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Diversity Through Sustainability: Evaluating the use of Alternative Placement Models in Occupational Therapy Clinical Education
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Diversity Through Sustainability: Evaluating the use of Alternative Placement Models in Occupational Therapy Clinical Education

Frances Millar, Penelope Taylor and Heidi Miller
Australian occupational therapy journal, Vol.60(Supplement 1), p.122
Occupational Therapy Australia National Conference, 25th (Adelaide, Australia, 24-Jul-2013–26-Jul-2013)
2013
DOI: https://doi.org/10.1111/1440-1630.12062
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https://doi.org/10.1111/1440-1630.12062View
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Abstract

Clinical Sciences Public Health and Health Services
Introduction: Increased demand for student placements, finite numbers of 'traditional model' placements in the health and social service sectors and a need to diversify learning experiences to match contemporary practice, prompted the University of the Sunshine Coast (USC) to develop and trial the use of 'non-traditional' placement models (e.g. role-emerging) across all year groups and with all students, across a range of service delivery contexts. Aims: Health Workforce Australia funded this research project to investigate the experience of non-traditional student placement models from the perspective of practice educators, USC, and placement facility staff. Method: Mixed method research was conducted to investigate stakeholder perspectives. A total of 37 surveys were completed by practice educators and placement facilities; and 17 interviews were conducted (including six practice educators, staff from across seven placement facilities, and USC staff). Qualitative analysis was undertaken to establish key themes. A focus group with practice educators verified concepts and themes identified from the survey and interview analysis. Triangulation of themes occurred through collaboration with a USC occupational therapy honours student's project investigating the student experience of nontraditional model placements. Results: The data indicates support for alternate placement models including evidence that such placements meet student learning objectives, and are valued by placement organizations due to the positive impact for clients, and the benefit to staff in terms of skill development. Clinical supervision was identified as the major cost of providing alternate student placements. Conclusion: This presentation will advance an overall understanding, and add to current national discussion, of how non-traditional placement models contribute to undergraduate student learning experiences. It will inform stakeholders about the benefits and challenges of these placements in providing high quality, sustainable and contemporary placement options into the future.

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