Pub Date : 2021-08-11DOI: 10.18552/ijpblhsc.v9i2.738
Rena Lyons, Laura Loftus, Margaret Rodden, Siobhan Ward Lynch, Sonya Gaffney, Brid McAndrew
The aim of this evaluation was to explore practice educators’ and speech and language therapy (SLT) students’ experiences of a rapid response telehealth placement in response to the COVID-19 pandemic in order to inform quality improvement. In March 2020, public health restrictions were imposed across Ireland in efforts to ‘flatten the curve’ in response to the COVID-19 pandemic. All placements were cancelled. According to an Irish Association of Speech and Language Therapists survey in April 2020, 47% of SLTs were redeployed to swabbing and contact tracing roles, and many remain redeployed seven months later. This redeployment, along with strict public health measures in clinical sites, significantly reduced the availability of clinical placements. A rapid response was required to enable students to develop clinical competencies. Although telehealth has been used to deliver speech and language therapy in other countries, it had not been used routinely in service provision in Ireland. In this article, we outline how we built on existing partnerships with practice educators, both on- and off-site, to design a much-needed telehealth placement. We explored educators’ and students’ experiences using an online focus group and online survey respectively. The evaluations of practice educators were positive in that despite their initial apprehension, they reported that this placement provided valuable learning opportunities for students while also providing benefits for clients. They also reported some technological and sustainability challenges. The students also evaluated this placement positively with 83.3% of respondents rating the placement as ‘excellent ‘and 16.7% rating it as ‘good’. All stakeholders valued this learning experience.
{"title":"Establishment of an Innovative Telehealth Speech and Language Therapy Placement as a Rapid Response to COVID-19: Sharing the Learning","authors":"Rena Lyons, Laura Loftus, Margaret Rodden, Siobhan Ward Lynch, Sonya Gaffney, Brid McAndrew","doi":"10.18552/ijpblhsc.v9i2.738","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v9i2.738","url":null,"abstract":"The aim of this evaluation was to explore practice educators’ and speech and language therapy (SLT) students’ experiences of a rapid response telehealth placement in response to the COVID-19 pandemic in order to inform quality improvement. In March 2020, public health restrictions were imposed across Ireland in efforts to ‘flatten the curve’ in response to the COVID-19 pandemic. All placements were cancelled. According to an Irish Association of Speech and Language Therapists survey in April 2020, 47% of SLTs were redeployed to swabbing and contact tracing roles, and many remain redeployed seven months later. This redeployment, along with strict public health measures in clinical sites, significantly reduced the availability of clinical placements. A rapid response was required to enable students to develop clinical competencies. Although telehealth has been used to deliver speech and language therapy in other countries, it had not been used routinely in service provision in Ireland. In this article, we outline how we built on existing partnerships with practice educators, both on- and off-site, to design a much-needed telehealth placement. We explored educators’ and students’ experiences using an online focus group and online survey respectively. The evaluations of practice educators were positive in that despite their initial apprehension, they reported that this placement provided valuable learning opportunities for students while also providing benefits for clients. They also reported some technological and sustainability challenges. The students also evaluated this placement positively with 83.3% of respondents rating the placement as ‘excellent ‘and 16.7% rating it as ‘good’. All stakeholders valued this learning experience.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-15DOI: 10.18552/ijpblhsc.v9i1.762
(NAEP) National Association of Educators in Practice
The United Kingdom’s National Association of Educators in Practice (NAEP) has published the peer-reviewed abstracts that had been accepted for the 2020 Conference, cancelled because of the COVID-19 pandemic. The collected abstracts can be downloaded from https://naep-uk.org/wp-content/uploads/2021/04/Publication-of-peer-reviewed-abstracts-2020-conference-final-12.04.21.doc.pdf
{"title":"NAEP Conference 2020: ‘Whose placement is it anyway?’","authors":"(NAEP) National Association of Educators in Practice","doi":"10.18552/ijpblhsc.v9i1.762","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v9i1.762","url":null,"abstract":"The United Kingdom’s National Association of Educators in Practice (NAEP) has published the peer-reviewed abstracts that had been accepted for the 2020 Conference, cancelled because of the COVID-19 pandemic. The collected abstracts can be downloaded from https://naep-uk.org/wp-content/uploads/2021/04/Publication-of-peer-reviewed-abstracts-2020-conference-final-12.04.21.doc.pdf ","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42283353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-08DOI: 10.18552/IJPBLHSC.V9I1.755
M. Bartlett, S. Howden, Alison Jones, L. Martindale
A special issue exploring innovations and experiences in practice-based learning during the pandemic will be published over the next two editions of the International Journal of Practice-based Learning in Health and Social Care. Focusing on practice-oriented educational activities during the COVID-19 pandemic, the special issue will include research-based, evaluative and reflective articles that capture creativity, development of practice and the experiences of learners and teachers internationally.
