Perceptions and Outcomes of Occupational Therapy Students Participating in Community Engaged Learning: A Mixed-Methods Approach

Abstract

Today's health care system requires therapists to acquire a level of confidence, flexibility, and personal growth that enables them to treat a diverse and complex clientele. Occupational therapy programs need to ensure that clinical placements can best prepare students for these demands. Community engaged learning (CEL) offers a distinctive opportunity both to meet the curricular requirements of fieldwork and to afford students the chance to develop unique sets of skills. The purpose of this mixed-methods study was to examine the experiences of graduate occupational therapy students participating in CEL fieldwork placements. The study explored the students' self-efficacy before and after placements and the transformative learning process that occurred. Data were collected from semi-structured interviews, pre/ post surveys, and reflective journals. The findings resulted in eight major themes that revealed growth in self-efficacy and personal and professional development. The results indicated the influential impression CEL leaves on the development of the student and provides a potential solution for programs to meet the demands of the current health care climate. Comments The author reports that they have no conflicts of interest to disclose.

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

“…Therefore, each student experience was limited to the particular setting and did not offer a wide perspective regarding the broader contribution of occupational therapy to a community in general. It can be assumed that more opportunities can enable students to address the challenges facing a community [ 23 ], which is necessary for supporting the belief that the role-emerging model may contribute to the need for developing and expanding areas of practice in a community [ 42 ]. These perceptions regarding the importance of community engagement, and the contribution of occupational therapy to a community, need to be further investigated among a larger sample of students.…”

“…In order to maintain their competency in serving new populations, environments, and systems, students need to be exposed to role-emerging areas during practice placements [ 16 , 17 ]. This may better prepare students to evolve into more diverse and holistic therapists in settings where the role of occupational therapy is undefined [ 23 ]. Role-emerging placements may have advantages, since they can enrich students’ professional and personal growth and development, and allow students to explore, establish, and expand roles in the community [ 17 , 24 , 25 ].…”

“…This may be an opportunity where students can apply academic coursework and resources to address challenges facing communities, such as community needs, health-care disparities, and civic engagement [ 26 ]. Role-emerging placements have been found to enhance students’ independence, clinical reasoning, problem-solving and communication skills, as well as broaden their autonomy, self-directed learning, and ability to advocate [ 3 , 4 , 13 , 17 , 23 ].…”

“…Current research has examined the experiences of occupational therapy students participating in community role-emerging practice placements, mostly by using quantitative methods [ 19 , 23 , 28 ]. Few studies have been conducted during the placements [ 28 ], prior to, and/or upon completion of placements [ 8 ].…”

Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community

“…Results of the current study support findings of previous research where community-based learning has been found to be a best practice in higher education pedagogy. These types of experiential learning environments enhance students’ perceptions of knowledge gained and professional growth (Gupta et al, 2021; Mann, 2011; Mattila, 2019; Welch & Carter, 2018). As such, the intergenerational, community-based classroom reviewed in the current study served to grow students’ confidence in their capacity to innovate, modify, and assimilate new information in route.…”