The development of a theory-informed workbook as an additional support for students on role-emerging placements

Dancza, Karina, Copley, Jodie, Rodger, Sylvia and Moran, Monica (2016) The development of a theory-informed workbook as an additional support for students on role-emerging placements. British Journal of Occupational Therapy, 79 4: 235-243. doi:10.1177/0308022615612806


Author Dancza, Karina
Copley, Jodie
Rodger, Sylvia
Moran, Monica
Title The development of a theory-informed workbook as an additional support for students on role-emerging placements
Journal name British Journal of Occupational Therapy   Check publisher's open access policy
ISSN 1477-6006
0308-0226
Publication date 2016-04-01
Year available 2016
Sub-type Article (original research)
DOI 10.1177/0308022615612806
Open Access Status Not Open Access
Volume 79
Issue 4
Start page 235
End page 243
Total pages 9
Place of publication London, United Kingdom
Publisher Sage Publications
Collection year 2017
Language eng
Formatted abstract
Introduction: During role-emerging placements students require different support as occupational therapy specific supervision is provided periodically and they cannot model their practice on experienced occupational therapists. This paper describes the development and evaluation of a workbook designed to reinforce the integration of theory with practice and provide an additional resource to support students when a supervisor was not present.

Method: A social constructionist perspective and action research methodology were used. Participants were 14 final year occupational therapy students and three off-site occupational therapy supervisors. All participants were involved in role-emerging placements in school settings in England. In-depth, semi-structured interviews across four action research cycles informed the development and evaluation of the workbook.

Findings: While the workbook originally focused on supplementing students' knowledge of occupational therapy theory, during the action research cycles the focus shifted to consider how educational theory informed workbook design and content. Key features and critical aspects which supported students' learning were identified.

Conclusion: The workbook was received positively by students and supervisors. Aspects which were particularly valued included the provision of examples and scenarios which contextualised theory within the placement setting. The workbook was proposed to have scope for use in placements beyond school-based practice.
Keyword Role-emerging placement
School-based occupational therapy
Supervision
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Health and Rehabilitation Sciences Publications
 
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