{"title":"Introduction to the COVID-19 Special Issue","authors":"M. Bartlett, S. Howden, Alison Jones, L. Martindale","doi":"10.18552/IJPBLHSC.V9I1.755","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V9I1.755","url":null,"abstract":"A special issue exploring innovations and experiences in practice-based learning during the pandemic will be published over the next two editions of the International Journal of Practice-based Learning in Health and Social Care. Focusing on practice-oriented educational activities during the COVID-19 pandemic, the special issue will include research-based, evaluative and reflective articles that capture creativity, development of practice and the experiences of learners and teachers internationally.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48108805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-21DOI: 10.18552/ijpblhsc.v8i2.549
E. Bourne, L. McAllister, B. Kenny, K. Short
Qualitative studies have described clinician perspectives on student placements. These studies highlight likely contributors to placement shortages, but little is documented in speech pathology (SP). This article describes SP clinician perceptions of student impact/s on their clinical and other work tasks, stress levels and time management, and explores factors that may contribute to these perceptions of their experience. Interpretive description was selected to analyse public health sector SP clinician online survey responses. Open-ended questions explored clinician perceptions of student impact on specified components of their work as well as any other aspects clinicians identified. Thirty-four SP clinicians with varying caseloads and experience levels responded. Clinicians perceived that students can positively or negatively impact their clinical and non-clinical activities. Many also identified negative impacts on their stress levels. Some commented on differing impacts for patients and other colleagues. Collective themes of Clinician, Supervision Practices, Workplace, and Student are presented in a model of potential influences on the experience of student impact. SP clinicians perceived that experience of student impact is varied and complex. Influences are likely to be multi-factorial and further research is needed in a range of contexts to guide clinicians, managers and universities in supporting SP student clinical placements.
{"title":"Speech Pathologists’ Perceptions of the Impact of Student Supervision","authors":"E. Bourne, L. McAllister, B. Kenny, K. Short","doi":"10.18552/ijpblhsc.v8i2.549","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i2.549","url":null,"abstract":"Qualitative studies have described clinician perspectives on student placements. These studies highlight likely contributors to placement shortages, but little is documented in speech pathology (SP). This article describes SP clinician perceptions of student impact/s on their clinical and other work tasks, stress levels and time management, and explores factors that may contribute to these perceptions of their experience. Interpretive description was selected to analyse public health sector SP clinician online survey responses. Open-ended questions explored clinician perceptions of student impact on specified components of their work as well as any other aspects clinicians identified. Thirty-four SP clinicians with varying caseloads and experience levels responded. Clinicians perceived that students can positively or negatively impact their clinical and non-clinical activities. Many also identified negative impacts on their stress levels. Some commented on differing impacts for patients and other colleagues. Collective themes of Clinician, Supervision Practices, Workplace, and Student are presented in a model of potential influences on the experience of student impact. SP clinicians perceived that experience of student impact is varied and complex. Influences are likely to be multi-factorial and further research is needed in a range of contexts to guide clinicians, managers and universities in supporting SP student clinical placements.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48740783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-02DOI: 10.18552/ijpblhsc.v8i1.559
M. Mackenzie, Connie Mcaulay
Across the world, people are living longer but not necessarily healthier lives. Healthcare professionals will need to be prepared to work with older people, recognising that, at all stages of the lifespan, attention to nutrition and other health behaviours can impact positively on wellbeing. This study examined the attitudes, knowledge and future career preferences of pre-registration dietetic students in the United Kingdom towards working with older people. A questionnaire, based on the validated Palmore Facts on Aging Quiz and adapted to a UK population, was sent to the fifteen universities which provide dietetic courses in the UK approved by the Health and Care Professions Council (HCPC). Responses were received from thirteen universities, and, of the estimated 1250 students, 285 questionnaires were completed (response rate 23%) with the predominant demographic being 91% female, and 86% undergraduate degree type. The mean knowledge score was higher in postgraduate vs. undergraduate students (69.6% vs. 65.2%; p [less than] 0.011). A weak positive correlation (rs = 0.155) was found between number of placement weeks carried out and knowledge score (p [less than] 0.01). Care of the elderly was the least preferred of five specialities, and 65-plus was the fourth preferred age group out of five. A greater focus should be placed on the delivery of aging education and placement experiences in dietetic courses to increase the number of graduate dietetic students who have positive work preferences towards older adults.
