Developing Online Professional Networks for Undergraduate Occupational Therapy Students: An Evaluation of an Extracurricular Facilitated Blended Learning Package

Bodell, Sarah Jane; Hook, Angela

doi:10.4276/030802214x14018723138156

Cited by 13 publications

(19 citation statements)

References 11 publications

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“…Mirroring the results from Murray and Ward (2017), respondents in this study citied support in developing an online presence and managing a digital footprint as advantageous for later practice. These responses reflected similar points made by Bodell and Hook (2014) in their practice analysis, which also highlighted the advantages of educating undergraduate students on the use of social media. These works therefore support the findings of this study; however, with its larger sample and wide range of experience levels across participants, this study's discoveries could be generalised across the occupational therapy profession, giving a clearer representation of its members' experiences and development needs.…”

Section: Discussionsupporting

confidence: 68%

“…The development and nurturing of a learning network requires a public presence and the ability to engage in additional professional activities, above and beyond those needed for registration requirements (Forret and Dougherty 2001). Bodell and Hook (2014) argued that social media offers a platform to achieve these aims while meeting the fiscal demands suggested by Marshall, Puny and Skykes (2008). Lawson and Cowling (2015) further support this, believing social media to be a collaborative and interactive platform that provides immediate information transcending geographical boundaries.…”

Section: Background Literaturementioning

confidence: 99%

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The use of Twitter for continuing professional development within occupational therapy

Hughes¹

2018

Journal of Further and Higher Education

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With role demands and diminishing resources occupational therapists have limited access to training and learning events. Therefore, clinicians are thinking creatively about how they engage with and consume Continuing Professional Development (CPD) opportunities. This study explored the impacting factors in using Twitter for CPD seeking to understand the attitudes towards its use and its perceived barriers and opportunities. The study comprised of a mixed-methods approach utilising an online questionnaire seeking data from both occupational therapists and students. Ethical approval was gained to recruit participants via social media and the link to the survey, the participant information sheet and consent form was live for a two-week period. A deductive thematic approach was used to analyse the data from 50 participants, identifying themes and trends correlating with the studies objectives. Findings revealed that attitudes toward the use of Twitter for CPD are positive, evidencing that practitioners are embracing new ways to engage with CPD, however they seek guidance in developing the skills and confidence to use it effectively. The Twitter tool has many notable benefits but if it is to become a credible platform for CPD within occupational therapy then further support and guidance is required. ARTICLE HISTORY

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Section: Discussionsupporting

confidence: 68%

Section: Background Literaturementioning

confidence: 99%

The use of Twitter for continuing professional development within occupational therapy

Hughes¹

2018

Journal of Further and Higher Education

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“…Social media platforms also increase the opportunities to network professionally both for occupational therapy students and qualified occupational therapists as they develop their practice, access research findings and collaborate together (Bodell and Hook, 2014;Maclean et al, 2013). The findings by Bodell and Hook's (2014) small sample study highlighted the benefits of formal teaching on professional use of social media if they are to be used to their full potential for CPD. Bodell et al (2009) refer to the benefits of blogging, which is being increasingly used by occupational therapists in relation to personal reflection.…”

Section: Social Media In Cpdmentioning

confidence: 99%

“…Whether this shifting philosophy is having an impact on an occupational therapists' ability to utilise social media platforms within a work environment is yet to be documented. It is also important to understand individuals' perceptions of, and the challenges faced in using social media, such as skills and confidence, if these hurdles are to be overcome and it is to be utilised to its full potential for CPD (Bodell & Levins, 2012;Ezzamel, 2013, Bodell andHook, 2014;Mclean et al, 2013).…”

Section: Social Media In Cpdmentioning

confidence: 99%

“…A number of benefits have been suggested including networking (Bodell & Hook, 2011), interactive reflection (Ezzamel, 2013), collaboration (Dielmen & Duncan, 2013), wider access to professionals and experts (Bodell & Hook, 2014) and the ability to engage with new and emerging concepts (Bodell et al, 2009). However, Bodell & Hook (2011) and Ezzamel (2013) argue that practitioners do have concerns regarding professional use of social media such as confidentiality, which can create a barrier to its use.…”

Section: Introductionmentioning

confidence: 99%

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Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

Murray

Ward

2017

Journal of Further and Higher Education

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and notforprofit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form • a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way • all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item • refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation • remove or alter the copyright statement on an item. Abstract Introduction:This study explored what influences the use of social media platforms has within the continuing professional development of occupational therapy students and qualified occupational therapists within one university. It also considered perceived barriers to its use and whether age in line with generation theory, in particular digital natives vs digital immigrants impacted on willingness to utilise social media sites within CPD. Method:A mixed method survey design was utilised to collect qualitative and quantitative data through an online questionnaire. Content analysis was used to code and identify themes. Descriptive statistics were used to quantify the findings, and consider variations across the digital native/immigrant divide. Findings:Results highlighted there was a predominantly positive attitude to social media use within CPD. Accessibility, networking, learning and development were highlighted as advantages to its use. The results suggest that the digital native/immigrant divide does not impact on willingness to use social media within CPD but does impact on perceived knowledge and skills to utilise the platforms confidently. Conclusion:The study has highlighted a need for more structured teaching on professional social media use within the occupational therapy curriculum in both undergraduate and post graduate pre-registration programmes. It has also highlighted a need for more training among qualified occupational therapists, if platforms are to be embraced more universally. Curriculum DevelopmentTwitter, LinkedIn and a range of blogging platforms. These enable communication over a large geographical area virtually over the Internet.

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Learning spaces for health sciences – what is the role of e-learning in physiotherapy and occupational therapy education? A literature review

Unge

Lundh

Gummesson

et al. 2018

Physical Therapy Reviews

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Our aim was to explore the current state of e-learning activities during physiotherapy and occupational therapy education, in relation to theories and models about learning. What kind of e-learning activities were described and which were the intentions behind the use of digital support expressed in current physiotherapy and occupational therapy literature? The search was done using four different search engines. Twenty articles met the inclusion criteria and where included. Three categories of e-learning activities were identified. (1) Communication space, (2) enabling learning activities, and (3) ambition to create a learning space. The first category revolved around the individual use of social media, how it could be developed and the benefits from it in a learning environment. The second category had a narrow focus on a specific element of the learning sequence and how it is mastered and/or perceived. The third category, the theoretical base, is varied covering considerations about the learning itself from constructivist and connectivist origin and theories pertaining to the design of teaching and learning activities. The underlying theoretical support for the activity developed was only described in some of the studies. To furthering the field clearer rationale informed by research developed theories and models would promote system alignment and educational development. This review maybe of value to educators in physiotherapy and occupational therapy as it proposes frameworks that may guide in identifying approaches to improve education.

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Developing Online Professional Networks for Undergraduate Occupational Therapy Students: An Evaluation of an Extracurricular Facilitated Blended Learning Package

Cited by 13 publications

References 11 publications

The use of Twitter for continuing professional development within occupational therapy

The use of Twitter for continuing professional development within occupational therapy

Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

Learning spaces for health sciences – what is the role of e-learning in physiotherapy and occupational therapy education? A literature review

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