WOW! Occupational therapy education and experiential service learning through community volunteering / Vanessa Parmenter in The British Journal of Occupational Therapy, Volume 78 numéro 4 (Avril 2015)  

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 78 numéro 4 (Avril 2015) . - p. 241-252 Titre : WOW! Occupational therapy education and experiential service learning through community volunteering Type de document : texte imprimé Auteurs : Vanessa Parmenter, Auteur ; Holly Thomas, Auteur Année de publication : 2015 Article en page(s) : p. 241-252 Langues : Anglais (eng) Mots-clés : Service learning  Pluralist methodology  Community volunteering Résumé : Introduction This research investigated the contribution of ‘Widening Occupation Weeks’, a two-week experience of occupation-focused service learning through community volunteering, to undergraduate occupational therapy education. Method A pluralist research methodology combining psychosocial approaches with cooperative appreciative inquiry and grounded theory was used in order to explore individual experiences and collective understanding. Students participated in questionnaires and a focus group to: explore how Widening Occupation Weeks impacted on understanding of the relationship between occupation, health and wellbeing; discover students’ interpretation of significant learning; develop a general view of the relevance of Widening Occupation Weeks for occupational therapy education. Results Thematic analysis of qualitative data identified that students’ experience during Widening Occupation Weeks is diverse and variable, enabling learning about the occupational therapy paradigm and about the values involved in being a therapist: therapeutic relationships and professionalism. Significant learning occurs through reflection over time on the challenging, contrasting experiences offered by the Widening Occupation Weeks model. This contributes to the development of personal theories of practice, recognised as a key component in professional socialisation and innovation. Conclusion The pluralist methodology enabled perspectives on personal and collective interpretation of learning and the findings can be translated to a general theory about the value of occupation-focused, service learning in occupational therapy education. En ligne : http://bjo.sagepub.com/content/78/4.toc Permalink : ./index.php?lvl=notice_display&id=35944 [article] WOW! Occupational therapy education and experiential service learning through community volunteering [texte imprimé] / Vanessa Parmenter, Auteur ; Holly Thomas, Auteur . - 2015 . - p. 241-252. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 78 numéro 4 (Avril 2015) . - p. 241-252 Mots-clés : Service learning  Pluralist methodology  Community volunteering Résumé : Introduction This research investigated the contribution of ‘Widening Occupation Weeks’, a two-week experience of occupation-focused service learning through community volunteering, to undergraduate occupational therapy education. Method A pluralist research methodology combining psychosocial approaches with cooperative appreciative inquiry and grounded theory was used in order to explore individual experiences and collective understanding. Students participated in questionnaires and a focus group to: explore how Widening Occupation Weeks impacted on understanding of the relationship between occupation, health and wellbeing; discover students’ interpretation of significant learning; develop a general view of the relevance of Widening Occupation Weeks for occupational therapy education. Results Thematic analysis of qualitative data identified that students’ experience during Widening Occupation Weeks is diverse and variable, enabling learning about the occupational therapy paradigm and about the values involved in being a therapist: therapeutic relationships and professionalism. Significant learning occurs through reflection over time on the challenging, contrasting experiences offered by the Widening Occupation Weeks model. This contributes to the development of personal theories of practice, recognised as a key component in professional socialisation and innovation. Conclusion The pluralist methodology enabled perspectives on personal and collective interpretation of learning and the findings can be translated to a general theory about the value of occupation-focused, service learning in occupational therapy education. En ligne : http://bjo.sagepub.com/content/78/4.toc Permalink : ./index.php?lvl=notice_display&id=35944

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

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