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[article]
Titre : |
Contemporary factors shaping the professional identity of occupational therapy lecturers |
Type de document : |
texte imprimé |
Auteurs : |
John O'Shea ; Simon McGrath |
Année de publication : |
2019 |
Article en page(s) : |
p. 186-194 |
Note générale : |
doi.org/10.1177/0308022618796777 |
Langues : |
Anglais (eng) |
Mots-clés : |
Professional identity neoliberalism evidence-based practice occupational therapy |
Résumé : |
Introduction
The contemporary factors of neoliberalism and evidence-based practice have implications for professional autonomy and values, education and training, ways of working and construction of knowledge. Occupational therapy lecturers are at the interface between student education and professional practice and therefore have unique insights into the way in which these factors are shaping their professional identity and that of the profession.
Method
Nine narrative inquiry focused interviews of occupational therapy lecturers from two universities were carried out. Data was interpreted through a Bourdieusian lens of professional habitus, and analysed thematically.
Findings
The main factors influencing occupational therapy lecturer identity were noted to be relationships between professional identity and artistry; the professional body of knowledge and language; evidencing practice, neoliberalism and changes to teaching and learning.
Conclusion
The structural factors of neoliberalism, evidence-based practice and associated policies are influencing the occupational therapy professional habitus and, in turn, occupational therapy lecturers’ professional identity. An effective critique of these structural factors is required to maintain the profession’s values and artistry and the knowledge upon which occupational therapy lecturers’ identity is formed and their approaches to teaching and learning are based. |
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./index.php?lvl=notice_display&id=84438 |
in The British Journal of Occupational Therapy > Vol. 82 Issue 3 (Mars 2019) . - p. 186-194
[article] Contemporary factors shaping the professional identity of occupational therapy lecturers [texte imprimé] / John O'Shea ; Simon McGrath . - 2019 . - p. 186-194. doi.org/10.1177/0308022618796777 Langues : Anglais ( eng) in The British Journal of Occupational Therapy > Vol. 82 Issue 3 (Mars 2019) . - p. 186-194
Mots-clés : |
Professional identity neoliberalism evidence-based practice occupational therapy |
Résumé : |
Introduction
The contemporary factors of neoliberalism and evidence-based practice have implications for professional autonomy and values, education and training, ways of working and construction of knowledge. Occupational therapy lecturers are at the interface between student education and professional practice and therefore have unique insights into the way in which these factors are shaping their professional identity and that of the profession.
Method
Nine narrative inquiry focused interviews of occupational therapy lecturers from two universities were carried out. Data was interpreted through a Bourdieusian lens of professional habitus, and analysed thematically.
Findings
The main factors influencing occupational therapy lecturer identity were noted to be relationships between professional identity and artistry; the professional body of knowledge and language; evidencing practice, neoliberalism and changes to teaching and learning.
Conclusion
The structural factors of neoliberalism, evidence-based practice and associated policies are influencing the occupational therapy professional habitus and, in turn, occupational therapy lecturers’ professional identity. An effective critique of these structural factors is required to maintain the profession’s values and artistry and the knowledge upon which occupational therapy lecturers’ identity is formed and their approaches to teaching and learning are based. |
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./index.php?lvl=notice_display&id=84438 |
| ![Contemporary factors shaping the professional identity of occupational therapy lecturers vignette](./images/vide.png) |
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[article]
Titre : |
Sustaining professional identity in practice following role-emerging placements: Opportunities and challenges for occupational therapists |
Type de document : |
texte imprimé |
Auteurs : |
Channine Clarke, Auteur ; Marion Martin, Auteur ; Richard de Visser, Auteur |
Année de publication : |
2015 |
Article en page(s) : |
p. 42-50 |
Langues : |
Anglais (eng) |
Mots-clés : |
Role-emerging placements Professional identity |
Résumé : |
Introduction Role-emerging placements are increasingly being used to help prepare occupational therapy graduates for practice in a changing health and social care climate. However, while the literature on such placements is increasing, few longitudinal studies have explored their impact on graduates’ professional practice and identity.
Method Interpretative phenomenological analysis was used to gain an understanding of the ways in which five occupational therapy graduates felt their role-emerging placement influenced their professional identity and practice once qualified. In-depth interviews were carried out with the graduates once they had been working as occupational therapists for a minimum of 6 months.
