The development of a theory-informed workbook as an additional support for students on role-emerging placements.

Journal article


Dancza, K., Copley, J., Rodger, S. and Moran, M. 2016. The development of a theory-informed workbook as an additional support for students on role-emerging placements. British Journal of Occupational Therapy. https://doi.org/10.1177/0308022615612806
AuthorsDancza, K., Copley, J., Rodger, S. and Moran, M.
Abstract

Introduction:
During role-emerging placements students require different support as occupational therapy specific supervision is provided periodically and they cannot model their practice on experienced occupational therapists. This paper describes the development and evaluation of a workbook, designed to reinforce the integration of theory with practice and provide an additional resource to support students as a supervisor was not always present.

Method:
A social constructionist perspective and action research methodology were used. Participants were fourteen final year occupational therapy students and three off-site occupational therapy supervisors. All participants were involved in role-emerging placements in school settings in England. In-depth, semi-structured interviews across four action research cycles informed the development and evaluation of the workbook.

Findings:
While the workbook originally focussed on supplementing students’ knowledge of occupational therapy theory, during the action research cycles the focus shifted to consider how educational theory informed workbook design and content. Key features and critical aspects which supported students’ learning were identified.

Conclusion:
The workbook was received positively by students and supervisors. Aspects which were particularly valued included the provision of examples and scenarios which contextualised theory within the placement setting. The workbook was proposed to have scope for use in placements beyond school-based practice.

Year2016
JournalBritish Journal of Occupational Therapy
PublisherSAGE
ISSN0308-0226
Digital Object Identifier (DOI)https://doi.org/10.1177/0308022615612806
Publication dates
Print19 Jan 2016
Publication process dates
Deposited04 Feb 2016
Accepted10 Sep 2015
Output statusPublished
References

Alsop A and Ryan S (1996) Making the most of Fieldwork Education: A Practical Approach. Cheltenham, United Kingdom: Nelson Thornes Ltd.

Arksey H and Knight P (1999) Approaches to interviewing. In: Arksey H and Knight P (eds) Interviewing for Social Scientists. London, United Kingdom: Sage Publications, 74-89.

Case JM and Light G (2011) Emerging methodologies in engineering education research. Journal of Engineering Education 100(1): 186-210.

Clark GF (2008) Getting into a collaborative school routine. In: Hanft BE and Shepherd J (eds) Collaborating for Student Success: A Guide for School-Based Occupational Therapy. Bethesda, MD: AOTA Press, 105-137.

Clarke C, Martin M, de-Visser R and Sadlo G (2015) The development of an authentic professional identity on role-emerging placements. British Journal of Occupational Therapy 77(5): 222-229.

Crotty M (1998) The Foundations of Social Research: Meaning and Perspective in the Research Process. Los Angeles, USA: Sage.

Dancza KM, Warren A, Copley J, Moran M, Rodger S, McKay EA, et al. (2013) Learning experiences on role-emerging placements: An exploration from the students' perspective. Australian Occupational Therapy Journal 60(6): 427-435.

Dreyfus H and Dreyfus S (1986) Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer. New York: The Free Press.

Evans K and Guile D (2012) Putting different forms of knowledge to work in practice. In: Higgs J, Barnett R, Billett S, Hutchings M and Trede F (eds) Practice-Based Education: Perspectives and Strategies. Rotterdam, The Netherlands: Sense Publishers, 113-130.

Evenson ME (2013) Preparing for fieldwork: Students' perceptions of their readiness to provide evidence-based practice. Work 44(3): 297-306.

Fisher AG (2009) Occupational Therapy Intervention Process Model: A Model for Planning and Implementing Top-Down, Client Centred, and Occupation-Based Interventions. Fort Collins, CO: Three Star Press.

Gibbs G (2007) Analyzing Qualitative Data. London, United Kingdom: Sage Publications Ltd.
Higgs J (2012) Practice-based education. In: Higgs J, Barnett R, Billett S, Hutchings M and Trede F (eds) Practice-Based Education: Perspectives and Strategies. Rotterdam: Sense Publishers, 3-12.

Ikiugu MN (2010) Analyzing and critiquing occupational therapy practice models using Mosey’s extrapolation method. Occupational Therapy in Health Care 24: 193-205.

Jackson C and Thurgate C (2011) Workplace Learning in Health and Social Care: A Student's Guide. Berkshire, England: McGraw Hill Open University Press.

James IA, Milne D and Morse R (2008) Microskills of clinical supervision: Scaffolding skills. Journal of Cognitive Psychotherapy: An International Quarterly 22(1): 29-36.

King N (2004) Using templates in the thematic analysis of text. In: Cassell C and Symon G (eds) Essential Guide to Qualitative Methods in Organizational Research. London: Sage, 256-270.

Kolb DA (1984) Experiential Learning : Experience as the Source of Learning and Development. London: Prentice-Hall.

Koski KJ, Simon RL and Dooley NR (2013) Valuable occupational therapy fieldwork educator behaviors. Work 44(3): 307-315.

Ladyshewsky RK (2013) The role of peers in feedback processes. In: Boud D and Molloy E (eds) Feedback in Higher and Professional Education: Understanding it and Doing it Well. Abingdon: Oxon: Routledge, 174-189.

Lave J and Wenger E (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge, United Kingdom: Cambridge University Press.

Leclair LL, Ripat JD, Wener PF, Cooper JE, Johnson LA, Davis ELO, et al. (2013) Advancing the use of theory in occupational therapy: A collaborative process. Canadian Journal of Occupational Therapy 80(3): 181-193.

Lorenzo T, Duncan M, Buchanan H and Alsop A (2006) Practice and Service Learning in Occupational Therapy: Enhancing Potential in Context. Chichester: Wiley & Sons, Ltd.

Moon J (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London, UK: Routledge Falmer.

Patton MQ (2002) Qualitative Research and Evaluation Methods. London: Sage Publications.

QSR International (2010) NVivo qualitative Data analysis software. QSR International Ltd.

Rodger S, Thomas Y, Dickson D, McBryde C, Broadbridge J, Hawkins R, et al. (2007) Putting students to work: valuing fieldwork placements as a mechanism for recruitment and shaping the future occupational therapy workforce. Australian Occupational Therapy Journal 54: S94-7.

Stagnitti K, Schoo AMM and Welch D (2013) Clinical and Fieldwork Placement in the Health Professions. Victoria, Australia: Oxford University Press.

Thew M, Edwards M, Baptiste S and Molineux M (2011) Role Emerging Occupational Therapy: Maximising Occupation-Focused Practice. West Sussex, UK: Wiley-Blackwell.

Towns E and Ashby S (2014) The influence of practice educators on occupational therapy students' understanding of the practical applications of theoretical knowledge: A phenomenological study into student experiences of practice education. Australian Occupational Therapy Journal 61(5): 344-352.

Unsworth CA (2001) The clinical reasoning of novice and expert occupational therapists. Scandinavian Journal of Occupational Therapy 8: 163-173.

Vygotsky L (1978) Mind in Society. Cambridge, MA: Harvard University Press.

Wimpenny K, Forsyth K, Jones C, Matheson L and Colley J (2010) Implementing the Model of Human Occupation across a mental health occupational therapy service: Communities of practice and a participatory change process. British Journal of Occupational Therapy 73: 507-516.

File
Permalink -

https://repository.canterbury.ac.uk/item/87q29/the-development-of-a-theory-informed-workbook-as-an-additional-support-for-students-on-role-emerging-placements

  • 54
    total views
  • 151
    total downloads
  • 1
    views this month
  • 1
    downloads this month

Export as