Qualifying as an Occupational Therapist: An Educational Journey from Ward-Based to Workplace Learning

Introduction This research investigated the contribution of ‘Widening Occupation Weeks’, a two-week experience of occupation-focused service learning through community volunteering, to undergraduate occupational therapy education. Method A pluralist research methodology combining psychosocial approaches with cooperative appreciative inquiry and grounded theory was used in order to explore individual experiences and collective understanding. Students participated in questionnaires and a focus group to: explore how Widening Occupation Weeks impacted on understanding of the relationship between occupation, health and wellbeing; discover students’ interpretation of significant learning; develop a general view of the relevance of Widening Occupation Weeks for occupational therapy education. Results Thematic analysis of qualitative data identified that students’ experience during Widening Occupation Weeks is diverse and variable, enabling learning about the occupational therapy paradigm and about the values involved in being a therapist: therapeutic relationships and professionalism. Significant learning occurs through reflection over time on the challenging, contrasting experiences offered by the Widening Occupation Weeks model. This contributes to the development of personal theories of practice, recognised as a key component in professional socialisation and innovation. Conclusion The pluralist methodology enabled perspectives on personal and collective interpretation of learning and the findings can be translated to a general theory about the value of occupation-focused, service learning in occupational therapy education.

Section: Introductionmentioning

confidence: 99%

WOW! Occupational therapy education and experiential service learning through community volunteering

Parmenter

Thomas²

2015

“…Thrive Battersea is an example of a 'role-emerging' practice placement, which is based outside either local authorities or the National Health Service (NHS) and does not have an on-site occupational therapist (College of Occupational Therapists 2006). The connection of occupational therapy theory to practice is essential on any placement (Alsop 2006). The roleemerging nature of this placement placed additional reflective onus on the authors to identify the links between theory and practice.…”

Section: Practice Analysis Introductionmentioning

confidence: 99%

Gardening and Belonging: Reflections on How Social and Therapeutic Horticulture May Facilitate Health, Wellbeing and Inclusion

Diamant

Waterhouse

2010

A sense of belonging is a key element in enabling social inclusion through meaningful occupations. This is evident in occupational science and social and therapeutic horticulture (STH) literature. How these theories interact in practice was explored at Thrive's STH project in Battersea in London. A workshop conducted with Thrive Battersea's therapists examined how gardening may facilitate health and wellbeing through belonging. The authors reflect on themes of belonging from the workshop. The implications for occupational therapy from this apparently rich synergy of occupational science, STH and social inclusion are considered.

“…Occupational therapy and related basic theory emerged in the United States in the 60–70s and onward (Pierce, 2014). In the United Kingdom, OT became an education at bachelor level in the mid-1990 and at master level in 1999 (Alsop, 2006; Royal College of Occupational Therapists, 1992). In Denmark, the bachelor level in OT was introduced in 2001 (Minister of Education, 2001) and the master level in 2014 (Kjærgaard, 2013).…”

Section: Introductionmentioning

confidence: 99%

Critical perspectives on implementation of evidence-based practice in occupational therapy – Exemplified by Lifestyle Redesign® in a Danish context

Glasdam

Oute²,

Stjernswärd

2021

Introduction Evidence-based practice is an increasing demand in occupational therapy (OT), although multiple barriers can hinder the translation of research knowledge into practice. The article illuminates the transformation of results from a randomised controlled trial into a practice development project with future practice implementation in mind. Method A case study was carried out, consisting of a comparison of the US randomised controlled trials (RCTs) Lifestyle Redesign® and the derived Danish practice development project. Results The study showed how results from RCTs of Lifestyle Redesign® were transformed into a practice development project with intentions to implement the programme in a Danish context. The modifications of the US RCT into a practice development project in Denmark compromised the study’s scientific execution. The practice development project was used to legitimise the intervention within OT locally by testing an evidence-based intervention, without using associated scientific tools and without considering barriers and facilitators for implementing the project in clinical practice. Conclusion Research design compromises in practice development projects may have implications for the internal and external dynamics of professionalisation processes regarding OT and the recognition of OT as a scientific discipline and an autonomous profession, nationally and internationally.