Exploring emerging occupational therapy identity and the development of graduate attributes among occupational therapy students / Jackie Boehm in The British Journal of Occupational Therapy, Volume 78 numéro 8 (Août 2015)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 78 numéro 8 (Août 2015) . - p.499-507 Titre : Exploring emerging occupational therapy identity and the development of graduate attributes among occupational therapy students Type de document : texte imprimé Auteurs : Jackie Boehm, Auteur ; Bronwyn Tanner, Auteur ; Daniel Lowrie, Auteur Année de publication : 2015 Article en page(s) : p.499-507 Langues : Anglais (eng) Mots-clés : Professional identity  occupational therapy students  first year student  regional university  curriculum Résumé : Introduction Strong professional identity allows for appropriate representation and promotion of occupational therapy. Academic education assists in the development of occupational therapy identity. This study aims to explore the development of occupational therapy identity and graduate attributes in occupational therapy students after the first year of a revised curriculum. Method Occupational therapy students (n = 58) were surveyed at the commencement of the second year. Data analysis used descriptive statistics and inferential statistics (χ2 for trend). Results A total of 54 students (93.1%) completed the survey. Students progressively developed occupational therapy identity over time. There were no significant associations between main factors influencing the original decision to study occupational therapy and when occupational therapy identity developed. However, there were significant associations between main factors influencing students' decision to continue studying and when identity developed. Most students agreed the curriculum equipped them to develop graduate attributes, although this was not significantly associated with factors that either influenced students to study, or continue studying, occupational therapy. There was significant association between development of graduate attributes and occupational therapy identity over time. Conclusion This study showed an emergence of occupational therapy identity and graduate attributes in students, demonstrating the importance of first year curriculum in the development of these factors. Permalink : ./index.php?lvl=notice_display&id=40389 [article] Exploring emerging occupational therapy identity and the development of graduate attributes among occupational therapy students [texte imprimé] / Jackie Boehm, Auteur ; Bronwyn Tanner, Auteur ; Daniel Lowrie, Auteur . - 2015 . - p.499-507. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 78 numéro 8 (Août 2015) . - p.499-507 Mots-clés : Professional identity  occupational therapy students  first year student  regional university  curriculum Résumé : Introduction Strong professional identity allows for appropriate representation and promotion of occupational therapy. Academic education assists in the development of occupational therapy identity. This study aims to explore the development of occupational therapy identity and graduate attributes in occupational therapy students after the first year of a revised curriculum. Method Occupational therapy students (n = 58) were surveyed at the commencement of the second year. Data analysis used descriptive statistics and inferential statistics (χ2 for trend). Results A total of 54 students (93.1%) completed the survey. Students progressively developed occupational therapy identity over time. There were no significant associations between main factors influencing the original decision to study occupational therapy and when occupational therapy identity developed. However, there were significant associations between main factors influencing students' decision to continue studying and when identity developed. Most students agreed the curriculum equipped them to develop graduate attributes, although this was not significantly associated with factors that either influenced students to study, or continue studying, occupational therapy. There was significant association between development of graduate attributes and occupational therapy identity over time. Conclusion This study showed an emergence of occupational therapy identity and graduate attributes in students, demonstrating the importance of first year curriculum in the development of these factors. Permalink : ./index.php?lvl=notice_display&id=40389

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