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

Abstract

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.

A Critical Realist Review of Pre-Registration Nursing Student Stress

“…The transitional challenge faced by students on their path to becoming qualified practitioners is not unique to nursing; for example, similar difficulties have been described in medicine (Rahmann et al 2014, Kuhlmann, Huss, Burger & Hammerle 2016, Weurlander et al 2018, physical therapy (Higuchi & Echigo 2016, Tambag & Can 2018, Siddiqi et al 2019, occupational therapy (Govender, Mkhabela, Hlongwane, Jalim, & Jetha 2015, Golos & Tekuzener 2019 and within primary and secondary teaching (Malderez, Hobson, Tracey & Kerr 2007, Stricklin & Tingle 2016, Ord & Nuttall 2016. Nevertheless, research in the United States of America found that 'nursing students reported higher stress scores on academic and external stresses' than students of dentistry, medicine, pharmacy or physical therapy (Stecker 2004, p.469) and it continues to be argued that 'nursing students experience higher levels of stress than students in other health sciences' (Rafati, Nouhi, Sabzevari & Dehghan-Nayeri 2017).…”

The undergraduate simulation framework: standardising design and delivery

“…As previously mentioned, quality and consistent learning opportunities during clinical experience is not guaranteed (ANMAC, 2019; Golos and Tekuzener, 2019). Additional rehearsal through repetition of simulation may nullify the negative effects from this lack of exposure as well as provide extra learning opportunities for those students who require supplementary learning strategies (Haskvitz and Koop, 2004; Wall et al , 2014).…”

“…This may enable the achievement of learning outcomes that are aligned with public health needs and that can counteract the effects of placement models that bear witness to depleted opportunities for quality learning. This conundrum is noted in disciplines such as nursing and midwifery (Australian Nursing and Midwifery Accreditation Council (ANMAC), 2019), physiotherapy (Mcmahon et al , 2016) and occupational therapy (Golos and Tekuzener, 2019).…”

ejiendo puentes entre universidad y recursos sociosanitarios: recursos tecnológicos audiovisuales para la elección contextualizada de las prácticas en el Grado en Terapia Ocupacional

“…Esto es especialmente complejo en las primeras materias de prácticas, por ejemplo, Estancias Prácticas III, materia en la que se centra la experiencia piloto que se presenta en este texto, donde exploran por primera vez esta metodología para escoger las prácticas, y desarrollarán, por primera vez, prácticas dirigidas durante 60 horas en un centro/recurso sociosanitario. (Golos & Tekuzener, 2019;Spiliotopoulou, 2007;Welch & Dawson, 2006), ejemplo que emerge en las estancias prácticas de la formación de terapia ocupacional.…”

“…Asimismo, las investigaciones sobre este fenómeno señalan que la motivación, la preparación previa y la gestión de las expectativas del alumnado son claves para facilitar o dificultar la transición entre el contexto académico y el contexto de prácticas y, a su vez, para la cohesión entre los contenidos y competencias adquiridos en la academia y las competencias necesarias para desempeñar la profesión en el futuro (Golos & Tekuzener, 2019;Maben et al, 2006;Spiliotopoulou, 2007;Toal-Sullivan, 2006;Welch & Dawson, 2006).…”