Facilitating student occupational therapists' mastery of occupation-centred approaches for working with children

被引：10

作者：

Copley, Jodie A. ^{[1
]}

Rodger, Sylvia A. ^{[1
]}

Graham, Fiona P. ^{[1
]}

Hannay, Victoria A.

机构：

[1] Univ Queensland, Sch Hlth & Rehabil Sci, Div Occupat Therapy, St Lucia, Qld 4072, Australia

来源：

CANADIAN JOURNAL OF OCCUPATIONAL THERAPY-REVUE CANADIENNE D ERGOTHERAPIE | 2011年 / 78卷 / 01期

关键词：

Education; Learning methods; Occupational therapy; Pediatric occupational therapy; Student experiences; PERFORMANCE;

D O I：

10.2182/cjot.2011.78.1.5

中图分类号：

R49 [康复医学];

学科分类号：

100215 ;

摘要：

Background. Student occupational therapists experience particular challenges in the learning and practicing of occupation-centred practice (OCP) techniques with children. Purpose. This study aimed to identify factors that facilitate mastery of OCP from both students' and practice educators' perspectives. Methods. Nine student occupational therapists and two practice educators participated in three interviews at intervals across the students' fieldwork experiences. Observation and document review assisted data triangulation. Findings. Students experienced distinct turning points in their understanding and use of OCP after encountering challenges and then experiencing success. Factors that assisted students' mastery of OCP included modelling and practice opportunities; individualised, performance-specific debriefing; specific learning and teaching styles; and structured learning tools for observation and reporting. Implications. Key quality teaching and learning practices can be used by practice educators and universities to promote mastery of OCP approaches. Further opportunities for practice and guided reflection on OCP are needed.

引用

页码：37 / 44

页数：8

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