Centre de Documentation Campus Montignies
Horaires :
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Bienvenue sur le catalogue du centre de documentation du campus de Montignies.
Résultat de la recherche
1 résultat(s) recherche sur le mot-clé 'student learning'
Ajouter le résultat dans votre panier Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Occupational therapy student learning on role-emerging placements in schools / Karina Dancza in The British Journal of Occupational Therapy, Vol. 82 Issue 9 (Septembre 2019)
[article]
Titre : Occupational therapy student learning on role-emerging placements in schools Type de document : texte imprimé Auteurs : Karina Dancza ; Jodie Copley ; Monica Moran Année de publication : 2019 Article en page(s) : p. 567-577 Note générale : doi.org/10.1177/0308022619840167 Langues : Anglais (eng) Mots-clés : Occupational therapy role-emerging placement transformationa learning supervision theory student learning Résumé : Introduction
Placements are considered vital in promoting theory-to-practice learning. With role-emerging placements increasingly being offered, the learning processes experienced by students warrants further investigation. This research explored the learning experiences of students, from both supervisor and student perspectives, over the duration of a role-emerging placement in schools, to contribute to our understanding of this important student learning process.
Method
Action research was used across four cycles with 14 students and 11 supervisors. Data were collected through reflective field notes, placement documentation and semi-structured interviews. Findings were analysed using template analysis.
Findings: Limited established occupational therapy procedures and role models meant that the students created and used knowledge differently from role-established placements. The procedural knowledge upon which students most heavily relied in previous placements was largely inaccessible to students. Students relied on occupational therapy conceptual and dispositional knowledge, with the support of their peer and supervisor to guide practice. Tensions were seen between providing a service for the school and taking the necessary time to understand and implement the occupational therapy process systematically.
Conclusion
Role-emerging placements are valuable for transformational student learning. These placements do, however, present challenges that require careful negotiation and structured guidance.Permalink : ./index.php?lvl=notice_display&id=85508
in The British Journal of Occupational Therapy > Vol. 82 Issue 9 (Septembre 2019) . - p. 567-577[article] Occupational therapy student learning on role-emerging placements in schools [texte imprimé] / Karina Dancza ; Jodie Copley ; Monica Moran . - 2019 . - p. 567-577.
doi.org/10.1177/0308022619840167
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol. 82 Issue 9 (Septembre 2019) . - p. 567-577
Mots-clés : Occupational therapy role-emerging placement transformationa learning supervision theory student learning Résumé : Introduction
Placements are considered vital in promoting theory-to-practice learning. With role-emerging placements increasingly being offered, the learning processes experienced by students warrants further investigation. This research explored the learning experiences of students, from both supervisor and student perspectives, over the duration of a role-emerging placement in schools, to contribute to our understanding of this important student learning process.
Method
Action research was used across four cycles with 14 students and 11 supervisors. Data were collected through reflective field notes, placement documentation and semi-structured interviews. Findings were analysed using template analysis.
Findings: Limited established occupational therapy procedures and role models meant that the students created and used knowledge differently from role-established placements. The procedural knowledge upon which students most heavily relied in previous placements was largely inaccessible to students. Students relied on occupational therapy conceptual and dispositional knowledge, with the support of their peer and supervisor to guide practice. Tensions were seen between providing a service for the school and taking the necessary time to understand and implement the occupational therapy process systematically.
Conclusion
Role-emerging placements are valuable for transformational student learning. These placements do, however, present challenges that require careful negotiation and structured guidance.Permalink : ./index.php?lvl=notice_display&id=85508 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêt