Student perspectives of a Student-Led Groups Program model of professional practice education in a brain injury rehabilitation unit

Patterson, Freyr, Fleming, Jennifer, Marshall, Kathryn and Ninness, Nadine (2017) Student perspectives of a Student-Led Groups Program model of professional practice education in a brain injury rehabilitation unit. Australian Occupational Therapy Journal, . doi:10.1111/1440-1630.12382


Author Patterson, Freyr
Fleming, Jennifer
Marshall, Kathryn
Ninness, Nadine
Title Student perspectives of a Student-Led Groups Program model of professional practice education in a brain injury rehabilitation unit
Journal name Australian Occupational Therapy Journal   Check publisher's open access policy
ISSN 1440-1630
0045-0766
Publication date 2017-04-07
Sub-type Article (original research)
DOI 10.1111/1440-1630.12382
Open Access Status Not yet assessed
Total pages 9
Place of publication Richmond, VIC, Australia
Publisher Wiley-Blackwell Publishing Asia
Language eng
Formatted abstract
Background/aim: Professional practice education is a core and essential component of occupational therapy training. With increasing numbers of education programmes and more students requiring professional practice placements, development of innovative models of professional practice education has emerged, but these require investigation. The aim of this study was to investigate student experiences and perceptions of the Student-Led Groups Program model of professional practice education in an inpatient brain injury rehabilitation unit.

Methods: A qualitative approach, guided by phenomenological theory was used. Participants were 15 students who had completed a professional practice placement in the Student-Led Groups Program. Data were collected using in-depth semi-structured interviews and analysed thematically.

Results: Three over-arching themes emerged from the data; balance of support and freedom, development of clinical skills and missed opportunities. Students described how the structure of the placement facilitated independent learning and autonomy that was balanced with support from clinicians and student peers. Students perceived that they had developed a breadth of clinical skills and also had missed some learning opportunities in this professional practice placement structure.

Conclusions: Overall student perceptions of the Student-Led Groups Program were positive, supporting the continued use of this model of professional practice education in this setting. The results highlight the value of structured and consistent approaches for supervision, including the use of formal approaches to peer supervision in the initial stages of learning.
Keyword Interviews
Occupational therapy education
Professional practice placement
Students
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
School of Medicine Publications
 
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