Working with populations from a refugee background: An opportunity to enhance the occupational therapy educational experience

Smith, Yda; Cornella, Erika; Williams, Nyles

doi:10.1111/1440-1630.12037

Cited by 19 publications

(15 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students felt balancing demands of the non-traditional fieldwork with other course demands and time commitments of community placements was a challenge as was identified in previous studies (Dancza et al, 2013;Fortune & McKinstry, 2012;KnechtSabres, 2010, Smith et al, 2014. These findings support the need for academic programs to attend to overall curriculum structure, such as class schedules and grouping of students, when developing a non-traditional Level I fieldwork.…”

Section: Discussionsupporting

confidence: 54%

See 1 more Smart Citation

Student Perceptions of Non-traditional Level I Fieldwork

Nielsen

Jedlicka

Hanson

et al. 2017

JOTE

View full text Add to dashboard Cite

Academic programs commonly face challenges in developing Level I fieldwork where students have ample opportunity to practice and understand occupation. In response to this challenge, our academic program developed a non-traditional Level I fieldwork. The purpose of this study was to understand the student perceptions of this learning experience. Focus group methodology was employed. Fifty-nine students participated in one of six focus groups. Six themes were identified through the data analysis process. These included challenges and rewards of effective communication, learning to think like an OT, a greater understanding and focus on occupations, developing skills in cultural understanding and advocacy, gaining confidence through doing, and the logistical challenges of getting everyone on the same page. These themes supported that students viewed non-traditional Level I fieldwork paired with structured classroom learning activities positively. A pattern across all themes was that students learned because they were able to make mistakes, reflect on them, and change their action. Limitations include that student perceptions are only one aspect of understanding the impact of learning experiences; therefore further study is needed.

show abstract

Section: Discussionsupporting

confidence: 54%

“…Following an icebreaker activity, researchers proceeded to the seven focus group questions adapted from Smith, Cornella, and Williams (2014). Questions were designed to understand the student's perspective of the value of Level I non-traditional fieldwork.…”

Section: Data Collection and Proceduresmentioning

confidence: 99%

Student Perceptions of Non-traditional Level I Fieldwork

Nielsen

Jedlicka

Hanson

et al. 2017

JOTE

View full text Add to dashboard Cite

show abstract

“…Gray et al (2007) suggest that the notion of cultural competence is now stan dard within antioppressive social work practice as a way of responding to and dealing with difference. Too often, however, there is an assumption that by simply being exposed to individuals from different cultures students will experience reduced ethnocentrism, refined communication, and observation skills and increased cross-cultural working skills (Chipchase, Allen, Eley, McAllister, & Strong, 2012;Smith et al, 2014). This in turn will facilitate the successful outcome of becoming a culturally competent practitioner.…”

Section: Resultsmentioning

confidence: 99%

Negotiating Identity and Alterity: Cultural Competence, Colonization and Cultural Voyeurism in Students’ Work‐Based Learning

Hart¹,

Montague²

2015

J Psych Issues Organ Cult

View full text Add to dashboard Cite

This is the peer reviewed version of the following article:Hart A and Montague J (2015) Negotiating identity and alterity: cultural competence, colonization and cultural voyeurism in students' work-based learning. Journal of Psychological Issues in Organizational Culture, 6 (3): 7-23, which has been published in final form at http://dx.doi.org/10.1002/jpoc.21196. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. 1 Manuscript title:Negotiating identity and alterity: Cultural competence, colonization and cultural voyeurism in students' work-based learning Abstract:There is increasing demand for work-based learning experiences to form part of undergraduate degrees concerned with working with people. Social justice and antioppressive practice underpin the philosophies of many such degrees which attract students with the promise of working within diverse communities and with the marginalized and vulnerable.Benefits to students include the development of a professional identity, an anti-oppressive approach and culturally competent practices. Despite this, critical approaches to work-based learning highlight ways in which the student can be colonized by dominant values via 'cultural voyeurism'. This can lead to power inequalities being replicated and perpetuated by the student rather than challenged.The roles of identity and alterity in these learning processes are examined and the concept of professional identity is questioned. The article concludes that the tasks of negotiating identity and alterity are characterized by uncertainty and unfinalizability, and that the notion of cultural competence is itself problematic. 2 Manuscript title:Negotiating identity and alterity: Cultural competence, colonization and cultural voyeurism in students' work-based learning

show abstract

“…It is important to recognise that the strengths of this type of placement may also be viewed as limitations, depending on the student and the particular circumstances (Smith, Cornella, and Williams 2013). While the students who undertook these placements valued the opportunity to work more independently, this may be a reflection of them as individuals, rather than the general body of students.…”

Section: Limitationsmentioning

confidence: 99%

Preparing the Dietetic Workforce of the Future – Developing Innovative Placements in Social Care Settings

Mackenzie

Newman

2017

IJPBLHSC

View full text Add to dashboard Cite

Practice placements are key to the training of an allied health professional, supporting the integration of theoretical and practical knowledge, allowing the development of key skills and enculturation to a professional role. Practice placements in dietetic pre-registration training have largely focussed on clinical/health care settings, with the students based in dietetic departments. Current developments in integrated health and social care provision in the United Kingdom mean there is a compelling need to develop a workforce equipped to work across sectors to effectively support people's nutritional needs. Against this background, a partnership group of healthcare and managerial professionals, representing NHS Education for Scotland (NES), NHS Highland (NHSH), a private care home group based in the North of Scotland and Robert Gordon University worked together to pilot and develop a model for the placement of student dietitians within social care settings (initially care homes). This novel approach embeds students in a social care setting for part of their placement rather than having them based within a dietetic department. The placements were positively evaluated and widely shared via Allied Health Profession (AHP) blogposts and in publications such as the Care Inspectorate newsletter, and other Scottish Health Boards are now developing local models of dietetic social care placements. There is a recognition that practice placement models should prepare the dietitians of the future for working beyond NHS environments, and that alternative models of placement should be explored from the perspective of raising the profile of the profession and ensuring sustainability of placement provision. Keywords

show abstract

Working with populations from a refugee background: An opportunity to enhance the occupational therapy educational experience

Cited by 19 publications

References 23 publications

Student Perceptions of Non-traditional Level I Fieldwork

Student Perceptions of Non-traditional Level I Fieldwork

Negotiating Identity and Alterity: Cultural Competence, Colonization and Cultural Voyeurism in Students’ Work‐Based Learning

Preparing the Dietetic Workforce of the Future – Developing Innovative Placements in Social Care Settings

Contact Info

Product

Resources

About