This paper describes the development, implementation and evaluation of a multi-professional fieldwork educator's course. The study explored the current provision of such training available to a range of healthcare professionals within the Greater Manchester West Consortium boundaries and the extent to which the core skills needed could be provided within a multi-professional programme. The methods used included surveys, focus groups, rating scales completed by participants immediately following the pilot course, a focus group of participants after three months of the course and a nominal group six months after completion. This study demonstrates that the skills needed by a fieldwork educator can be taught in a multi-professional programme, allowing the practitioner to assimilate her/his skills into her/his own working environment, and outlines issues to be taken into consideration when designing such courses.
Background Prompted by a study day at last year's European Network of Occupational Therapists in Higher Education conference, this article explores the relationship between occupational therapy and occupational science in the context of the future development of the profession. Content The authors consider some of the challenges currently being expressed within occupational therapy, particularly the move to define the profession in terms of its ‘origins in social transformation’, and the difficulties arising from its position in relation to a biomedical hierarchy. Conclusions The authors conclude that occupational science may have much to offer but this underpinning knowledge base is not without additional challenges for a profession which is concerned with aspects of doing.
The Elizabeth Casson Memorial Lecture 2009, given on 25 June at the 33rd Annual Conference and Exhibition of the College of Occupational Therapists, held at the Brighton Centre, Brighton, Sussex.
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