The impact of a Role Emerging Placement while a student occupational therapist, on subsequent qualified employability, practice and career path

Abstract

A REP experience as an occupational therapy student, can develop additional skills for qualified professional practice than traditional practice placements alone. The impact of such a placement matches with the 'Generation Y' traits of young adults who are now starting to emerge into training and the work place, translates well into a variety of working environments and lasts into career development. The placement model of occupation-focussed project development and the less apprentice style learning of a REP may be influential, and could be a suitable model within traditional placements.

A mapping review of models of practice education in allied health and social care professions

“…These include self-confidence, interpersonal skills, and professional independence and identity (Clarke et al, 2014;Mantzourani et al, 2016;Rodger et al, 2009). Dancza et al (2013) reported generally positive student experiences associated with improved opportunities for clinical reasoning by requiring less demonstration of procedural skills, and identified the development of a stronger professional identify, a claim also made by Thew et al (2018). Wider benefits beyond student outcomes included the assertion that successful placements could encourage the future utilisation of occupational therapy services (Rodger et al, 2009) or lead to the creation of occupational therapy posts (Kearsley, 2012;Schmitz et al, 2018).…”

“Perceptions, expectations and satisfaction levels of occupational therapy students prior to and after practice placement and comparison of practice placement models”

“…Practice placement education provides students with the opportunity to apply, validate, and integrate what is learned in the classroom, and to develop clinical reasoning, competence, and self-confidence. It enables opportunities for practice and application of theoretical knowledge with clients across the lifespan in a variety of settings [3–5]. Practice placements build and develop students’ professional and personal skills [4, 6, 7].…”

“…Within the practice placements, a variety of clinical supervision models exists between clinical supervisors and students [12, 19], which differ according to the practice placements models. Studies have shown that different practice placement models are necessary to ensure that students have the skills and confidence to engage in emerging opportunities, benefit from exposure to learning experiences, and develop critical understanding of their profession [3, 5, 12, 13, 20–22].…”

“…The use of the role-emerging model is in accordance with the belief that skills and training can and should be used to develop and expand established, emerging, and re-emerging areas of practice [27]. Role-emerging placements, which allow students to explore, establish, and expand roles in the community, have been found to enhance students’ independence, clinical reasoning, problem-solving, and communication skills, as well as broaden their autonomy, self-directed learning, and ability to advocate [5, 20, 28].…”

“…Studies among students in role-emerging placements used a small number of students [5, 29] or were related only to one specific area of practice [26]. A number of studies have reported larger numbers of students in more diverse settings [7, 22]; however, in these studies students were surveyed after their placements, offering only a reflective account of their experiences.…”