areas of practice, occupational therapists meet the growing needs by using their unique skills and training to more specifically serve individuals in the environment in which they live [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

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Student and supervisor perspectives on the effectiveness of community-based placements for occupational therapy students

Golos

Tekuzener

2021

BMC Med Educ

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Background Using a community-based model as an integral part of occupational therapy students' practice experiences can enable the development of new emerging practices within the community. The aims of this study were to examine the experiences of students and supervisors in community-based role-emerging practice placements, and to compare the two types of placements (full-time and part-time). Methods Data was collected from 41 undergraduate occupational therapy students and seven supervisors using pre-post questionnaires, as well as qualitative data through focus groups and a short online questionnaire. Conventional content analysis was used for qualitative data, Wilcoxon tests were used to examine the change in scores, and Mann-Whitney tests compared the two types of placements. Results A significant decrease was evident in students' scores from pre- to post-placement regarding setting and supervision (z = -3.557, p < .001), with a non-significant decrease regarding community. Significant increases in scores were seen regarding students' personal and professional skills (z = -2.805, -3.152, p < .01). Close-to-significant differences in personal skills scores were found between role-emerging types. Overall, students and supervisors expressed positive impressions, while students addressed challenges relating to setting and supervision. Conclusions Community-based role-emerging practice placements may contribute to the professional and personal development of occupational therapy students. The results supported the positive aspects of role-emerging practice placements; they also identified the challenges of such placements with regard to students' expectations from the settings and supervision. Exposing students to role-emerging models, and seeking better compatibility with their expectations from community partnerships and supervisors, may contribute to their professional development, which can in turn develop and expand areas of practice in the community. Additionally, role-emerging practice placements can serve as a valuable contribution to professionals and stakeholders within communities, who do not as yet benefit from occupational therapy services.

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Section: Introductionmentioning

confidence: 99%

“…Current research has examined the experiences of occupational therapy students participating in community role-emerging practice placements, mostly by using quantitative methods [ 19 , 23 , 28 ]. Few studies have been conducted during the placements [ 28 ], prior to, and/or upon completion of placements [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Student and supervisor perspectives on the effectiveness of community-based placements for occupational therapy students

Golos

Tekuzener

2021

BMC Med Educ

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“…Research involving primary data collection was conducted in the following countries: Australia (4), Canada (2), America (2), United Kingdom (1), Switzerland (1), and South Africa (1). Locations for primary data collection were often referred to broadly as placements without specifying the setting or clinical population, except for a university-based paediatric clinic (Copley et al, 2011;Copley et al, 2010) and schools (Dancza et al, 2019;Dancza et al, 2016;Kaelin & Dancza, 2019). Participant groups included practice educators, university educators, new graduates and, most commonly, students.…”

Section: Resultsmentioning

confidence: 99%

“…A broad range of related knowledge was referred to in the publications. This included therapeutic use of self (Hanson, 2013a), emotional intelligence (Raiz, 2007), holistic practice (Dancza & Rodger, 2018), and client or child-centred practice (Bergner, 2018; Copley et al, 2010; Dancza & Rodger, 2018; Frigo et al, 2019; Hanson, 2013a; Hanson, 2013b; Kaelin & Dancza, 2019; Ripat et al, 2013; Treseder & Polglase, 2013). There was evidence that these forms of related knowledge were integrated within occupational therapists’ work with clients and made part of the students’ learning experience during placements.…”

Section: Resultsmentioning

confidence: 99%

“…• 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).…”

Section: Terms Which Incorporated Occupation and Theorymentioning

confidence: 99%

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

Moores¹,

Dancza²,

Turpin³

et al. 2022

Can J Occup Ther

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Background. Placements are key contexts for occupational therapy students to connect theoretical knowledge (theory) with practice. Theory relates to the prevailing ideas and concepts used by a profession. It can be derived within and outside the profession (discipline-specific knowledge and related knowledge, respectively). Purpose. This scoping review aimed to identify what is known about the nature of theoretical knowledge used in occupational therapy practice education. Method. A search of 4 electronic databases identified 19 relevant publications, data from which was extracted deductively. Findings. Inconsistent descriptions related to discipline-specific knowledge while related knowledge was often presented as not integrated with, or complementing, discipline-specific knowledge. Some authors referred to educational knowledge and methods informing student's theory use during placements. Implications. Educational methods need to provide a foundational platform, enabling novice learners to structure their thinking about ways discipline-specific and related knowledge can be used within an occupational framework on placement.

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Diversifying podiatry placements: The future of podiatry education

Tunprasert,

Clarke

2024

Journal of Foot and Ankle Research

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Perceptions of occupational therapy threshold concepts by students in role‐emerging placements in schools: A qualitative investigation

Cited by 11 publications

References 30 publications

Student and supervisor perspectives on the effectiveness of community-based placements for occupational therapy students

Student and supervisor perspectives on the effectiveness of community-based placements for occupational therapy students

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

Diversifying podiatry placements: The future of podiatry education

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