Learning experiences on role-emerging placements: an exploration from the students’ perspective

Dancza, Karina, Warren, Alison, Copley, Jodie, Rodger, Sylvia, Moran, Monica, McKay, Elizabeth and Taylor, Ann (2013) Learning experiences on role-emerging placements: an exploration from the students’ perspective. Australian Occupational Therapy Journal, 60 6: 427-435. doi:10.1111/1440-1630.12079

Author Dancza, Karina
Warren, Alison
Copley, Jodie
Rodger, Sylvia
Moran, Monica
McKay, Elizabeth
Taylor, Ann
Title Learning experiences on role-emerging placements: an exploration from the students’ perspective
Journal name Australian Occupational Therapy Journal   Check publisher's open access policy
ISSN 0045-0766
Publication date 2013-12
Sub-type Article (original research)
DOI 10.1111/1440-1630.12079
Open Access Status
Volume 60
Issue 6
Start page 427
End page 435
Total pages 9
Place of publication Richmond, VIC, Australia
Publisher Wiley-Blackwell
Collection year 2014
Language eng
Formatted abstract
Background/aim: Occupational therapy educators are challenged to provide students with practical experiences which prepare them for ever changing health-care contexts on graduation. Role-emerging placements have been widely used internationally to help meet this challenge, but research into the learning experiences of students during these innovative placements is limited. This research investigated the enablers and barriers to learning from the perspectives of students on such placements from two European universities.

Methods: Two separate qualitative studies tracked 10 final year students. Interviews explored their learning experiences prior to, during and after an eight- or 10-week role-emerging placement in a range of settings.

Results: Four themes emerged, which were (1) adapting to less doing, more thinking and planning; (2) understanding the complexity of collaboration and making it work; (3) emotional extremes; and (4) realising and using the occupational therapy perspective.

Conclusions: These placements presented a 'roller coaster' of authentic learning experiences which created the opportunity for students to use occupation in practice and develop skills for collaborative working in an interprofessional environment. Whereas students viewed their role-emerging placement experiences positively, challenges included the emotional responses of students and placement pace. Findings suggest the need for supportive student placement experiences in both established and role-emerging areas to prepare students for a range of opportunities in an uncertain future.
Keyword Fieldwork
Professional education
Student learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Health and Rehabilitation Sciences Publications
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Citation counts: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 6 times in Scopus Article | Citations
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Created: Fri, 08 Nov 2013, 16:15:20 EST by Professor Sylvia Rodger on behalf of School of Health & Rehabilitation Sciences