Transformation from student to occupational therapist: Using the <scp>D</scp>elphi technique to identify the threshold concepts of occupational therapy

Nicola‐Richmond, Kelli; Pépin, Geneviève; Larkin, Helen

doi:10.1111/1440-1630.12252

Cited by 33 publications

(47 citation statements)

References 29 publications

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“…A survey was purpose‐designed as no other tool that would generate the required information was found in research literature (see Table S1). The survey was structured around the 10 previously identified threshold concepts and capabilities (Nicola‐Richmond, Pépin & Larkin, , p. 101). The survey was pre‐tested with two students and two practising occupational therapists and amendments were made based on their feedback.…”

Section: Methodsmentioning

confidence: 99%

“…Tanner () identified three threshold concepts, Client‐ centred practice and the use of self, Developing a professional self‐identity and Practising in the real world after interviewing practice educators. A previous study by the authors of this paper examined threshold concepts and capabilities in occupational therapy (Nicola‐Richmond, Pépin & Larkin, , p. 101). The Delphi technique was used with three groups comprising final year students ( n = 11), clinicians ( n = 21) and academics (n = 10).…”

Section: Introductionmentioning

confidence: 97%

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Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians

Nicola‐Richmond

Pépin

Larkin

et al. 2019

Aus Occup Therapy J

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Background/aim Demand for occupational therapy graduates able to work in complex and diverse workplaces is increasing. The threshold concepts framework has emerged as one pathway to assist in the development of work‐ready graduates. A previous Australian study identified 10 threshold concepts for occupational therapy; the aim of this study was to explore the acquisition of these. Method A mixed‐methods study using observational, cross sectional design and a triangulation design convergence model was undertaken. A survey using Likert scales and open response questions was developed by the authors. Seventy‐three surveys were completed by 13 first and 20 final year Victorian occupational therapy students. Twenty recent graduates and 20 experienced clinicians from across Australia also participated. Seven first and 10 final year occupational therapy students, 10 recent graduates and 10 experienced clinicians also took part in in‐depth interviews. Likert scales were used by participants to rate confidence that they had acquired the threshold concepts, they also answered open‐response questions (via survey or interview) asking them to provide examples of how they would use threshold concepts in practice. Results Fourth year students were statistically significantly less confident than experienced clinicians for the threshold concepts Understanding the models and theories of occupational therapy and Applying clinical reasoning (P < 0.05). When whole group data were analysed, participants were most confident for Occupation and Client centred practice (P < 0.05). These results resonated with the qualitative findings which demonstrated a shift from surface to deep knowledge with increased experience. Fourth year students reported responses that suggested some threshold concepts were still in development, while experienced clinicians used a web of threshold concepts. Conclusion This exploratory study provides provisional data to suggest that students appear to still be acquiring some threshold concepts at graduation and experienced clinicians make use of a web of threshold concepts in their clinical practice.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians

Nicola‐Richmond

Pépin

Larkin

et al. 2019

Aus Occup Therapy J

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“…Recently the literature describing threshold concepts of student learning has explored the benefits of examining what and how educators teach (Rodger et al, 2015). It is clear that educators are committed to improving and strengthening the scholarship of occupational therapy education (Fortune & Kennedy-Jones, 2014;Nicola-Richmond, Pepin & Larkin, 2016;Rodger et al;Towns & Ashby, 2014).…”

Section: Discussionmentioning

confidence: 99%

Uncovering educator perspectives of occupation‐centred education in Australia: A qualitative study

