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Defining and describing task actions the client does and does not perform effectively (documentation) [texte imprimé] / Karina Dancza, Auteur ; Jodie Copley, Auteur . - [s.d.] . - p. 143-168. Langues : Français ( fre) |
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Identifying client's reported and prioritized strenghts and problems of occupational performance [texte imprimé] / Karina Dancza, Auteur ; Jodie Copley, Auteur . - [s.d.] . - p. 111-124. Langues : Français ( fre) |
Exemplaires
[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 |
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Exemplaires (1)
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| Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place
Exclu du prêt |
Preparing for placement [texte imprimé] / Jodie Copley, Auteur . - [s.d.]. Langues : Français ( fre) |
Exemplaires
[article]
| Titre : |
The development of a theory-informed workbook as an additional support for students on role-emerging placements |
| Type de document : |
texte imprimé |
| Auteurs : |
Karina Dancza ; Jodie Copley ; Sylvia Rodger ; Monica Moran |
| Année de publication : |
2016 |
| Article en page(s) : |
p. 235-243 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
ergothérapie stage enseignement |
| Résumé : |
Introduction During role-emerging placements students require different support as occupational therapy specific supervision is provided periodically and they cannot model their practice on experienced occupational therapists. This paper describes the development and evaluation of a workbook designed to reinforce the integration of theory with practice and provide an additional resource to support students when a supervisor was not present.
Method A social constructionist perspective and action research methodology were used. Participants were 14 final year occupational therapy students and three off-site occupational therapy supervisors. All participants were involved in role-emerging placements in school settings in England. In-depth, semi-structured interviews across four action research cycles informed the development and evaluation of the workbook.
Findings While the workbook originally focused on supplementing students’ knowledge of occupational therapy theory, during the action research cycles the focus shifted to consider how educational theory informed workbook design and content. Key features and critical aspects which supported students’ learning were identified.
Conclusion The workbook was received positively by students and supervisors. Aspects which were particularly valued included the provision of examples and scenarios which contextualised theory within the placement setting. The workbook was proposed to have scope for use in placements beyond school-based practice. |
| Permalink : |
./index.php?lvl=notice_display&id=45760 |
in The British Journal of Occupational Therapy > Vol.79 N°4 (April 2016) . - p. 235-243
[article] The development of a theory-informed workbook as an additional support for students on role-emerging placements [texte imprimé] / Karina Dancza ; Jodie Copley ; Sylvia Rodger ; Monica Moran . - 2016 . - p. 235-243. Langues : Anglais ( eng) in The British Journal of Occupational Therapy > Vol.79 N°4 (April 2016) . - p. 235-243
| Mots-clés : |
ergothérapie stage enseignement |
| Résumé : |
Introduction During role-emerging placements students require different support as occupational therapy specific supervision is provided periodically and they cannot model their practice on experienced occupational therapists. This paper describes the development and evaluation of a workbook designed to reinforce the integration of theory with practice and provide an additional resource to support students when a supervisor was not present.
Method A social constructionist perspective and action research methodology were used. Participants were 14 final year occupational therapy students and three off-site occupational therapy supervisors. All participants were involved in role-emerging placements in school settings in England. In-depth, semi-structured interviews across four action research cycles informed the development and evaluation of the workbook.
Findings While the workbook originally focused on supplementing students’ knowledge of occupational therapy theory, during the action research cycles the focus shifted to consider how educational theory informed workbook design and content. Key features and critical aspects which supported students’ learning were identified.
Conclusion The workbook was received positively by students and supervisors. Aspects which were particularly valued included the provision of examples and scenarios which contextualised theory within the placement setting. The workbook was proposed to have scope for use in placements beyond school-based practice. |
| Permalink : |
./index.php?lvl=notice_display&id=45760 |
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Exemplaires (1)
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| Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place
Exclu du prêt |
