Longitudinal Study of Changes in Occupational Therapy Students' Perspectives on Frames of Reference. / Brittany Hoffer Nash in American Journal of Occupational Therapy, Vol. 71/5 (2017)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 71/5 (2017) . - p.1-7 Titre : Longitudinal Study of Changes in Occupational Therapy Students' Perspectives on Frames of Reference. Type de document : texte imprimé Auteurs : Brittany Hoffer Nash, Auteur ; Anita Witt Mitchell, Auteur Année de publication : 2017 Article en page(s) : p.1-7 Langues : Américain (ame) Mots-clés : Étudiants des professions de santé  ergothérapie  enseignement Résumé : We explored students' views of the value of frames of reference (FoR) as they progressed through the didactic portion of an occupational therapy program. Thirty-four occupational therapy students were provided with a definition of FoR and asked to provide overall thoughts and impressions about FoR and their value 4 times over a period of 15 mo. Data were analyzed using phenomenological traditions, including open coding and analysis of themes. Throughout the program, students' understanding of how to use FoR evolved as they learned to implement them in practice. Opinions of the use of FoR seemed to be influenced by the students' perceptions of the use of FoR by their Level I fieldwork supervisors. Themes from the narrative data are described and their implications discussed. Permalink : ./index.php?lvl=notice_display&id=56165 [article] Longitudinal Study of Changes in Occupational Therapy Students' Perspectives on Frames of Reference. [texte imprimé] / Brittany Hoffer Nash, Auteur ; Anita Witt Mitchell, Auteur . - 2017 . - p.1-7. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 71/5 (2017) . - p.1-7 Mots-clés : Étudiants des professions de santé  ergothérapie  enseignement Résumé : We explored students' views of the value of frames of reference (FoR) as they progressed through the didactic portion of an occupational therapy program. Thirty-four occupational therapy students were provided with a definition of FoR and asked to provide overall thoughts and impressions about FoR and their value 4 times over a period of 15 mo. Data were analyzed using phenomenological traditions, including open coding and analysis of themes. Throughout the program, students' understanding of how to use FoR evolved as they learned to implement them in practice. Opinions of the use of FoR seemed to be influenced by the students' perceptions of the use of FoR by their Level I fieldwork supervisors. Themes from the narrative data are described and their implications discussed. Permalink : ./index.php?lvl=notice_display&id=56165

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