Tommaso

Wicks

Scarvell

et al. 2018

Aus Occup Therapy J

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Background/aim Occupation and an occupational perspective of health and wellbeing are required to be taught in accredited occupational therapy programmes internationally. Current research into occupational therapy education has commonly focused on curriculum design and the experience of students and their developing skills for practice. Little research has focused on the perspectives of educators and in particular their own reflections and beliefs on the use of occupation in occupational therapy education. The aim of this study was to uncover Australian educator perspectives of occupation in occupational therapy education. Method This study utilised a qualitative research framework. Eight occupational therapy educators and practice education coordinators completed semi‐structured interviews. Educators ranged in experience from two to over 20 years in the university sector. The interview transcripts were transcribed verbatim, forming the data for analysis. Braun and Clarke's thematic analysis was used to analyse the dataset. Results Three themes emerged from the data: occupation is our framework; the balance between practice education and occupation‐centred education; and educators changing the focus. Overall, educators believed that the ‘occupation for health’ philosophy and its application are important foundations for education. However, educators provided varied responses on how to teach these concepts to students. Conclusion Gaining educators’ opinions on the importance of occupation in education is beneficial for ensuring consistency throughout occupational therapy curricula. Theoretical models were endorsed by educators to foster occupation‐based practice. Educators must continue to innovate within the profession for occupation‐based approaches in practice and education to be strengthened in the future.

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“…Reflective practice skills have been noted by researchers to be a key skill students should learn, to enable them to continue to develop their practice skills and capabilities Pépin 2013, Pépin 2017). In a 2016 study that explored the application of the threshold concepts framework to occupational therapy, Nicola-Richmond, Pépin and Larkin (2016) identified reflective practice as one of ten pivotal concepts and capabilities of the discipline. Threshold concepts have been described as 'portals' that assist students to achieve "new and previously inaccessible" ways of thinking about something (Meyer and Land 2003: 1).…”

Section: Discussionmentioning

confidence: 99%

“…Threshold concepts have been described as 'portals' that assist students to achieve "new and previously inaccessible" ways of thinking about something (Meyer and Land 2003: 1). Acquiring a threshold concept is thought to allow a student to gain "a transformed way of understanding or interpreting or viewing something" (Meyer and Land 2003: 1), assisting them to integrate knowledge as they develop expertise and professional identity (Nicola-Richmond, Pépin and Larkin 2016). The authors used the Delphi technique with a group comprising occupational therapy clinicians (n = 21), final-year occupational therapy students (n = 11), and academics teaching in occupational therapy (n = 10); to gain consensus regarding the threshold concepts of occupational therapy by asking participants what were the most troublesome, transformative, and integrative concepts and capabilities for the discipline, with 80% of participants agreeing that reflective practice was a threshold concept for occupational therapy.…”

Section: Discussionmentioning

confidence: 99%

Occupational Therapy Enhanced Practice Education Approach: Student Perspectives

Lyons

Shaw

Nicola‐Richmond

et al. 2017

PBLH

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It has been suggested that to provide occupational therapy students with the best opportunities to learn while on a placement, it is important that they enter a supportive and welcoming environment that fosters quality learning experiences. To achieve a quality practice education experience, the occupational therapy team at Barwon Health developed and implemented the Barwon Health Occupational Therapy Enhanced Practice Education Approach (BHOTEPEA). The aim of this research was to ascertain occupational therapy students' perceptions of the impact of the implementation of three core components of the BHOTEPEA: the student orientation process, facilitated practicums and reflective practice sessions. The method utilised by this study was an on-line survey to collect quantitative and qualitative data from occupational therapy students who had undertaken placements at Barwon Health between December 2014 and December 2015. Thirty-six out of 125 occupational therapy students responded to the survey (response rate of 29.8%). Students indicated that the approach assisted them to feel welcomed and prepared for placement, develop their practice skills and abilities, and develop their reflective practice skills. In conclusion, it appears that the BHOTEPEA supports the key elements of a quality practice education experience for occupational therapy students identified in the literature, including a welcoming learning environment, detailed orientation, clear expectations and a graded program of learning experiences. The findings from this research suggest other placement sites may be able to enhance the quality of their student placement experiences by adopting the three core components of the BHOTEPEA.

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Transformation from student to occupational therapist: Using the Delphi technique to identify the threshold concepts of occupational therapy

Abstract: The threshold concepts identified provide valuable information for the discipline. They can potentially inform the development of competencies for occupational therapy and provide guidance for teaching and learning activities to facilitate the transformation to competent practitioner.

Cited by 33 publications

References 29 publications

Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians

Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians

Uncovering educator perspectives of occupation‐centred education in Australia: A qualitative study

Occupational Therapy Enhanced Practice Education Approach: Student Perspectives

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