Teaching Program Development and Evaluation Through a Service Learning Project in Community-Based Adult Day Services

Schaber, Patricia

doi:10.3109/07380570903329644

Cited by 10 publications

(10 citation statements)

References 11 publications

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“…This finding was consistent with previous studies that have recommended community-based FW to increase awareness of practice options and better prepare students to enter less traditional settings (Adam et al, 2014, Hanft & Anzalone, 2001, Holmes & Scaffa, 2009a, Holmes & Scaffa, 2009bRamsey, 2011). There is clearly support among community-based clinicians and researchers for more FW opportunities, and several studies have suggested the efficacy of non-traditional FW placements (Dillon, Dillon, King, & Chamberlin, 2007;Gat & Razon, 2014;Schaber, 2010). However, incorporating more community-based FW into OT education can be challenging due to the limited number of community-based OTs to serve as supervisors (Holmes & Scaffa, 2009b) and the need to meet specific accreditation standards.…”

Section: Suggestions For Improving Academic Training and Continuing Esupporting

confidence: 89%

Competency Development in Community-Based Occupational Therapy

Winstead

2018

The American Journal of Occupational Therapy

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Objective: The aims of this study were: a) to discover which strategies community-based occupational therapists (OTs) find most effective for developing the competencies that have been identified as unique to community-based occupational therapy (OT) practice, b) to examine respondents' perceptions of the effectiveness of their academic training and of current professional development resources, and c) to explore respondents' suggestions for improving academic training and continuing education for OTs in community-based practice. Methods: Data collection was completed using an electronic survey that targeted members of the American Occupational Therapy Association who have experience in community-based OT. The survey was completed by 81 OTs with a wide range of practice experience. Results: Across six competency categories, most respondents reported self-directed learning to be the most effective strategy for developing the skills needed for community-based OT practice. Professional development strategies such as formal OT education, continuing education, workplace trainings, and mentorship were chosen less frequently than self-directed learning. Most respondents rated their formal OT education and existing professional development options as either average or effective, however they also had many suggestions for improvement. The most common suggestions included increasing community-based fieldwork, increasing the role of communitybased practitioners in the education process through guest lecturing and adjunct teaching, increasing mentorship options, and providing more education specific to the knowledge needed Data Analysis .

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Section: Suggestions For Improving Academic Training and Continuing Esupporting

confidence: 89%

Competency Development in Community-Based Occupational Therapy

Winstead

2018

The American Journal of Occupational Therapy

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“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Maloney

Myers

Bazyk

2014

Occupational Therapy in Mental Health

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This qualitative study examined the influence of service-learning on the development of students' feelings of civic responsibility while involved with a community-based organization. Occupational therapy students involved in a semester-long service-learning experience maintained weekly reflective journals. Six such reflective journals were randomly selected for analysis. Findings revealed that while engaged in service-learning the six participants voiced themes of increased self-awareness, awareness of homeless individuals as persons, awareness of social issues, and professional self-efficacy. These developing competencies are associated with the skills required for health care professionals to participate in civic engagement and client advocacy.

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“…In addition to providing students with potential valuable pedagogical experience of building strong bridges, strengthening intergenerational relations (Alcón, 2016). Service Learning produces outcomes related to character development and citizenship education when done well (Schaber, 2010). Therefore, this study aims to analyze how Service Learning is implemented in Indonesia at Senior Secondary School.…”

Section: Introductionmentioning

confidence: 99%

Service Learning: Establishing Students’ Relationship Between School and Society

Hidayah¹,

Muchtarom²,

Rejekiningsih³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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The objective of the study was to describe the concept and implementation of Service-Learning in SMAIT Nur Hidayah of Sukoharjo, Central Java, Indonesia. The research subjects are teachers, activists of extracurricular, students, and society. This research focused on Service-Learning activities held at SMAIT Nur Hidayah, known with RANMUDA. This study was designed with the descriptive-qualitative method and used the case study approach. The data were technically collected through observation, in-depth interviews, and documentation studies. The data analysis technique used the Interactive Model of Miles & Huberman consisting of data reduction, data presentation, and conclusion and verification. The result showed that Service Learning is one of the learning models that applying "learning by doing" through real experience in the community. Learning is carried out by integrating the knowledge thaught at school and students' reallife in society. Through RANMUDA, students were offered with knowledge and experience, well-preparedness and trained physically, in addition to strengthening student's social character. Finally, this activity can establish students' relationship between school and society which enables students to learn holistically. The research about Service Learning contributes to providing knowledge about students' experiences interacting in the community, increasing social character development and can be used for students in Senior Secondary School.

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Teaching Program Development and Evaluation Through a Service Learning Project in Community-Based Adult Day Services

Cited by 10 publications

References 11 publications

Competency Development in Community-Based Occupational Therapy

Competency Development in Community-Based Occupational Therapy

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

Service Learning: Establishing Students’ Relationship Between School and Society

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