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Innovation, personal growth and professional identity: perspectives on role emerging placements in occupational therapy

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dc.contributor.advisor McKay, Elizabeth A
dc.contributor.advisor Taylor, Ann
dc.contributor.author Warren, Alison F.
dc.date.accessioned 2014-08-29T13:43:39Z
dc.date.available 2014-08-29T13:43:39Z
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/10344/3996
dc.description peer-reviewed en_US
dc.description.abstract Role emerging placements are relatively new in the Republic of Ireland and there is debate regarding the influence of this placement model on the learning and development of occupational therapy students. The model involves a student completing a placement in a non-traditional setting, with supervision from an on-site supervisor and an off-site occupational therapist. This research explores how learning opportunities are created in role emerging placements to support the development of occupational therapy students. The focus is on competency, capability and the development of professional identity. A phenomenological approach was employed to gain an understanding of the experiences of students, graduates and supervisors involved with role emerging placements. Five occupational therapy students were tracked through semi-structured interviews as they completed a role emerging placement (20 interviews). Six occupational therapists were interviewed who had completed a role emerging placement during their pre-registration programme. Role emerging on and off-site supervisors were also interviewed (eight interviews). Ethical approval was granted by the University of Limerick. Interpretative phenomenological analysis (IPA) was utilised for the occupational therapy student interviews whilst thematic analysis was used for the occupational therapist and supervisor interviews. The master themes from the analysis suggest that the learning focus of the environment facilitates innovation; students develop a tool box of transferable skills towards competent professional practice and personal growth is enhanced with supported reflexivity. There was divergence in the themes relating to supervision levels and the creation of a role for occupational therapy within the placement settings.These findings are discussed with reference to a model of professional identity development and communities of practice. Through examination of the perspectives of students, graduates and supervisors, this research demonstrates that role emerging placements facilitate occupational therapy students in becoming competent practitioners with a sense of identity based on the values of the profession. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject occupational therapy en_US
dc.subject learning and development en_US
dc.subject students en_US
dc.subject role emerging placement en_US
dc.title Innovation, personal growth and professional identity: perspectives on role emerging placements in occupational therapy en_US
dc.type info:eu-repo/semantics/doctoralThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.contributor.sponsor HRB en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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