NDLI: Learning experiences on role-emerging placements: an exploration from the students' perspective.

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

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

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Dancza, Karina Warren, Alison Copley, Jodie Rodger, Sylvia Moran, Monica McKay, Elizabeth Taylor, Ann
Description	Country affiliation: United kingdom Author Affiliation: Dancza K ( Department of Allied Health Professions, Faculty of Health and Social Care, Canterbury Christ Church University, Canterbury, Kent, UK.)
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.
File Format	HTM / HTML
ISSN	00450766
Issue Number	6
Volume Number	60
e-ISSN	14401630
Journal	Australian Occupational Therapy Journal
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2013-12-01
Publisher Place	Australia
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Physical and Rehabilitation Medicine Learning Occupational Therapy Education Professional Role Psychology Students Clinical Competence Communication Humans Leadership Qualitative Research Journal Article Research Support, Non-u.s. Gov't
Content Type	Text
Resource Type	Article
Subject	Occupational Therapy

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