First year occupational therapy students’ engagement in learning activities - a qualitative study

When students enter a bachelor program in occupational therapy, they engage in a variety of learning activities. To explore students’ perceptions of learning activities, this qualitative study investigated the experiences of six first year students participating in an occupational therapy study program at a Norwegian university. The students took part in two focus group interviews. The interview analysis focused on meaning and ended up with three main themes: 1. Getting to know each other through collaborative learning activities, 2. Engaging in classroom learning activities, and 3. Approaching the syllabus and doing assignments. The study concludes that early engagement in social and collaborative learning activities can be a meaningful prerequisite to future learning focused on meaning and feeling safe in the learning environment. Teaching styles also influence students’ engagement in the occupation of studying, with the change from one teaching style to another being particularly challenging for the students.publishedVersio

First Year Occupational Therapy Students’ Engagement in Learning Activities: A Qualitative Study

When students enter a bachelor program in occupational therapy, they engage in a variety of learning activities. To explore students’ perceptions of learning activities, this qualitative study investigated the experiences of six first year students participating in an occupational therapy study program at a Norwegian university. The students took part in two focus group interviews. The interview analysis focused on meaning and ended up with three main themes: 1) Getting to know each other through collaborative learning activities, 2) Engaging in classroom learning activities, and 3) Approaching the syllabus and doing assignments. The study concludes that early engagement in social and collaborative learning activities can be a meaningful prerequisite to future learning focused on meaning and feeling safe in the learning environment. Teaching styles also influence students’ engagement in the occupation of studying, with the change from one teaching style to another being particularly challenging for the students

Re-creating self-identity and meaning through occupations during expected and unexpected transitions in life

The present study explores occupational engagement during expected and unexpected transitions in life, and how self-identity and meaning, situated in the context, is created and re-created through the daily occupations. We use case examples of children with disabilities, adults with acquired brain injury, older adults with stroke, and people with serious somatic illness who are undergoing rehabilitation. The cases are drawn from previous studies by each of the authors. In the present study, a secondary analysis of data was conducted based on an abductive approach and theories of self-identity and transaction, to illustrate how changes in everyday life occupations made sense. Three themes emerged that structure the discussion; Disruption of a former self, Pursuing normality, and Re-constructing daily occupations and routines. Our discussion illustrates how different life transitions can be demanding and how people, situated in the context, revise and create new meaning and self-identity through their occupations.acceptedVersio

Gardening as a Meaningful Occupation in Initial Stroke Rehabilitation: An Occupational Therapist Perspective

Background: Initial rehabilitation after stroke is demanding for patients whose primary aim is to regain their functions. The literature indicates that gardening may provide medical rehabilitation opportunities and health resources. This study explored occupational therapists’ own observations and descriptions on how participation in a gardening group may support inpatients’ initial rehabilitation following acute stroke. Methods: The authors analyzed notes written by occupational therapists during a 6 month-period that reflected their observations and descriptions after sessions with a gardening group. The therapists were trained in stroke rehabilitation and offered two sessions with gardening groups per week. The sessions were integrated into the occupational therapy program at a residential rehabilitation hospital. The study had a qualitative descriptive design, which included thematic analysis. Results: Six themes were revealed: possibilities for skills training, engagement in the occupation, mastery of the activity, finding mental rest, connection to past experiences, and shared experiences and hope. Conclusions: The occupational therapists found that gardening provided clinical opportunities for skills training and health resources. The results are discussed in relation to meaningful occupations through occupational characteristics, such as doing, being, becoming, and belonging. As a group-based, common occupation, gardening may provide a complementary approach in stroke rehabilitation

"Ordinary kids": everyday life experiences of children with disabillities

The aim of this thesis was to obtain knowledge about the everyday life experiences of some Norwegian children with disabilities who were in a transitional phase between primary and secondary school. This thesis is a part of broader inter-professional research project at Oslo and Akershus University College of Applied Sciences researching children`s participation and professional practice. This research group used purposive sampling to recruit children, parents and school personnel to participate in the study. Altogether, they interviewed 15 children, their parents (mother, father or both), nine teachers and three school aides. The researchers used a life mode interview design to elicit their experiences. They interviewed the children over time and conducted between one and four interviews with each of them. During the same period, they interviewed their parents and school personnel once or twice each. For the purposes of this thesis the data analysis focused on the children`s own experiences of everyday life. Research questions related to their perspectives were operationalized through four themes, which are presented in four papers. 1) “Friendships in all directions” -- How Norwegian children with physical disabilities experience friendship; 2) "Being an ordinary kid"-- demands of everyday life experienced by children labelled with disability; 3) How children with disabilities engage in activities during a transitional phase, 4) Inclusion and participation in everyday school life: experiences of children with physical disabilities. The conclusion of this thesis is that the children who took part in this study live active lives; they have a variety of interests, take part in a range of activities and form many different kinds of relationships. These children are influenced by and adapt to the many norms and expectations of what is considered “normal” in everyday life. Consequently, they want their friends, school personnel and other people they encounter in the course of this life to view them as “normal” and treat them like “mainstream” children. If these children are given opportunities to help shape their everyday life experiences in collaboration with others they will use the many abilities they possess to adapt to their life situation, responding to both challenges and opportunities

