A practice placement design facilitating occupational therapy students’ learning
| Published date | 29 November 2013 |
| Date | 29 November 2013 |
| DOI | https://doi.org/10.1108/JMHTEP-08-2012-0028 |
| Pages | 169-180 |
| Author | Tore Bonsaksen,Kjell Emil Granå,Cecilia Celo,Brian Ellingham,Ingunn Myraunet |
| Subject Matter | Health & social care,Mental health,Mental health education |
A practice placement design facilitating
occupational therapy students’ learning
Tore Bonsaksen, Kjell Emil Gran˚
a, Cecilia Celo, Brian Ellingham and Ingunn Myraunet
Tore Bonsaksen isa n Associate
Professor, based at Oslo and
Akershus University Collegeof
Applied Sciences, Oslo,
Norway.
Kjell Emil Gran ˚
aandBrian
Ellingham are Assistant
Professors, both are based at
Oslo and Akershus University
College, Oslo, Norway.
Cecilia Celo is an Occupational
Therapist,based at Oslo
UniversityHospital, Oslo,
Norway.
Ingunn Myraunet is an
Occupational Therapist, based
at Diakonhjemmet Hospital,
Oslo, Norway.
Abstract
Purpose – The purpose of this paper is to describe an addition to the practice placement design for
occupational therapy students in Oslo, and to report on the learning experiences related to this modified
practice placement design among the participants.
Design/methodology/approach – Occupational therap y students and practice educators were
interviewed in focus groups after having participated in an exploration of the utility of the Assessment
of Communication and Interaction Skills during mental health placement. Thematic analysis was applied to
the data material.
Findings – Four themes emerged relating to the students’ learning experiences during practice placement.
They were theory-practice integration; the role of supervision; self-awareness of communication; and
socialization to the therapist role.
Practical implications – The practice placement design addition presented in this paper was well received
by students and practice educators. It contributed to students’ focussed experience and to their active
participation within a community of practice. The program appears to be one way of organizing placement
with a potential for making a substantial contribution to occupational therapy students’ learning.
Originality/value – The study adds to the existing literature in providing an example of a successful
addition to the practice placement design, and in the detailed account of the learning experiences among
the participants.
Keywords Students, Occupational therapy, Academia-practice gap,
Assessment of Communication and Interaction Skills, Practice placement, Theory-practice integration
Paper type Research paper
Practice placement is a valued part of the occupational therapy education in Norway, and it is
considered one important arena where students can develop the clinical skills and practical
knowledge necessary for their subsequent professional practice (Oslo and Akershus University
College, 2011). The experience developed during placement can help bridge the students’
theoretical knowledge, as developed throughout their academic education, with their entry-level
practice. Students have reported their most meaningful experiences during placement to
involve their active practicing of clinical skills and participation in clinical reasoning (Haynes,
2011). Nonetheless, the same study found a low number of clinical skills actually being
practiced, as reported by both students and practice educators (Haynes, 2011). This calls for a
closer look at possible steps to be taken in order to increase students’ active participation
during practice placements.
The importance of practice placement has been demonstrated in previous research. Coates
and Crist (2004) observed improved clinical skills among occupational therapy students during
their placement, and found increased mature behaviors; a shift in clinical reasoning toward
more interactive forms; and more client-centred behaviors. Similarly, another study found
improved clinical reasoning skills in students following placement (Sladyk and Sheckley, 2000).
In addition, as opposed to traditional thinking, those who participated in a large number of
The authors acknowledge the
efforts made by the participating
students and fieldwork educators.
The study was funded by Oslo and
Akershus University College.
DOI 10.1108/JMHTEP-08-2012-0028 VOL. 8 NO. 4 2013, pp. 169-180, CEmerald Group Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTAL HEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE 169
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