The Student Experience of a Role Emerging Placement

Gregory, Philippa; Quelch, Lydia; Watanabe, Elisha

doi:10.1002/9781444340006.ch4

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…Benefits of role emerging fieldwork. Many international studies on experiential learning cite significant benefits for students who participate in role emerging FW (Bossers et al, 1997;Fieldhouse & Fedden, 2009;Gregory, Quelch, & Watanabe, 2011;Overton et al, 2009). Some reported unique benefits of role emerging FW include student report of increased confidence, flexibility, autonomy, leadership, and awareness of contemporary health care issues (Banks & Head, 2004;Bossers et al, 1997;.…”

Section: Role Emerging Fieldworkmentioning

confidence: 99%

Increasing Self-Efficacy through Role Emerging Placements: Implications for Occupational Therapy Experiential Learning

Mattila

DeIuliis

Cook

2018

JOTE

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Fieldwork education is an essential component of occupational therapy curriculum design and student development. Today's students are faced with a variety of challenges in the changing, diverse healthcare system, and educators need to ensure there are placements that best prepare them for these demands. Role emerging fieldwork offers an opportunity to not only meet the curricular requirements of fieldwork education, but also afford students the chance to develop confidence and skills unique to this kind of placement. The purpose of this explanatory case study was to explore graduate occupational therapy students' self-efficacy before and after a Level I role emerging fieldwork experience, and in addition, the potential personal or professional transformation that occurred as a result. Data was collected from 36 students using a pre-post survey with the Student Confidence Questionnaire (SCQ). The findings revealed a statistically significant growth in each of the seven areas of the SCQ (Risk Taking, Supervision, Communication, Adaptability, Innovation, Clinical Practice, and Professional Competence), which led to an increase in self-efficacy, personal and professional development, and a further understanding of the role of occupational therapy. Results indicated the influential impression role emerging fieldwork leaves on the growth and autonomy of the student and provides a potential solution for programs to meet the accreditation standards for all level of experiential learning.

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Section: Role Emerging Fieldworkmentioning

confidence: 99%

Increasing Self-Efficacy through Role Emerging Placements: Implications for Occupational Therapy Experiential Learning

Mattila

DeIuliis

Cook

2018

JOTE

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“…Non‐traditional settings are greatly expanding in today's occupational therapy world, and these settings provide specific opportunities and challenges that affect and influence the development of competent occupational therapists (Cooper & Raine, ). Strengths of non‐traditional fieldwork education placements include opportunities for understanding how foundational tenets of the profession and occupational science can be applied to practice (Gregory, Quelch & Watanabe, ). In addition, non‐traditional settings promote, ‘development of a strong professional identity; development of independent thinking, planning and problem‐solving skills; and greater scope for creativity in client program planning’ (Wood, , p. 377).…”

Section: Introductionmentioning

confidence: 99%

Working with populations from a refugee background: An opportunity to enhance the occupational therapy educational experience

Smith

Cornella

Williams

2013

Aus Occup Therapy J

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A fieldwork experience working with people of a refugee background can facilitate the development of cultural awareness and competence, as well as foundational professional skills. In this setting, the importance of occupation-based, client-centred practice can be fully realised. Results indicate that this fieldwork setting is a suitable environment for experiencing occupational therapy principles and that labelling fieldwork experiences working with people from a refugee background as 'non-traditional' may be inappropriate. Learning experiences reported by students also reveal the benefits of working independently at times without direct supervision of an occupational therapist.

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“…Occupational therapy educators commonly use experiential learning to address student outcomes (Overton, Clark, & Thomas, 2009). From an educator's perspective, the additional advantage of using CEL as a transformative experience is invaluable for acquiring "soft skills," such as self-efficacy and role delineation (Comeau et al, 2019;Gregory, Quelch, & Watanabe, 2011). The transformative learning model has been explored as a viable way to understand the lived experiences of occupational therapy students over the course of fieldwork placements (Grenier, 2015;Kiely, 2005).…”

mentioning

confidence: 99%

“…Kiely (2005) discussed the transformative learning process as a way for students to develop a connection between "contextual factors and multiple forms of dissonance" (p. 15). These types of opportunities help to prepare students for professional challenges that the classroom or traditional fieldwork experiences cannot offer (Bagatell, Lawrence, Schwartz, & Vuernick, 2013;Gregory et al, 2011). In these situations, students are required to be leaders, rather than followers, or to model an occupational therapy fieldwork educator.…”

mentioning

confidence: 99%

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

Mattila¹

2019

The Open Journal of Occupational Therapy

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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.

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The Student Experience of a Role Emerging Placement

Cited by 5 publications

References 6 publications

Increasing Self-Efficacy through Role Emerging Placements: Implications for Occupational Therapy Experiential Learning

Increasing Self-Efficacy through Role Emerging Placements: Implications for Occupational Therapy Experiential Learning

Working with populations from a refugee background: An opportunity to enhance the occupational therapy educational experience

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

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