3 research outputs found
Stable or unstable associations between learning environment factors, study approaches and exam grades: cross-sectional analyses across two consecutive program years
Studies into the relationships between learning environment perceptions, approaches to studying, and academic outcomes have largely followed cross-sectional designs. As a result, knowledge is sparse with regards to whether, or to what degree, the established associations are consistent across years of study. This study aimed to (i) examine associations between occupational therapy studentsâ academic performance, their approaches to studying and perceptions of the learning environment, while in their second and third years of study, and (ii) evaluate the consistency of the results across years of study. Occupational therapy students in Norway were assessed annually with regards to their perceptions of the learning environment, study approaches, and academic performance. Associations between variables, measured within each study year, were analyzed with linear regression analyses, and then compared year-overyear. In the second study year (n=162), better academic performance was associated with lower student autonomy, and higher scores on strategic approach. In the third study year (n=189), better academic performance was associated with being female and lower scores on surface approach. Having occupational therapy as the preferred line of education at enrollment was associated with better grades in both study years. Associations between grades and gender, perceptions of student autonomy, and study approaches were somewhat different between the two years. Implications for educational practice is discussed and various contents and emphasis in educational programs are proposed.publishedVersio
Stable or Unstable Associations Between Learning Environment Factors, Study Approaches and Exam Grades: Cross-Sectional Analyses Across Two Consecutive Program Years
Studies into the relationships between learning environment perceptions, approaches to studying, and academic outcomes have largely followed cross-sectional designs. As a result, knowledge is sparse with regards to whether, or to what degree, the established associations are consistent across years of study. This study aimed to (i) examine associations between occupational therapy studentsâ academic performance, their approaches to studying and perceptions of the learning environment, while in their second and third years of study, and (ii) evaluate the consistency of the results across years of study. Occupational therapy students in Norway were assessed annually with regards to their perceptions of the learning environment, study approaches, and academic performance. Associations between variables, measured within each study year, were analyzed with linear regression analyses, and then compared year-over-year. In the second study year (n=162), better academic performance was associated with lower student autonomy, and higher scores on strategic approach. In the third study year (n=189), better academic performance was associated with being female and lower scores on surface approach. Having occupational therapy as the preferred line of education at enrollment was associated with better grades in both study years. Associations between grades and gender, perceptions of student autonomy, and study approaches were somewhat different between the two years. Implications for educational practice is discussed and various contents and emphasis in educational programs are proposed
Hvordan oppnÄs varig arbeidsdeltakelse? Erfaringer til personer med ervervet hjerneskade.
Bakgrunn og hensikt: I forbindelse med satsningen pÄ Tilskuddsordningen for helse- og
rehabiliteringstjenester, ogsÄ kjent som «Raskere Tilbake», er det utviklet kunnskap om hva som bidrar til
tilbakefĂžring til arbeid etter ervervet hjerneskade (EHS). Det foreligger mindre kunnskap om hva som bidrar
til at arbeidsdeltakelse opprettholdes pÄ varig basis etter tilbakefÞring. Hensikten med denne studien har
derfor vÊrt Ä fÄ Þkt kunnskap om hvordan varig arbeidsdeltakelse oppnÄs pÄ bakgrunn av erfaringer fra
personer som selv har ervervet skade og har stÄtt i arbeid over tid etter tilbakefÞring og arbeidsrettet
rehabilitering.
ForskningsspÞrsmÄl: Hvordan oppnÄs varig arbeidsdeltakelse? Erfaringer til personer med ervervet
hjerneskade.
Metode: En kvalitativ studie som ble utfÞrt i trÄd med tradisjonen Grounded Theory Method. Syv personer
som hadde gjennomfĂžrt et arbeidsrettet rehabiliteringsprogram og opprettholdt sin arbeidsdeltakelse
mellom fire og ti Ă„r etter EHS ble intervjuet. Datainnsamling og analyse foregikk parallelt. Ord og utsagn
med innhold av erfaringer om varig arbeidsdeltakelse ble notert og konstant sammenlignet, ogsÄ med
innholdet i memos, til det avtegnet seg sammenhenger og mĂžnstre i data. Tre kategorier bidrag til
informantenes oppnÄelse av varig arbeidsdeltakelse ble avdekket. Disse sto i sterke relasjoner til
hverandre. En underliggende kjerneprosess for opprettholdelse ble ogsÄ avdekket. En teoretisk modell for
hvordan varig arbeidsdeltakelse etter EHS ble funnet oppnÄdd ble testet ut pÄ nye data, frem til en opplevd
metning i den empirisk grunnede teorien.
Resultat/konklusjon: Varig arbeidsdeltakelse etter EHS ble oppnÄdd ved at personene konstant var
bevisste pÄ Ä balansere kapasitet etter skade med sin ytelse i arbeidet. Personene som ble intervjuet
hadde utviklet individuelle «mulighetsrom» for arbeidsdeltakelse. Kontinuerlig opprettholdelse av disse var
deres viktigste virkemiddel for Ä oppnÄ varig arbeidsdeltakelse. «Mulighetsrommet» var en interaktiv
relasjon mellom 1) Forutsetninger ved personen og 2) Forhold ved arbeidet som inneholdt de individuelle
mestringsstrategier og tilpassinger personene stadig viderefÞrte for Ä hÄndtere konsekvensene av skade
opp mot de krav som ble stillet til dem ved utfĂžrelsen av arbeidet. Den teoretiske modellen ble utviklet for
en visuell fremstilling av de ulike forutsetningene for -, og innholdet i det individuelle «mulighetsrommet».
Den ble designet som et visuelt verktĂžy for samtale og refleksjon innenfor praksisfelte