Centre de Documentation Campus Montignies
Horaires :
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Attention, votre centre de documentation sera fermé ce vendredi 17 mai.
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Attention, votre centre de documentation sera fermé ce vendredi 17 mai.
Bienvenue sur le catalogue du centre de documentation du campus de Montignies.
Résultat de la recherche
1 résultat(s) recherche sur le mot-clé 'community service learning'
Ajouter le résultat dans votre panier Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness / Miri Tal Saban in The British Journal of Occupational Therapy, Vol. 85 Issue 4 (Avril 2019)
[article]
Titre : Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness Type de document : texte imprimé Auteurs : Miri Tal Saban ; Naomi Weintraub Année de publication : 2019 Article en page(s) : p. 220-226 Note générale : doi.org/10.1177/0308022618800179 Langues : Anglais (eng) Mots-clés : Practice education practice placement students’ self-perception anxiety community service learning occupational therapy Résumé : Introduction
Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community–Academia Student Tutoring program for enhancing occupational therapy students’ perceived readiness for their practice placement, thus reducing their feelings of anxiety.
Method
The study included 84 first-year undergraduate occupational therapy students aged 21–35 years, of whom 43 participated in the Community–Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement.
Findings
Anxiety was related to the Student Self-Competency and Readiness for Fieldwork’s components and total score. The Community–Academia Student Tutoring group scored significantly higher (p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level.
Implications
It appears that it is possible to enhance students’ readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community–Academia Student Tutoring program.Permalink : ./index.php?lvl=notice_display&id=80407
in The British Journal of Occupational Therapy > Vol. 85 Issue 4 (Avril 2019) . - p. 220-226[article] Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness [texte imprimé] / Miri Tal Saban ; Naomi Weintraub . - 2019 . - p. 220-226.
doi.org/10.1177/0308022618800179
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol. 85 Issue 4 (Avril 2019) . - p. 220-226
Mots-clés : Practice education practice placement students’ self-perception anxiety community service learning occupational therapy Résumé : Introduction
Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community–Academia Student Tutoring program for enhancing occupational therapy students’ perceived readiness for their practice placement, thus reducing their feelings of anxiety.
Method
The study included 84 first-year undergraduate occupational therapy students aged 21–35 years, of whom 43 participated in the Community–Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement.
Findings
Anxiety was related to the Student Self-Competency and Readiness for Fieldwork’s components and total score. The Community–Academia Student Tutoring group scored significantly higher (p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level.
Implications
It appears that it is possible to enhance students’ readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community–Academia Student Tutoring program.Permalink : ./index.php?lvl=notice_display&id=80407 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêt