Occupational therapy students’ self-efficacy, experience of supervision, and perception of meaningfulness of Level II fieldwork

Andonian, Lynne

doi:10.15453/2168-6408.1220

Cited by 11 publications

(13 citation statements)

References 14 publications

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“…Current research indicates a correlation between occupational therapy FW, supervision, and self-efficacy. Andonian (2017) reported an important connection between the occupational therapy FW student's self-efficacy and meaningfulness of Level II occupational therapy FW supervision. Although Andonian (2017) did not find a direct correlation between self-efficacy and practice setting or population served, experiences where opportunities for personal growth and active decision making are prevalent, were more closely linked to higher self-efficacy among occupational therapy FW students.…”

Section: Importance and Background Of Self-efficacy For Fieldwork Sucmentioning

confidence: 98%

“…Building this skill through taking risks and utilizing feedback in a different way can directly impact a student's sense of success and overall self-efficacy and is consistent with the literature on self-efficacy and vicarious experiences. Vicarious experiences can be described as instances during which individuals model after or judge their capabilities based on the responses and attainments of others, in this case, collaborating through feedback and modelling other professionals at the role-emerging site (Andonian, 2017;Bandura, 1977).…”

Section: Risk Taking Supervision and Communicationmentioning

confidence: 99%

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Increasing Self-Efficacy through Role Emerging Placements: Implications for Occupational Therapy Experiential Learning

Mattila

DeIuliis

Cook

2018

JOTE

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Fieldwork education is an essential component of occupational therapy curriculum design and student development. Today's students are faced with a variety of challenges in the changing, diverse healthcare system, and educators need to ensure there are placements that best prepare them for these demands. Role emerging fieldwork offers an opportunity to not only meet the curricular requirements of fieldwork education, but also afford students the chance to develop confidence and skills unique to this kind of placement. The purpose of this explanatory case study was to explore graduate occupational therapy students' self-efficacy before and after a Level I role emerging fieldwork experience, and in addition, the potential personal or professional transformation that occurred as a result. Data was collected from 36 students using a pre-post survey with the Student Confidence Questionnaire (SCQ). The findings revealed a statistically significant growth in each of the seven areas of the SCQ (Risk Taking, Supervision, Communication, Adaptability, Innovation, Clinical Practice, and Professional Competence), which led to an increase in self-efficacy, personal and professional development, and a further understanding of the role of occupational therapy. Results indicated the influential impression role emerging fieldwork leaves on the growth and autonomy of the student and provides a potential solution for programs to meet the accreditation standards for all level of experiential learning.

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Section: Importance and Background Of Self-efficacy For Fieldwork Sucmentioning

confidence: 98%

Section: Risk Taking Supervision and Communicationmentioning

confidence: 99%

Increasing Self-Efficacy through Role Emerging Placements: Implications for Occupational Therapy Experiential Learning

Mattila

DeIuliis

Cook

2018

JOTE

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“…Practice placement education in occupational therapy is a fundamental component in the development of students’ professional identity [ 1 ], and it enables opportunities for practice and application of theoretical knowledge with clients across the lifespan in a variety of settings [ 2 , 3 ]. The literature suggests the need for extensive research on practice placement education experiences [ 2 ], as well as the expansion of types of practice placements [ 4 , 5 ], and likewise supports the successful influence of these experiences on students’ professional outcomes [ 6 , 7 ]. However, there is limited research focused on students’ perspectives, including their expectations and satisfaction regarding practice placement.…”

Section: Introductionmentioning

confidence: 99%

Student and supervisor perspectives on the effectiveness of community-based placements for occupational therapy students

Golos

Tekuzener

2021

BMC Med Educ

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Background Using a community-based model as an integral part of occupational therapy students' practice experiences can enable the development of new emerging practices within the community. The aims of this study were to examine the experiences of students and supervisors in community-based role-emerging practice placements, and to compare the two types of placements (full-time and part-time). Methods Data was collected from 41 undergraduate occupational therapy students and seven supervisors using pre-post questionnaires, as well as qualitative data through focus groups and a short online questionnaire. Conventional content analysis was used for qualitative data, Wilcoxon tests were used to examine the change in scores, and Mann-Whitney tests compared the two types of placements. Results A significant decrease was evident in students' scores from pre- to post-placement regarding setting and supervision (z = -3.557, p < .001), with a non-significant decrease regarding community. Significant increases in scores were seen regarding students' personal and professional skills (z = -2.805, -3.152, p < .01). Close-to-significant differences in personal skills scores were found between role-emerging types. Overall, students and supervisors expressed positive impressions, while students addressed challenges relating to setting and supervision. Conclusions Community-based role-emerging practice placements may contribute to the professional and personal development of occupational therapy students. The results supported the positive aspects of role-emerging practice placements; they also identified the challenges of such placements with regard to students' expectations from the settings and supervision. Exposing students to role-emerging models, and seeking better compatibility with their expectations from community partnerships and supervisors, may contribute to their professional development, which can in turn develop and expand areas of practice in the community. Additionally, role-emerging practice placements can serve as a valuable contribution to professionals and stakeholders within communities, who do not as yet benefit from occupational therapy services.

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“…The literature suggests that there needs to be extensive research on practice placement education experiences [3, 11, 12], due to a greater demand for placements, a shift in settings [13], and an awareness that practice placements can be a stressful experience [14]. Current research support that practice placements influence students’ knowledge, professionalism, and self-efficacy outcomes [15, 16]. However, there is limited research focused on students’ expectations, degree of satisfaction, and perceptions; and even fewer studies exist on the perceived benefits of practice placements prior to and post placement [4, 12].…”

Section: Introductionmentioning

confidence: 99%

“Perceptions, expectations and satisfaction levels of occupational therapy students prior to and after practice placement and comparison of practice placement models”

Golos

Tekuzener

2019

BMC Med Educ

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Background Practice placements in occupational therapy are fundamental components in developing a student’s professional identity. Various models of placements are available to expose and expand students’ participation in various community-based services. The purpose of this study was to compare occupational therapy students’ perceptions and expectations prior to placements with their perceptions and satisfaction levels upon completion of placements, and to compare clinical placement models (role-established and role-emerging). Methods The study included 155 undergraduate occupational therapy students, who completed questionnaires prior to and upon completion of their placements. The questionnaire included items that were divided into categories of placement setting and supervision, personal skills, professional skills, and community. Paired t-tests and two-way repeated measures analyses of variance (ANOVA) were used in order to examine the change in scores over time, and a-parametric tests were used in order to compare the two models. Results For all students a significant decrease in scores was found from pre- to post-placement regarding setting and supervision (t[df] = 3.96[154], p < .001), and a significant increase in scores was found from pre- to post-placement regarding personal and professional skills (t[df] = 7.82[154], p < .001; t[df] = 14.24[154], p < .001, respectively). Comparison between placement models indicated nonsignificant differences regarding personal and professional skills. However, role-established post-scores were significantly higher than role-emerging scores regarding setting and supervision, but significantly lower regarding the contribution of services to the community. Conclusions Practice placements promote a student’s personal and professional skills. Students were less satisfied with the setting and supervision in comparison to their pre-placement expectations. Both models may contribute to students’ professional development. Role-established model had an advantage in students’ satisfaction with settings and supervision, while role-emerging models had an advantage in students’ perceptions regarding contribution to the community. Role-emerging model may contribute to developing and expanding areas of practice in the community. Electronic supplementary material The online version of this article (10.1186/s12909-019-1762-0) contains supplementary material, which is available to authorized users.

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Occupational therapy students’ self-efficacy, experience of supervision, and perception of meaningfulness of Level II fieldwork

Abstract: Background: This study explored the relationship of perceived self-efficacy to demographic and fieldwork variables for occupational therapy (OT) students. Self-efficacy is related to student and employee success and competency.

Cited by 11 publications

References 14 publications

Increasing Self-Efficacy through Role Emerging Placements: Implications for Occupational Therapy Experiential Learning

Increasing Self-Efficacy through Role Emerging Placements: Implications for Occupational Therapy Experiential Learning

Student and supervisor perspectives on the effectiveness of community-based placements for occupational therapy students

“Perceptions, expectations and satisfaction levels of occupational therapy students prior to and after practice placement and comparison of practice placement models”

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