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Perceptions Define Reality - Facilitating Students To Optimise Learning on Role Emerging Placements
Abstract   Peer reviewed

Perceptions Define Reality - Facilitating Students To Optimise Learning on Role Emerging Placements

Penelope Taylor, Heidi Miller and Marie N Bridgman
Australian occupational therapy journal, Vol.62(Supplement 1), p.25
Occupational Therapy Australia (OTA) National Conference and Exhibition: Changes, Challenges, Choices, 26th (Melbourne, Australia, 01-Jul-2015–03-Jul-2015)
2015
DOI: https://doi.org/10.1111/1440-1630.12211_1
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https://doi.org/10.1111/1440-1630.12211_1View
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Abstract

Clinical Sciences Public Health and Health Services role emerging placements occupational therapy students
Introduction: In one Queensland university, occupational therapy students have undertaken role emerging placements (i.e. in organisations where nooccupational therapy services are currently provided) across a variety of mental health, disability and aged care settings since 2011. While role emerging placements have been found to foster autonomy, professionalism, professional identity and communication, local 2013 research and experiences highlighted reluctance from students to accept these non-traditional models of placement as equally valuable to traditional placements (i.e. apprenticeship model). This impacts negatively on willingness to engage fully, and in a timely manner, with the available learning opportunities and can impede optimal learning.Objectives: This poster will provide an overview of the processes and strategies used to facilitate student learning on role-emerging placements. Approach: Key variables affecting student perceptions prior to placement had been identified from previous research, and strategies aimed at 'myth-busting' and facilitating student-led analysis of learning opportunities were developed and trialled, with the aim of positively influencing perceptions of role-emerging placements. Practice implications: Students' perceptions pre-placement can significantly impact on experiences and learning outcomes. Consideration of strategies engaging students prior to placement is essential to facilitate student learning. Changes made included: language; placement briefing content and structure; emphasis on student-led supervision practices utilising various modalities; and structured use of reflective practice. Conclusion: With increased demand for placements nationally, growth in the use of role-emerging placement models is expected. It is essential that the factors contributing to student perceptions pre-placement be addressed as part of ongoing development.

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