The development of a theory-informed workbook as an 'additional supervisor' for occupational therapy students on role-emerging placements

Background: Placement learning promotes the development of reasoning and decision making commensurate with the theoretical tenets of a profession (Clark et al., 2015). In role-emerging placements, where there is no... [ view full abstract ]

Background:
Placement learning promotes the development of reasoning and decision making commensurate with the theoretical tenets of a profession (Clark et al., 2015). In role-emerging placements, where there is no established occupational therapy service, students do not have the same structures and supports that are provided in established placements. This presentation describes the development and evaluation of a workbook, designed to reinforce the integration of theory with practice and provide an additional resource to support students when a supervisor is not always present.

Method:
Fourteen final year occupational therapy students and four off-site occupational therapy supervisors involved in role-emerging placements in school settings in England participated. A social constructionist perspective and action research methodology was used. In-depth, semi-structured interviews across four action research cycles informed the development and evaluation of the workbook. University ethical approval was obtained.

Results:
The workbook originally focussed on supplementing students’ knowledge of occupational therapy theory. This was insufficient for supporting placement practice. Instead, students valued guidance for enacting their practice, such as undertaking assessments and documenting results. Thus, focus of the workbook shifted and utilised feedback and educational theory to inform its design and content.

Conclusion:
The workbook was received positively by students and supervisors. Applying educational theory to its development enabled the identification of key features and critical aspects which supported students’ learning.

Application to Practice:
The workbook has the potential to support the integration of theory with practice and offer guidance to students as an ‘additional supervisor’ in placements beyond school-based practice.