Results In the absence of other occupational therapists, students on placements created professional identities of their own making and generated visions of the type of therapist they wanted to become. Once qualified, however, there were mixed experiences concerning the extent to which this identity could be sustained in practice. Particular difficulty was encountered by those working in National Health Service settings, where graduates questioned whether their practice was congruent with the professional understandings and ways of being they had developed on placement.
Conclusion Role-emerging placements acted as a catalyst for participants’ personal and professional development. Further research on the long-term influence of role-emerging placements is required. |
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in The British Journal of Occupational Therapy > Volume 78 numéro 1 (Janvier 2015) . - p. 42-50
[article] Sustaining professional identity in practice following role-emerging placements: Opportunities and challenges for occupational therapists [texte imprimé] / Channine Clarke, Auteur ; Marion Martin, Auteur ; Richard de Visser, Auteur . - 2015 . - p. 42-50. Langues : Anglais ( eng) in The British Journal of Occupational Therapy > Volume 78 numéro 1 (Janvier 2015) . - p. 42-50
Mots-clés : |
Role-emerging placements Professional identity |
Résumé : |
Introduction Role-emerging placements are increasingly being used to help prepare occupational therapy graduates for practice in a changing health and social care climate. However, while the literature on such placements is increasing, few longitudinal studies have explored their impact on graduates’ professional practice and identity.
Method Interpretative phenomenological analysis was used to gain an understanding of the ways in which five occupational therapy graduates felt their role-emerging placement influenced their professional identity and practice once qualified. In-depth interviews were carried out with the graduates once they had been working as occupational therapists for a minimum of 6 months.
Results In the absence of other occupational therapists, students on placements created professional identities of their own making and generated visions of the type of therapist they wanted to become. Once qualified, however, there were mixed experiences concerning the extent to which this identity could be sustained in practice. Particular difficulty was encountered by those working in National Health Service settings, where graduates questioned whether their practice was congruent with the professional understandings and ways of being they had developed on placement.
Conclusion Role-emerging placements acted as a catalyst for participants’ personal and professional development. Further research on the long-term influence of role-emerging placements is required. |
Permalink : |
./index.php?lvl=notice_display&id=35923 |
| ![Sustaining professional identity in practice following role-emerging placements: Opportunities and challenges for occupational therapists vignette](./images/vide.png) |
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 |
![détail détail](./getgif.php?nomgif=plus)
[article]
Titre : |
The development of an authentic professional identity on role-emerging placements |
Type de document : |
texte imprimé |
Auteurs : |
Channine Clarke, Auteur ; Marion Martin, Auteur |
Année de publication : |
2014 |
Article en page(s) : |
p.222 - p.229 |
Langues : |
Anglais (eng) |
Mots-clés : |
role-emerging placements professional identity education |
Résumé : |
Introduction
Role-emerging placements are increasingly used to help occupational therapy students develop the skills, knowledge, and attributes needed to become the therapists of tomorrow. Whilst literature on role-emerging placements is growing, studies have tended to be general placement evaluations, with only a limited number exploring students'experiences in detail.
Method
This study used interpretative phenomenological analysis to gain a deeper understanding of how five MSc pre-registration occupational therapy students experienced and ascribed meaning to their role-emerging placements.
Findings
The role-emerging placements acted as a strong catalyst for the students'ontological development (that is, their understanding of self and development of ways ways of being and enacting occupational therapy practice). Through engaging in challenging and autonomous learning experiences, students developed deeper insights into who they were becoming as professionals, leading to a professional identity of their own making.
Conclusion
Having to cintinually reflect on and verbalize the core essence and contribution of occupational therapy, students developed clarity of understanding about the iniqueness of the profession. This is important in light of the historical difficulty occupational therapists have had in articulating their unique role and professional identity. |
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./index.php?lvl=notice_display&id=33886 |
in The British Journal of Occupational Therapy > Volume 77 numéro 5 (Mai 2014) . - p.222 - p.229
[article] The development of an authentic professional identity on role-emerging placements [texte imprimé] / Channine Clarke, Auteur ; Marion Martin, Auteur . - 2014 . - p.222 - p.229. Langues : Anglais ( eng) in The British Journal of Occupational Therapy > Volume 77 numéro 5 (Mai 2014) . - p.222 - p.229
Mots-clés : |
role-emerging placements professional identity education |
Résumé : |
Introduction
Role-emerging placements are increasingly used to help occupational therapy students develop the skills, knowledge, and attributes needed to become the therapists of tomorrow. Whilst literature on role-emerging placements is growing, studies have tended to be general placement evaluations, with only a limited number exploring students'experiences in detail.