{"title":"Dietetic Students’ Attitudes to and Knowledge of Working with Older People","authors":"M. Mackenzie, Connie Mcaulay","doi":"10.18552/ijpblhsc.v8i1.559","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.559","url":null,"abstract":"Across the world, people are living longer but not necessarily healthier lives. Healthcare professionals will need to be prepared to work with older people, recognising that, at all stages of the lifespan, attention to nutrition and other health behaviours can impact positively on wellbeing. This study examined the attitudes, knowledge and future career preferences of pre-registration dietetic students in the United Kingdom towards working with older people. A questionnaire, based on the validated Palmore Facts on Aging Quiz and adapted to a UK population, was sent to the fifteen universities which provide dietetic courses in the UK approved by the Health and Care Professions Council (HCPC). Responses were received from thirteen universities, and, of the estimated 1250 students, 285 questionnaires were completed (response rate 23%) with the predominant demographic being 91% female, and 86% undergraduate degree type. The mean knowledge score was higher in postgraduate vs. undergraduate students (69.6% vs. 65.2%; p [less than] 0.011). A weak positive correlation (rs = 0.155) was found between number of placement weeks carried out and knowledge score (p [less than] 0.01). Care of the elderly was the least preferred of five specialities, and 65-plus was the fourth preferred age group out of five. A greater focus should be placed on the delivery of aging education and placement experiences in dietetic courses to increase the number of graduate dietetic students who have positive work preferences towards older adults.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45176864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-02DOI: 10.18552/ijpblhsc.v8i1.554
Julia Blackford, J. Alison, L. McAllister, G. Nisbet
{"title":"Replacing Physiotherapy Student Clinical Education Time with Simulation - The Clinical Educators’ Experience","authors":"Julia Blackford, J. Alison, L. McAllister, G. Nisbet","doi":"10.18552/ijpblhsc.v8i1.554","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.554","url":null,"abstract":"","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46400599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-02DOI: 10.18552/ijpblhsc.v8i1.558
A. Penman, Annie J. Hill, S. Hewat, Nerina Scarinci
Due to increased student numbers and workforce limitations, speech pathology students have fewer opportunities to develop skills in working with adult populations in traditional clinical placements. Using simulation-based learning has proven to be advantageous in other disciplines. The use of simulation to develop clinical skills in speech pathology range of practice areas, including speech, language and swallowing in adults, has been less well researched. The aim of this study was to investigate students' overall perceptions about simulation-based learning, particularly their confidence related to specific clinical skills and perceived anxiety about working with adult clients. Six final year speech pathology students enrolled in either a 4-year undergraduate or 2.5-year masters program participated in this research. Students engaged in five simulation-based learning activities across one day. Purposefully developed pre- and post- surveys were completed to explore students' anxiety levels and perceptions of confidence regarding clinical skills across domains of foundation knowledge, case history, assessment, intervention, interaction and clinical reasoning, and anxiety levels. The Satisfaction with Simulation Experience (SSE) Scale was completed post-simulation experience. Students also participated in a focus group discussion following the simulation experience. Student median ratings of clinical skills improved from pre- to post-simulation across the six domains. All students reported that the simulation-based learning experience was valuable and reported increased levels of confidence and enhanced preparedness for their clinical placements. Findings from this study suggested that students value simulation-based learning and future research should explore learning outcomes from a longer, more intensive simulation program.
