Planned and Progressive Teaching in Clinical Practice

1983 ◽  
Vol 46 (3) ◽  
pp. 75-79 ◽  
Author(s):  
Christine Peck ◽  
Chia Swee Hong
Keyword(s):  
Clinical Practice ◽  
Occupational Therapy ◽  
Clinical Placement ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Close Supervision ◽  
Therapy Education ◽  
Therapy Department

Clinical practice has long been recognised as an essential part of occupational therapy education. Occupational therapy students should be given ample opportunities to study and practise the skills they need to learn under close supervision. It is essential for any clinical placement to be a planned one. This article describes how one occupational therapy department sets up one clinical placement.

scholarly journals Apprehension and interest

2017 ◽  
Vol 45 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Esther Linnane ◽  
Alison Warren
Keyword(s):  
Occupational Therapy ◽  
Learning Experience ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Content Type ◽  
Republic Of Ireland ◽  
Occupational Therapy Students ◽  
The Republic ◽  
Time Basis ◽  
Therapy Education

Purpose Role-emerging placements have been used internationally within occupational therapy education but are relatively new to Ireland. At times, there has been a debate in the profession regarding the use of this placement model. This paper aims to generate views from both occupational therapists and occupational therapy students on the use of role-emerging placements in the Republic of Ireland. Design/methodology/approach Electronic surveys were administered to occupational therapy students and occupational therapists in Ireland. Quantitative data were analysed using the SPSS Statistics software package and the content of the open question responses were analysed into themes. Findings Occupational therapists (n = 60) and occupational therapy students (n = 45) indicated that there were inconsistent views surrounding role-emerging placements. It is deemed as an effective method for student learning, but apprehension exists around inclusion within occupational therapy programmes in the Republic of Ireland. Preference was indicated towards inclusion of role-emerging placements on a part-time basis within formal occupational therapy education. Originality/value Both respondent groups viewed that role-emerging placements can positively influence new areas of occupational therapy practice and concern over the use of the placement model requires further exploration and debate. This study is from an Irish context, although there are similarities with other countries’ use of the placement model. There is a need for research through an in-depth exploration of the learning experience of undertaking role-emerging placements from the students’ perspective and identification of supports required to promote an optimal learning experience.

scholarly journals Preparing Occupational Therapy Students for Practice Placements: Initial Evidence

2007 ◽  
Vol 70 (9) ◽  
pp. 384-388 ◽  
Author(s):  
Georgia Spiliotopoulou
Keyword(s):  
Occupational Therapy ◽  
Full Time ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Stressful Experience ◽  
The University ◽  
Therapy Education ◽  
Academic Year ◽  
Crucial Part

Practice placements are a crucial part of occupational therapy education, yet they can be a stressful experience for students, practice placement educators and the university. This may contribute to a shortage of placements. The effectiveness of a 4-week preparation, with second-level full-time students at Brunel University, prior to a practice placement was evaluated by a two-part analysis. First, the students' perspective on the effectiveness of the preparation is presented. This is followed by a comparison of placement grades between the current cohort of students (academic year 2006–2007), who attended the preparation, and the previous cohort of students (academic year 2005–2006), who did not have this opportunity.

scholarly journals Using Accreditation of Prior Experiential Learning (APEL) to Replace a Practice Placement: A Controversial Option?

2007 ◽  
Vol 70 (9) ◽  
pp. 389-392 ◽  
Author(s):  
Stephanie Tempest ◽  
Kevin Cordingley ◽  
Christine Craik
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Group Discussion ◽  
Learning Opportunities ◽  
Nominal Group ◽  
First Year ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Therapy Education

The Accreditation of Prior Experiential Learning (APEL) is established in higher education, but there are no studies on its use in occupational therapy. Brunel University wanted to investigate whether APEL could enable occupational therapy students meeting certain criteria to be exempt from the first-year practice placement, and so devised an APEL proposal. Practice placement educators and students were invited to give their opinion on the proposal through a questionnaire; additionally, the students attended a nominal group discussion. Three themes emerged from the six practice placement educators who agreed to participate: logistics, student experience and learning opportunities. The three students who participated valued APEL for confirming and recognising learning from previous experience. The low response impedes establishing any definite views on the topic, but could suggest that APEL is not a controversial option to practice placement educators and students. Further study is required on the adoption of APEL in occupational therapy education.

Biological Sciences in Occupational Therapy Education: A Review Carried Out at One Occupational Therapy School

1986 ◽  
Vol 49 (9) ◽  
pp. 285-287 ◽  
Author(s):  
Barbara Tyldesley
Keyword(s):  
Biological Sciences ◽  
Occupational Therapy ◽  
Significant Relationship ◽  
First Year ◽  
Occupational Therapy Education ◽  
Anatomy And Physiology ◽  
Occupational Therapy Students ◽  
Therapy Education

This paper looks at pre-entry examination passes in the biological sciences at ‘O’ and ‘A’ level and the effect that these have on occupational therapy students' performance in anatomy and physiology in the first year of the course at the Liverpool College of Occupational Therapy. Results suggest that there was no significant relationship between the two in six out of the seven years studied (1977–1984).