Method
This study used interpretative phenomenological analysis to gain a deeper understanding of how five MSc pre-registration occupational therapy students experienced and ascribed meaning to their role-emerging placements.
Findings
The role-emerging placements acted as a strong catalyst for the students'ontological development (that is, their understanding of self and development of ways ways of being and enacting occupational therapy practice). Through engaging in challenging and autonomous learning experiences, students developed deeper insights into who they were becoming as professionals, leading to a professional identity of their own making.
Conclusion
Having to cintinually reflect on and verbalize the core essence and contribution of occupational therapy, students developed clarity of understanding about the iniqueness of the profession. This is important in light of the historical difficulty occupational therapists have had in articulating their unique role and professional identity. |
Permalink : |
./index.php?lvl=notice_display&id=33886 |
| ![The development of an authentic professional identity on role-emerging placements vignette](./images/vide.png) |
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place Exclu du prêt |
![détail détail](./getgif.php?nomgif=plus)
[article]
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. |
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./index.php?lvl=notice_display&id=40389 |
in The British Journal of Occupational Therapy > Volume 78 numéro 8 (Août 2015) . - p.499-507
[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 |
| ![Exploring emerging occupational therapy identity and the development of graduate attributes among occupational therapy students vignette](./images/vide.png) |
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place Exclu du prêt |
![détail détail](./getgif.php?nomgif=plus)
[article]
Titre : |
Transforming values into action: Advocacy as a professional imperative |
Titre original : |
Transformer les valeurs en action |
Type de document : |
texte imprimé |
Auteurs : |
Bonnie H. Kirsh, Auteur |
Année de publication : |
2015 |
Article en page(s) : |
p. 212-223 |
Langues : |
Anglais (eng) |
Mots-clés : |
Occupational justice occupational therapy political systems professional identity sociopolitical approach |
Résumé : |
Background. The goal of enabling meaningful occupation for all requires occupational therapy to become a more socially and politically responsible discipline.
Purpose. This paper argues that occupational therapy’s dominant individualist perspective is too narrow to meet this goal. It presents an argument for integrating advocacy into occupational therapy identity and discusses why we should advocate at political and public levels.
Key Issues. Although the dominant paradigm and political climate pose challenges, there must be a realignment of the balance between helping individuals who are facing disruptions in their occupational lives and addressing systems and structures that prevent them from moving forward. Adopting a broader sociopolitical approach involves engaging in advocacy as a key strategy. Indeed, advocacy is a professional imperative for occupational therapy.
Implications. Advocacy must become part of the process of professional socialization. A new set of competencies is needed in our educational programs and in our professional development, accompanied by a sense of self-confident idealism. |
Permalink : |
./index.php?lvl=notice_display&id=40886 |
in Canadian Journal of Occupational Therapy > 82(4) (Octobre 2015) . - p. 212-223
[article] Transforming values into action: Advocacy as a professional imperative = Transformer les valeurs en action [texte imprimé] / Bonnie H. Kirsh, Auteur . - 2015 . - p. 212-223. Langues : Anglais ( eng) in Canadian Journal of Occupational Therapy > 82(4) (Octobre 2015) . - p. 212-223
Mots-clés : |
Occupational justice occupational therapy political systems professional identity sociopolitical approach |
Résumé : |
Background. The goal of enabling meaningful occupation for all requires occupational therapy to become a more socially and politically responsible discipline.
Purpose. This paper argues that occupational therapy’s dominant individualist perspective is too narrow to meet this goal. It presents an argument for integrating advocacy into occupational therapy identity and discusses why we should advocate at political and public levels.
Key Issues. Although the dominant paradigm and political climate pose challenges, there must be a realignment of the balance between helping individuals who are facing disruptions in their occupational lives and addressing systems and structures that prevent them from moving forward. Adopting a broader sociopolitical approach involves engaging in advocacy as a key strategy. Indeed, advocacy is a professional imperative for occupational therapy.
Implications. Advocacy must become part of the process of professional socialization. A new set of competencies is needed in our educational programs and in our professional development, accompanied by a sense of self-confident idealism. |
Permalink : |
./index.php?lvl=notice_display&id=40886 |
| ![Transforming values into action: Advocacy as a professional imperative vignette](./images/vide.png) |
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place Exclu du prêt |
![détail détail](./getgif.php?nomgif=plus)
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