Service Learning Can Make Occupation-Based Practice a Reality: A Single Case Study

Abstract

Service learning is philosophically congruent with the objectives of progressive occupational therapy curricula. This article presents a case-based research study that examined the attributes and outcomes of a service-learning course that included Level I fieldwork. Analysis of the case study identified three themes: (a) the translation of theory to practice, (b) the value of contextual learning, and (c) the gestalt of occupational awareness. Service learning can be considered a pedagogical [2] model that promotes the synthesis of conceptual models to clinical practice. Furthermore, it enables students to develop a professional and personal philosophy of occupation earlier in their careers.

Student Perceptions of Non-traditional Level I Fieldwork

“…Consistent with earlier findings, students valued non-traditional Level I fieldwork within a community context as helpful for developing professional reasoning skills (Bazyk et al, 2010;Benson & Witchger Hansen, 2007;Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010). Students appreciated reflective journaling and in-class problem solving activities as helpful to their development of critical thinking (Facione & Facione, 2008).…”

“…Benefits of non-traditional Level I fieldwork, experiential, and service learning experiences include the following: (a) improvements in personal and professional development (Benson & Witchger Hansen, 2007;Knecht-Sabres, 2010); (b) understanding the value of occupation and application to practice (Bazyk, Glorioso, Gordon, Haines, & Percaciante, 2010;Vroman, Simmons, & Knight, 2010); (c) development of professional reasoning (Bazyk et al, 2010;Benson & Witchger Hansen, 2007;Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010); (d) application of theory and course content to practice (Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010;); and (e) cultural competency (Bazyk et al, 2010). Challenges of Level I nontraditional placements are infrequently identified; however, Knecht-Sabres (2010) discussed logistical issues as a challenge for non-traditional placements.…”

“…Strategies utilized included reflection both through discussion and writing (Bazyk et al, 2010;Benson & Witchger Hansen, 2007;Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010) and peer support (Knecht-Sabres, 2010;Vroman et al, 2010).…”

Occupational Therapy Students' Development of Therapeutic Communication Skills During a Service-Learning Experience

“…Bazyk, Glorioso, Gordon, Haines, and Percaciante (2010) found students learned more about the complexities of leading therapeutic groups, their ability to employ use of self, and were able to put into practice the technical and reasoning skills they had learned at a theoretical level. Students have also developed an unwavering appreciation of the value of therapeutic occupations (Bazyk et al, 2010;Vroman, Simmons, & Knight, 2010). Maloney, Myers, and Bazyk (2011) also found that, when students engaged in service-learning, they developed greater self-awareness and awareness of homeless individuals as persons, awareness of social issues, professional self-efficacy, and embraced opportunities to demonstrate professional leadership.…”

The Influence of a Community-Based Service-Learning Experience on the Development of Occupational Therapy Students' Feelings of Civic Responsibility

“…The occupational therapy literature provides numerous accounts of strategies for developing service-learning courses for occupational therapy students, along with in-depth analyses of the pedagogical benefits of doing so (Alsop, 2007;Atler & Gavin, 2010;Beck & Barnes, 2007;Flecky & Gitlow, 2011;Gitlow & Flecky, 2005;Hansen et al, 2007;Hoppes, Bender, & DeGrace, 2005;Maloney & Griffith, 2013;Marken, Moxley, & Fraley, 2011;O'Brien & D'Amico, 2004;Olivier, Oosthuizen, & Cateleijn, 2007;Schaber, 2010;Schindler, 2011;Vroman, Simmons, & Knight, 2010). Greene (1997), in one of the earliest accounts of the benefits of service-learning, found the students reported increases in their awareness of diversity and insight 146 S. M. Maloney et al into the lived-experiences of persons with disabilities.…”