Community Development in Occupational Therapy Education

2021 ◽  
pp. 276-305
Author(s):  
Anne-Mie Engelen ◽  
Carla Regina Silva ◽  
Inmaculada Zango Martín ◽  
Lizahn Gracia Cloete ◽  
Sandra Schiller ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Community Development ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
The World ◽  
Development Processes ◽  
Community Issues ◽  
Therapy Education

Occupational therapists consider community-centered practices such as community development essential practice domains. In some parts of the world, community development is strongly embedded in occupational therapy practice, while in other places this approach is emerging and need strengthening. This chapter outlines the synergy between occupational therapy, community development, sustainable development, and critical citizenship. In doing so, it will consider the profession's understanding of the value of an occupational perspective in critically addressing community issues and aiming for sustainable development. A module to prepare occupational therapy students for their potential role in community development processes is associated with case studies from three different continents. These examples give a rich image of community development approaches within occupational therapy practice.

Occupational therapy international undergraduate students’ perspectives on the purpose of practice education and what contributes to successful practice learning experiences

2019 ◽  
Vol 82 (6) ◽  
pp. 367-375 ◽  
Author(s):  
Aislinn Lalor ◽  
Mong-Lin Yu ◽  
Ted Brown ◽  
Laura Thyer
Keyword(s):  
International Students ◽  
Occupational Therapy ◽  
Communication Skills ◽  
Learning Experiences ◽  
Real Life ◽  
Structured Interviews ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Therapy Education ◽  
Practice Education

Introduction Practice placements (also referred to as fieldwork) are a significant component of occupational therapy education. For international students enrolled in occupational therapy education programmes outside their own country, completing practice placements can be challenging. There is scarce literature that examines the perspectives of international students undertaking practice placements. The study’s aim was to understand international students’ perceptions, what they believe to be the purpose of practice placements and what attributes contribute to successful practice education. Method Qualitative, semi-structured interviews were used to elicit the perspectives of seven fourth-year international undergraduate occupational therapy students enrolled at an Australian university. Results Thematic analysis identified two key themes: ‘the purpose of practice placements’ (sub-themes: translating knowledge into practice, adapting to real life experiences and building our communication skills), and ‘a successful practice placement’ (sub-themes: the environment, the clinical educator and my responsibilities). Conclusion Findings identified what international occupational therapy students believed to contribute to a positive and quality practice placement. All students valued the opportunities that practice education afforded, including developing communication skills and integrating theory into practice. These findings will assist academic and practice educators in the delivery of high quality practice education placement learning experiences for international students.

Perspectives from Tomorrow's Therapists

1979 ◽  
Vol 46 (5) ◽  
pp. 218-219 ◽  
Author(s):  
Catherine Butler ◽  
Joan Pashley
Keyword(s):  
Occupational Therapy ◽  
Formal Education ◽  
Short History ◽  
Occupational Therapy Education ◽  
University Of Toronto ◽  
Occupational Therapy Students ◽  
Student Reaction ◽  
Learning Contracts ◽  
The University ◽  
Therapy Education

Some weaknesses of the traditional model of internship and current occupational therapy education are analyzed. This analysis is followed by a short history and development of the use of student learning contracts in formal education and clinical practice of occupational therapy students at the University of Toronto. Various types and components of learning contracts are outlined and student reaction and recommendations to typical contracts are documented.

Responding to Patients' Nonverbal Communication of Affect

1995 ◽  
Vol 15 (2) ◽  
pp. 85-102
Author(s):  
Gunilla Svidén
Keyword(s):  
Occupational Therapy ◽  
Nonverbal Communication ◽  
Point Of View ◽  
Structural Development ◽  
Education Students ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Educational Implications ◽  
Functional Point ◽  
Therapy Education

The purpose of this study was to analyze the ways in which occupational therapy students (n=13) say they would respond to patients' nonverbal communication of affect. Students viewed three silent videotapes of patients in treatment on two occasions: at the beginning of their occupational therapy education and after one and a half years of study. The results indicate that after having been active in a new social context, occupational therapy education, students' comments showed evidence of change: This change may be regarded as cognitive in nature because comments became more differentiated and organized. Whether this structural development is related to development from a functional point of view, i.e., comments reflecting a more sensitive adaptation to the patient's feelings, is analyzed based on Burleson's model for the production of comforting strategies. Educational implications are discussed.

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