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Service learning can make occupation-based practice a reality: a single case study
Kerryellen Vroman1, C Douglas Simmons, Jessica Knight
1Kerryellen Vroman and C. Douglas Simmons are affiliated with the Department of Occupational Therapy, University of New Hampshire, Durham, New Hampshire.
Abstract:
ABSTRACT Service learning is philosophically congruent with the objectives of progressive occupational therapy curricula. This article presents a case-based research study that examined the attributes and outcomes of a service-learning course that included Level I fieldwork. Analysis of the case study identified three themes: (a) the translation of theory to practice, (b) the value of contextual learning, and (c) the gestalt of occupational awareness. Service learning can be considered a pedagogical [2] model that promotes the synthesis of conceptual models to clinical practice. Furthermore, it enables students to develop a professional and personal philosophy of occupation earlier in their careers.
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