INTEGRATING THEORY AND PRACTICE: AN OCCUPATION-FOCUSED APPROACH WITH UNDERGRADUATE OCCUPATIONAL THERAPY STUDENTS ON CLINICAL PLACEMENT

Background A working understanding of occupational therapy theory is considered essential to guide both clinical practice and to establish a strong professional identity (Ikiugu & Smallfield, 2015; Boniface, 2012). It is... [ view full abstract ]

Background

A working understanding of occupational therapy theory is considered essential to guide both clinical practice and to establish a strong professional identity (Ikiugu & Smallfield, 2015; Boniface, 2012). It is widely acknowledged that learning to think with occupational therapy theory is developmental and complex, requiring the student to blend curriculum-based learning with the practical learning in practice education. Use of theory is frequently invisible to students while on clinical placement, creating a disconnect between the academic and practical aspects of undergraduate training.

Educational Philosophy or theory

An occupation focus is used to build professional identity, while Bloom’s taxonomy is used to structure the progression from knowledge of theory to application and evaluation of outcomes.

Pedagogy / educational approaches used
A developmental and incremental approach is taken and includes:
• Pre-placement workshops for all undergraduate cohorts.
• Reflexivity
• Case study narratives.
• Student support to develop personal learning plans.
• Practice Educator workshops.

Evaluation:
Based on current best practice, this approach shows strong potential for further development and research

Application to Education and /or practice:
The learning experience is enhanced for stakeholders as the links between theory and practice are made visible to all involved.


References
Boniface, G. (2012). Using Occupational Therapy Theory in Practice. Chicester: Wiley-Blackwell.
Ikiugu M. N, and Smallfield S. (2008). Instructing occupational therapy students in use of theory to guide practice. Occupational Therapy in Healthcare, 29(2), 165-77
Anderson, L.W. (2013). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy. Pearson’s Education Ltd.