- Title
- The influence of practice educators on occupational therapy students' understanding of the practical applications of theoretical knowledge: a phenomenological study into student experiences of practice education
- Creator
- Towns, Emma; Ashby, Samantha
- Relation
- Australian Occupational Therapy Journal Vol. 61, Issue 5, p. 344-352
- Publisher Link
- http://dx.doi.org/10.1111/1440-1630.12134
- Publisher
- Wiley-Blackwell Publishing Asia
- Resource Type
- journal article
- Date
- 2014
- Description
- Background/aim: Practice education is a compulsory component of all entry-level programmes in the health professions. It is used as a teaching strategy to connect theoretical knowledge, such as occupation-focussed models with practice. The study aimed to explore students' perceptions about the influence of practice educators on their understanding of the use of occupation-focussed models in practice. Methods: Using a phenomenological approach, semi-structured interviews gained an understanding of six participants' experiences of their practice education. Interview transcripts were analysed thematically. Findings: Three themes emerged from participants' experiences of practice education. 'Explaining the theory-practice nexus' referred to participants' difficulties in distinguishing between different forms of theoretical knowledge, it described educators struggle to fulfil the dual roles of educator and practitioner' when articulating the theoretical knowledge underpinning practice. This often led participants taking an active role in their own learning. 'Experiencing dissonance between university-based studies and the real-world' described the difference between the importance university studies placed on theory in comparison to practice. 'Creating a positive mindset for the use of theoretical knowledge in practice for future practice' illustrated strategies used by some practice educators to articulate the use of theoretical knowledge. Conclusions: The study highlighted practice educators role in shaping students' perceptions of theoretical knowledge use in professional reasoning. The increased recognition of practice educators on the implicit curricula creates an onus on the university sector to provide discussion and information exchanges to increase educators' opportunities to develop, update and increase their skills in describing and using theoretical knowledge to underpin practice.
- Subject
- clinical reasoning; curriculum; fieldwork; professional education
- Identifier
- http://hdl.handle.net/1959.13/1304156
- Identifier
- uon:20811
- Identifier
- ISSN:0045-0766
- Language
- eng
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