{"title":"Students’ Perceptions of Simulation-Based Learning in Speech Pathology: A Pilot Study","authors":"A. Penman, Annie J. Hill, S. Hewat, Nerina Scarinci","doi":"10.18552/ijpblhsc.v8i1.558","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.558","url":null,"abstract":"Due to increased student numbers and workforce limitations, speech pathology students have fewer opportunities to develop skills in working with adult populations in traditional clinical placements. Using simulation-based learning has proven to be advantageous in other disciplines. The use of simulation to develop clinical skills in speech pathology range of practice areas, including speech, language and swallowing in adults, has been less well researched. The aim of this study was to investigate students' overall perceptions about simulation-based learning, particularly their confidence related to specific clinical skills and perceived anxiety about working with adult clients. Six final year speech pathology students enrolled in either a 4-year undergraduate or 2.5-year masters program participated in this research. Students engaged in five simulation-based learning activities across one day. Purposefully developed pre- and post- surveys were completed to explore students' anxiety levels and perceptions of confidence regarding clinical skills across domains of foundation knowledge, case history, assessment, intervention, interaction and clinical reasoning, and anxiety levels. The Satisfaction with Simulation Experience (SSE) Scale was completed post-simulation experience. Students also participated in a focus group discussion following the simulation experience. Student median ratings of clinical skills improved from pre- to post-simulation across the six domains. All students reported that the simulation-based learning experience was valuable and reported increased levels of confidence and enhanced preparedness for their clinical placements. Findings from this study suggested that students value simulation-based learning and future research should explore learning outcomes from a longer, more intensive simulation program.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47975104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-02DOI: 10.18552/ijpblhsc.v8i1.565
M. Wareing, J. England, D. Mathew, Carla Ball, A. Willetts, Jane Kemp, K. Clifford, A. Thompson, Ian J. Dove, L. Adams
This article presents findings from an evaluation of a new A3-size learner notes sheet designed for use by healthcare students engaging in clinical simulation and clinical skills sessions. The notes sheet consists of an adapted form of the SBAR (situation, background, assessment, response) tool, whilst capturing post-simulation oral debriefing provided by a facilitator. Additionally, the Driscoll (2007) model is used to provide students with an opportunity to reflect on their engagement in clinical simulation. Two cohorts of students, who engaged in separate simulation sessions, completed the A3 sheet. The study featured 33 midwifery and 21 operating department practitioner (ODP) students undertaking a simulation. Documentary analysis was undertaken to identify the depth of reflective writing of both groups of students. Midwifery student participants reflected on their experiences of simulation at a slightly deeper level than their ODP counterparts. All students adhered to the structure of the notes sheet when receiving their briefing from the facilitator and when asked to write their reflective accounts. This study has sought to explore an under-researched area of clinical simulation: the extent to which healthcare students can utilise reflection when engaging with a clinical scenario within a simulated learning environment.
