‘I left feeling different about myself’: What students learn on their first practice placement

Abstract

Introduction: With the inclusion of 40 hours of simulated practice education for UK occupational therapy students and the subsequent impact of the COVID-19 pandemic, universities have been exploring simulated placement opportunities. However, the evidence available to guide the development of such placements is sparse. This article presents the first stage of a grounded theory study that seeks to understand what students learn during the course of their first practice placement, with the intention of informing simulated placement development. Method: Grounded theory methodology was used to guide semi-structured individual interviews with 15 participants – seven undergraduate students, three practice educators and five postgraduate pre-registration students. Interviews occurred close to the end of the first practice placement. Concurrent data collection and analysis led to the development of categories of learning. Findings: Four core categories of learning were identified: learning about oneself, learning about the occupational therapy profession, learning about practices and learning about service users. Conclusion: Understanding of these four categories of learning may enable educators to consider learning which occurs that may not be anticipated, particularly in regard to personal development. This can enable educators to consider how learning can be targeted within simulation for an authentic simulated placement.

Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

“…However, placements appear to offer more than just being a bridge between two worlds. Recent studies [16,91] of early-year placements in occupational therapy have shown that students perceive that they learn not only about the practices of the profession but about themselves and the service user journey. Perspectives of WIL amongst other professions also demonstrate a range of learning that occurs through placement.…”

Practice-based placement learning and innovation: Essential for the professional identities of tomorrow’s occupational therapists and the future of the occupational therapy profession

“…This current editorial reinforces the importance of the two levels of professional identity within the context of practice-based placement learning, to support the occupational therapists of tomorrow at a macro and micro level, from an individual employability point of view, and its impact on the future of the occupational therapy profession. A recent publication explored the student learning on a first practice placement (Grant et al, 2023) and reported four themes: learning about oneself, the profession, practices, and service users, which are all relevant for any practice-based placement learning. Alongside the macro professional identity development, a key element within each of the broader macro themes was the development of individual (micro) professional identities.…”