“This is not me” – A critical discussion about methodological issues concerning agency and participatory sense-making in qualitative research with children

Participatory sense-making and agency are important methodological issues in qualitative research, especially that involving children. In this article we investigate and discuss how agency unfolds in three specific situations as recorded in the reflexive notes of two of the authors regarding their research with children with various medical diagnosis and disabilities. Using a combined autoethnographic and enactive phenomenological approach, the authors explore three particular moments where child participants registered disagreement with, or rejection of, the application to them of prevailing notions of ‘disability’. On the basis of the findings, the authors argue that the process of implementing and performing qualitative research implies a process of participatory sense-making in which participants’ multi-level agentic capacity is the basis for understanding one another’s gestures and vocal expressions. The article illuminates how different bodies enable different individual embodied, embedded, emotive and enacted agentic expressions, and how power, understood as an extended agentic capacity, circulates in the co-existence between child and researcher in qualitative research. Researchers are urged to develop the willingness and ability to ‘dis-place’ themselves when working with child participants, so as to move towards the child with interest, respect, and openness to learning from them

“This is not me” – A critical discussion about methodological issues concerning agency and participatory sense-making in qualitative research with children

Participatory sense-making and agency are important methodological issues in qualitative research, especially that involving children. In this article we investigate and discuss how agency unfolds in three specific situations as recorded in the reflexive notes of two of the authors regarding their research with children with various medical diagnosis and disabilities. Using a combined autoethnographic and enactive phenomenological approach, the authors explore three particular moments where child participants registered disagreement with, or rejection of, the application to them of prevailing notions of ‘disability’. On the basis of the findings, the authors argue that the process of implementing and performing qualitative research implies a process of participatory sense-making in which participants' multi-level agentic capacity is the basis for understanding one another’s gestures and vocal expressions. The article illuminates how different bodies enable different individual embodied, embedded, emotive and enacted agentic expressions, and how power, understood as an extended agentic capacity, circulates in the co-existence between child and researcher in qualitative research. Researchers are urged to develop the willingness and ability to ‘dis-place’ themselves when working with child participants, so as to move towards the child with interest, respect, and openness to learning from them

First year occupational therapy students’ engagement in learning activities - a qualitative study

When students enter a bachelor program in occupational therapy, they engage in a variety of learning activities. To explore students’ perceptions of learning activities, this qualitative study investigated the experiences of six first year students participating in an occupational therapy study program at a Norwegian university. The students took part in two focus group interviews. The interview analysis focused on meaning and ended up with three main themes: 1. Getting to know each other through collaborative learning activities, 2. Engaging in classroom learning activities, and 3. Approaching the syllabus and doing assignments. The study concludes that early engagement in social and collaborative learning activities can be a meaningful prerequisite to future learning focused on meaning and feeling safe in the learning environment. Teaching styles also influence students’ engagement in the occupation of studying, with the change from one teaching style to another being particularly challenging for the students

Re-creating self-identity and meaning through occupations during expected and unexpected transitions in life

The present study explores occupational engagement during expected and unexpected transitions in life, and how self-identity and meaning, situated in the context, is created and re-created through the daily occupations. We use case examples of children with disabilities, adults with acquired brain injury, older adults with stroke, and people with serious somatic illness who are undergoing rehabilitation. The cases are drawn from previous studies by each of the authors. In the present study, a secondary analysis of data was conducted based on an abductive approach and theories of self-identity and transaction, to illustrate how changes in everyday life occupations made sense. Three themes emerged that structure the discussion; Disruption of a former self, Pursuing normality, and Re-constructing daily occupations and routines. Our discussion illustrates how different life transitions can be demanding and how people, situated in the context, revise and create new meaning and self-identity through their occupations

Gardening as a Meaningful Occupation in Initial Stroke Rehabilitation: An Occupational Therapist Perspective

Background: Initial rehabilitation after stroke is demanding for patients whose primary aim is to regain their functions. The literature indicates that gardening may provide medical rehabilitation opportunities and health resources. This study explored occupational therapists’ own observations and descriptions on how participation in a gardening group may support inpatients’ initial rehabilitation following acute stroke. Methods::The authors analyzed notes written by occupational therapists during a 6 month-period that reflected their observations and descriptions after sessions with a gardening group. The therapists were trained in stroke rehabilitation and offered two sessions with gardening groups per week. The sessions were integrated into the occupational therapy program at a residential rehabilitation hospital. The study had a qualitative descriptive design, which included thematic analysis. Results: Six themes were revealed: possibilities for skills training, engagement in the occupation, mastery of the activity, finding mental rest, connection to past experiences, and shared experiences and hope. Conclusions: The occupational therapists found that gardening provided clinical opportunities for skills training and health resources. The results are discussed in relation to meaningful occupations through occupational characteristics, such as doing, being, becoming, and belonging. As a group-based, common occupation, gardening may provide a complementary approach in stroke rehabilitation