Use of a Webinar to Assess Fieldwork Educator Readiness to Provide Occupational Therapy Services and Supervise Students Through Telehealth

Calabrese, Jennifer; Coviello, Jeanne M.; Grasso, Anna; Otchet, Kelly; Pugh, Erica A.; Thomas, Michael C.; Trivinia, Bridget

doi:10.26681/jote.2021.050212

Cited by 1 publication

(2 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, students and practice educators were able to use the ‘mute’ or ‘chat’ functions to seek assistance during a session with a client or placing the client on hold during a telephone consultation. Using the interactive capabilities of technology appears to contribute to maintaining the relationship between practice educator and student (Calabrese et al, 2021 ; Dudding & Justice, 2004 ). Further research into the enablers of a range of digital platforms to facilitate practice education is warranted, in particular the most effective components and how these can be adapted.…”

Section: Discussionmentioning

confidence: 99%

“…Students reflected they found telehealth less useful and less easy than they anticipated. For occupational therapy practitioners, Calabrese et al ( 2021 ) reported on a small, survey‐based international study of preparedness to provide practice education during the pandemic. Forty‐six occupational therapists completed the survey and indicated a need for education on how to best support students on telehealth practice education.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘It became quite a complex dynamic’: The experiences of occupational therapy practice educators' move to digital platforms during the COVID‐19 pandemic

Peart

Wells

et al. 2021

Aus Occup Therapy J

View full text Add to dashboard Cite

Introduction The rapid shift to digital platforms during the COVID‐19 pandemic enabled occupational therapy practice education to continue while creating unique learning opportunities for students in an environment of high demand for practice education providers. How occupational therapy practice educators experienced fieldwork supervision during this rapid redesign of service delivery is not widely understood. This study aimed to explore the experiences of practice educators who supervised occupational therapy students during the COVID‐19 pandemic in Australia. Methods Fifteen occupational therapy practice educators participated in focus groups and individual semi‐structured interviews. Reflexive thematic analysis was used to understand the experiences of the participants and explore the barriers and facilitators to providing practice education in this context. Findings The experiences of the occupational therapy practice educators were interpreted into three themes: (1) Opportunities lost and then created (as two subthemes); (2) The relationship between the student and practice educator (comprising subthemes of practicing self‐care and connection and support); and (3) Signing‐off of students' competencies . While digital platforms were initially viewed as limiting, they also were used to create new opportunities for student learning. Participants spoke of being mindful of their and students' wellbeing and finding ways to provide connection and support. Participants were challenged by the need to adapt how they evaluated students in the context of a pandemic. Conclusion The findings of this study highlight the complexities of occupational therapy practice education in the rapidly shifting context of the COVID‐19 pandemic in Australia. The outcomes highlight the importance of creating new ways of using digital platforms during practice education while focussing on the relationships with students.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%