The development of a theory-informed workbook as an additional support for students on role-emerging placements.

Introduction: During role-emerging placements students require different support as occupational therapy specific supervision is provided periodically and they cannot model their practice on experienced occupational therapists. This paper 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 as a supervisor was not always present. Method: A social constructionist perspective and action research methodology were used. Participants were fourteen final year occupational therapy students and three off-site occupational therapy supervisors. All participants were involved in role-emerging placements in school settings in England. In-depth, semi-structured interviews across four action research cycles informed the development and evaluation of the workbook. Findings: While the workbook originally focussed on supplementing students’ knowledge of occupational therapy theory, during the action research cycles the focus shifted to consider how educational theory informed workbook design and content. Key features and critical aspects which supported students’ learning were identified. Conclusion: The workbook was received positively by students and supervisors. Aspects which were particularly valued included the provision of examples and scenarios which contextualised theory within the placement setting. The workbook was proposed to have scope for use in placements beyond school-based practice

Learning experiences on role-emerging placements : an exploration from the students' perspective

Background/aim: Occupational therapy educators are challenged to provide students with practical experiences which prepare them for ever changing health-care contexts on graduation. Role-emerging placements have been widely used internationally to help meet this challenge, but research into the learning experiences of students during these innovative placements is limited. This research investigated the enablers and barriers to learning from the perspectives of students on such placements from two European universities. Methods: Two separate qualitative studies tracked 10 final year students. Interviews explored their learning experiences prior to, during and after an eight- or 10-week role-emerging placement in a range of settings. Results: Four themes emerged, which were (1) adapting to less doing, more thinking and planning; (2) understanding the complexity of collaboration and making it work; (3) emotional extremes; and (4) realising and using the occupational therapy perspective. Conclusions: These placements presented a ‘roller coaster’of authentic learning experiences which created the opportunity for students to use occupation in practice and develop skills for collaborative working in an interprofessional environment. Whereas students viewed their role emerging placement experiences positively, challenges included the emotional responses of students and placement pace. Findings suggest the need for supportive student placement experiences in both established and role emerging areas to prepare students for a range of opportunities in an uncertain future

Supervising role-emerging placements : creating opportunities for innovation in practice

Introduction: Supervision of occupational therapy students on placements is a challenging, but rewarding experience. There is a paucity of literature on supervisors’ experiences in role emerging settings, where there is no defined occupationaltherapy role. The ‘long arm’ professional supervisor is an offsite occupational therapists who provides sessional supervision.Objectives: This study explored the supervisory experiences of ‘long-arm’ occupational therapist supervisors to understand the enablers and barriers to this role and develop practical guidance for those interested in this role.Method: These research findings arose from two larger projects in Ireland and the United Kingdom that explored the utility of role emerging placements. Semi-structured interviews were conducted with six occupational therapistsregarding their experience of providing long-arm supervision for a range of role emerging placements. The anonymised transcripts were analysed and themes developed by both researchers. Relevant ethical approval was obtained.Results: Preliminary findings highlight the importance of building a relationship with the on-site supervisor and students in order to be effective in supporting contemporary and innovative ways of working. Key roles include facilitatingreflection and containing some of the emotional extremes felt by the students. Long-arm supervisors also sought support from peers.Conclusion: This study adds to a growing base of role emerging placement research. It is time to hear the voice of the long-arm supervisors who are also pioneers in taking on this role. It is hoped that this will encourage more occupationaltherapists to pursue the challenge of supervision in emerging areas of professional practice