Abstract
Abstract
Introduction
The role of fieldwork is to develop graduate knowledge, skills and competencies to meet the challenges of both contemporary as well as future practice. Current and future practice, and therefore fieldwork, is rapidly changing, however there is a lack of research on the learning benefits associated with non-traditional or role emerging fieldwork.
Objective:
The aim of this study is to contribute to the limited evidence base on the learning benefits of non-traditional occupational therapy fieldwork by understanding the professional and personal growth outcomes of this style of fieldwork experience, from the student perspective.
Method
A content analysis research design was used to analyse the fieldwork reflective practice journals of 14 students undertaking a non-traditional fieldwork placement. Meaning units (n=346) were sorted into 3 predetermined content areas; Personal Growth, Professional Competencies and Transition to Practice, then coded, abstracted and grouped into sub-categories and higher order categories. Relative proportions across content areas and reflection points were calculated.
Results
The 14 explanatory sub-categories formed 7 higher order categories; Life’s like that, About Me, Achievement, Occupational Therapy Process, Communication and Partnerships, Professional Practice Behaviors and Responsibilities and Potentials of Practice. 57% of all meaning units’ related to Professional Competencies. Changes in reflections over time suggested a developing understanding of this occupational therapy role, newly emerging practice areas and an expanded vision of career possibilities
Conclusions
Contributing to the currently limited evidence base, the findings of this study detail the professional and personal growth outcomes as perceived by students experiencing a non-traditional placement.
Contributions to the practice evidence base of occupational therapy
The findings have implications for occupational therapy educators when designing and choosing both traditional and non-traditional fieldwork to achieve professional and personal growth outcomes for their students. However, further and ongoing research is recommended concerning the quality context of the non-traditional fieldwork setting
Introduction
The role of fieldwork is to develop graduate knowledge, skills and competencies to meet the challenges of both contemporary as well as future practice. Current and future practice, and therefore fieldwork, is rapidly changing, however there is a lack of research on the learning benefits associated with non-traditional or role emerging fieldwork.
Objective:
The aim of this study is to contribute to the limited evidence base on the learning benefits of non-traditional occupational therapy fieldwork by understanding the professional and personal growth outcomes of this style of fieldwork experience, from the student perspective.
Method
A content analysis research design was used to analyse the fieldwork reflective practice journals of 14 students undertaking a non-traditional fieldwork placement. Meaning units (n=346) were sorted into 3 predetermined content areas; Personal Growth, Professional Competencies and Transition to Practice, then coded, abstracted and grouped into sub-categories and higher order categories. Relative proportions across content areas and reflection points were calculated.
Results
The 14 explanatory sub-categories formed 7 higher order categories; Life’s like that, About Me, Achievement, Occupational Therapy Process, Communication and Partnerships, Professional Practice Behaviors and Responsibilities and Potentials of Practice. 57% of all meaning units’ related to Professional Competencies. Changes in reflections over time suggested a developing understanding of this occupational therapy role, newly emerging practice areas and an expanded vision of career possibilities
Conclusions
Contributing to the currently limited evidence base, the findings of this study detail the professional and personal growth outcomes as perceived by students experiencing a non-traditional placement.
Contributions to the practice evidence base of occupational therapy
The findings have implications for occupational therapy educators when designing and choosing both traditional and non-traditional fieldwork to achieve professional and personal growth outcomes for their students. However, further and ongoing research is recommended concerning the quality context of the non-traditional fieldwork setting
| Original language | English |
|---|---|
| Publication status | Published - 2014 |
| Event | 16th World Federation of Occupational Therapist Congress - Conference Centre, Yokohama, Japan Duration: 5 May 2014 → … |
Conference
| Conference | 16th World Federation of Occupational Therapist Congress |
|---|---|
| Country/Territory | Japan |
| City | Yokohama |
| Period | 5/05/14 → … |