{"title":"Capturing Debriefing and Enhancing Reflection within Simulated Clinical Learning Environments","authors":"M. Wareing, J. England, D. Mathew, Carla Ball, A. Willetts, Jane Kemp, K. Clifford, A. Thompson, Ian J. Dove, L. Adams","doi":"10.18552/ijpblhsc.v8i1.565","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.565","url":null,"abstract":"This article presents findings from an evaluation of a new A3-size learner notes sheet designed for use by healthcare students engaging in clinical simulation and clinical skills sessions. The notes sheet consists of an adapted form of the SBAR (situation, background, assessment, response) tool, whilst capturing post-simulation oral debriefing provided by a facilitator. Additionally, the Driscoll (2007) model is used to provide students with an opportunity to reflect on their engagement in clinical simulation. Two cohorts of students, who engaged in separate simulation sessions, completed the A3 sheet. The study featured 33 midwifery and 21 operating department practitioner (ODP) students undertaking a simulation. Documentary analysis was undertaken to identify the depth of reflective writing of both groups of students. Midwifery student participants reflected on their experiences of simulation at a slightly deeper level than their ODP counterparts. All students adhered to the structure of the notes sheet when receiving their briefing from the facilitator and when asked to write their reflective accounts. This study has sought to explore an under-researched area of clinical simulation: the extent to which healthcare students can utilise reflection when engaging with a clinical scenario within a simulated learning environment.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46743119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-02DOI: 10.18552/ijpblhsc.v8i1.519
S. Tétreault, Carine Bétrisey, Alida Gulfi, Camille Brisset, N. Kühne, Yvan Leanza, W. Arts
Caring for others is one of the most important attributes for individuals who want to be occupational therapists or social workers. Students are not necessarily aware of the challenges and responsibilities of the helping relationship. Deeper insights are needed into these aspects in order to train and prepare students to become competent, work-ready professionals. This study therefore aimed to describe student beliefs about their chosen profession, the competencies they perceived were most important to develop, and their motivators for their choice of profession. In this explorative study, 51 first-year students from occupational therapy (22 students) and social work (29 students) participated in individual semi-structured interviews. The interviews were transcribed and analysed thematically. Although participants had difficulty defining their future profession, they agreed it was all about helping people. A range of competencies was identified, such as establishing interpersonal relationships, sensitivity to difference, communication, flexibility, and teamwork. Differences emerged according to the chosen profession, such as creativity and imagination for occupational therapy students, and administrative skills and the desire to effect change for social work students. Concerning the choice of profession, most participants wanted to help others and engage in human relationships. Diversity and variety of tasks were also attractive elements of both professions. From the beginning of the program, educational institutions should describe more clearly occupational therapy and social work, so that students can develop a realistic vision of their future profession.
{"title":"Perceptions, Competencies and Motivation for Study Choice: Occupational Therapy and Social Work Student Perspectives","authors":"S. Tétreault, Carine Bétrisey, Alida Gulfi, Camille Brisset, N. Kühne, Yvan Leanza, W. Arts","doi":"10.18552/ijpblhsc.v8i1.519","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.519","url":null,"abstract":"Caring for others is one of the most important attributes for individuals who want to be occupational therapists or social workers. Students are not necessarily aware of the challenges and responsibilities of the helping relationship. Deeper insights are needed into these aspects in order to train and prepare students to become competent, work-ready professionals. This study therefore aimed to describe student beliefs about their chosen profession, the competencies they perceived were most important to develop, and their motivators for their choice of profession. In this explorative study, 51 first-year students from occupational therapy (22 students) and social work (29 students) participated in individual semi-structured interviews. The interviews were transcribed and analysed thematically. Although participants had difficulty defining their future profession, they agreed it was all about helping people. A range of competencies was identified, such as establishing interpersonal relationships, sensitivity to difference, communication, flexibility, and teamwork. Differences emerged according to the chosen profession, such as creativity and imagination for occupational therapy students, and administrative skills and the desire to effect change for social work students. Concerning the choice of profession, most participants wanted to help others and engage in human relationships. Diversity and variety of tasks were also attractive elements of both professions. From the beginning of the program, educational institutions should describe more clearly occupational therapy and social work, so that students can develop a realistic vision of their future profession.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68347363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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