Responding to the growing demand for practice education: Are we building sustainable solutions?

Self Cite

A REP experience as an occupational therapy student, can develop additional skills for qualified professional practice than traditional practice placements alone. The impact of such a placement matches with the 'Generation Y' traits of young adults who are now starting to emerge into training and the work place, translates well into a variety of working environments and lasts into career development. The placement model of occupation-focussed project development and the less apprentice style learning of a REP may be influential, and could be a suitable model within traditional placements.

Section: Discussionmentioning

confidence: 67%

“…Additionally, evidence and literature suggest a need to further explore the theoretical supposition that students who undertake REPs can experience enhanced employability and diverse career path or are really ‘making their mark’ with emerging roles when qualified (Clarke, deVisser, et al ., ; Hamilton et al ., ).…”

Section: Introductionmentioning

confidence: 99%

The impact of a Role Emerging Placement while a student occupational therapist, on subsequent qualified employability, practice and career path

Thew

Thomas

Briggs

2018

Self Cite

“…Student failure of practice education is a risk that needs to be managed by both educational providers and agencies so it is imperative that educational institutions deliver students to the workplace who as much as possible are 'placement ready'. Furthermore, professional associations, regulatory authorities, employers and the community in general are also stakeholders in the professional education of occupational therapists (Gray et al, 2012;Hamilton et al, 2015) and therefore it is in the interests of many that preparation for placement is done well.…”

Section: Introductionmentioning

confidence: 99%

Peer Assisted Study Sessions (PASS) preparing occupational therapy undergraduates for practice education: A novel application of a proven educational intervention

Larkin

Hitch

2018

Background/aim With rapid growth in occupational therapy education programmes across Australia and a corresponding increase in demand for placements, there is a need to ensure that students are well prepared for practice education. An occupational therapy education programme at a Victorian university introduced a specific Peer Assisted Study Sessions (PASS) programme to develop students’ preparedness for practice education, supplementing core and existing teaching activities. The aim of this study was to explore the experiences of occupational therapy students, including their perception of its impact on learning and preparation for practice education. Methods Using a phenomenological approach, semi‐structured interviews were undertaken with 15 students who participated in PASS for Placement, 2 of whom were the student leaders. Interviews were transcribed verbatim and thematically analysed. Results Seven themes emerged from the data: a safe environment; skill development; one of us; feeling connected; student‐centred and student‐led; different motivations; and learning through leading. Students were positive about the impact of the programme on their confidence and readiness for practice education. Student leaders also reported that it contributed to the development of leadership skills and overall levels of confidence regarding practice education. Conclusions This study supports the use of PASS to promote practice education preparedness, as there were positive outcomes for both students and student leaders. However, it indicates that participation in such programmes should be voluntary rather than mandatory. This study addresses a clear gap both in current practice and research, describing the application of a proven educational intervention in a new and innovative way. It is the first reporting of the use of PASS to support the preparation of students for practice education in any health discipline and subject to feasibility studies, could be adopted more broadly by disciplines beyond health, where work integrated learning is a mandatory element of the education programme.

“…Currently within Australia, there are 14 universities offering 34 university programs that have been accredited by the World Federation of Occupational Therapists (World Federation of Occupational Therapists, 2011), and an additional six universities offering 10 programs not yet accredited (Occupational Therapy Australia, 2015). This has resulted in increased pressure to provide professional practice placements and ensure students meet the minimum standards for education, as prescribed by WFOT (Bonello, 2001;Hamilton et al, 2015). Other reasons for placement shortages include staffing numbers, an imbalance of clinical work and student supervision, physical space to accommodate students, non-payment of practice education to clinicians, and increased pressure for early discharge of patients from hospitals (Casares, Bradley, Jaffe & Lee, 2003;Fisher & Savin-Baden, 2002;Martin, Morris, Moore, Sadlo & Crouch, 2004;Overton, Clark & Thomas, 2009;Rodger et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Student perspectives of a Student‐Led Groups Program model of professional practice education in a brain injury rehabilitation unit

Patterson

Fleming

Marshall

et al. 2017