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What makes a quality occupational therapy practice placement? Students’ and practice educators’ perspectives
Author(s) -
Rodger Sylvia,
Fitzgerald Cate,
Davila Wendy,
Millar Frances,
Allison Heather
Publication year - 2011
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1111/j.1440-1630.2010.00903.x
Subject(s) - quality (philosophy) , medical education , psychology , interpersonal communication , supervisor , stakeholder , focus group , best practice , pedagogy , clinical practice , professional development , medicine , nursing , sociology , public relations , political science , social psychology , philosophy , epistemology , anthropology , law
Background/aim: Practice placement experiences are crucial to enable students to integrate theory with practice, demonstrate professional and interpersonal skills and build confidence in their practice skills. This study addressed practice educators’ and students’ perspectives regarding quality practice placement experiences. Method: In total 29 students, 41 practice educators and eight practice education staff members across three Queensland universities participated in focus groups or individual interviews ( N = 78) focusing on their views about quality learning experiences on placements. Results: Key themes described university preparation and processes, a welcoming learning environment, detailed orientation and clear expectations, graded program of learning experiences, quality modelling and practice, consistent approach and expectations, quality feedback, open and honest relationships and supervisor experience and skills. These findings were consistent with research previously undertaken in Australia and Canada that had investigated either student or practice educator perspectives. Conclusions: This article synthesises the perspectives of these stakeholder groups and has led to the development of quality indicators across the phases of placement establishment, preparation, maintenance and review. Although having sufficient placements can be challenging for university programmes, ensuring that the experiences provided are of high quality is also important and requires significant attention by university academics and practice education staff, practice educators, managers and practice organisations alike.