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Perceptions of Role-Emerging and Project Placements: USC Occupational Therapy Students
Abstract   Peer reviewed

Perceptions of Role-Emerging and Project Placements: USC Occupational Therapy Students

Davin Lloyd, Marion Gray, 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 occupational therapy students
Introduction: The numbers of students undertaking role emerging and project placements has increased in recent years. Reasons for this increase include the lack of available placement opportunities for students, providing different learning experiences in-line with a changing health-care environment, and the possibility of expanding the profession of occupational therapy into areas where they are not currently working. There is limited research in the occupational therapy literature regarding these innovative placement models, and a particular shortage examining the students' perceptions of these placement models. Aims: This research aims to highlight the students' experiences of role-emerging and project placements. Method: Undergraduate occupational therapy students from across three year levels at the University of the Sunshine Coast (USC), will undergo focus groups and surveys to elicit their perceptions. Results: Findings will allow a greater understanding of USC students role-emerging and project placement experiences, including preparation requirements, in order to help develop the most successful placements possible. Conclusion: This research will add to the limited literature surrounding this topic area and help in knowledge development around the education of occupational therapy students.

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