[article] 
inThe British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.181 - p.187

Titre :	Master's level occupational therapy students on placement: an exploration of perceptions and expectations
Type de document :	texte imprimé
Auteurs :	Janice BELL, Auteur
Année de publication :	2014
Article en page(s) :	p.181 - p.187
Langues :	Anglais (eng)
Mots-clés :	Master's level students  practice placements  pre-registration
Résumé :	Introduction The aims of this explratory mixed methods study were to explore practice placement educators' perceptions and expectations of pre-registration master's level students on placement and to compare the findings of educators who had previous experience of master's level students with those who had none. Method Twenty-six educators completed questionnaires and four took part in semi-structured interviews; forty placement reports were reviewed. Findings The findings show that many educators have higher expectations of master's level students than they do of undergraduate students, due to perceptions of maturity and previous education, life and work experience. These expectations were contradicted, however, by concerns that master's level students achieve less academic and clinical competence in the shorter time frame for study. Staff with no prior experience at this level lacked confidence in their own abilites to meet the challenge of supporting a master's level student, while staff experienced at this level found many benefits for their own learning as well as for their clinical team. Conclusion Further education, support, and collaboration with the university could enhance the placement experience for both educators and students and may result in the acquisition of more placement offers. The findings will be used to inform future educator training days as well as widen dissemination of information to all practice placement educators. Further collaboration and effective communication between the university and the educators may promote self-confidencce in staff, enhance confidence in student abilities, as well as ensuring that assessment is provided at an appropriate level.
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[article] Master's level occupational therapy students on placement: an exploration of perceptions and expectations [texte imprimé] / Janice BELL, Auteur . - 2014 . - p.181 - p.187.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.181 - p.187

Mots-clés :	Master's level students  practice placements  pre-registration
Résumé :	Introduction The aims of this explratory mixed methods study were to explore practice placement educators' perceptions and expectations of pre-registration master's level students on placement and to compare the findings of educators who had previous experience of master's level students with those who had none. Method Twenty-six educators completed questionnaires and four took part in semi-structured interviews; forty placement reports were reviewed. Findings The findings show that many educators have higher expectations of master's level students than they do of undergraduate students, due to perceptions of maturity and previous education, life and work experience. These expectations were contradicted, however, by concerns that master's level students achieve less academic and clinical competence in the shorter time frame for study. Staff with no prior experience at this level lacked confidence in their own abilites to meet the challenge of supporting a master's level student, while staff experienced at this level found many benefits for their own learning as well as for their clinical team. Conclusion Further education, support, and collaboration with the university could enhance the placement experience for both educators and students and may result in the acquisition of more placement offers. The findings will be used to inform future educator training days as well as widen dissemination of information to all practice placement educators. Further collaboration and effective communication between the university and the educators may promote self-confidencce in staff, enhance confidence in student abilities, as well as ensuring that assessment is provided at an appropriate level.
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