Learning experiences on role-emerging placements: an exploration from the students' perspective.

Area of Science:

• Occupational Therapy Education
• Healthcare Professional Training
• Experiential Learning

Background:

• Occupational therapy educators face challenges in providing relevant practical experience for graduates.
• Role-emerging placements are increasingly used internationally to address this gap.
• Limited research exists on student learning experiences within these innovative placements.

Purpose of the Study:

• To investigate the enablers and barriers to learning during role-emerging placements.
• To understand student perspectives on their learning experiences in these placements.
• To inform the development of supportive educational strategies for occupational therapy students.

Main Methods:

• Qualitative research design involving two separate studies.
• Tracking of 10 final-year occupational therapy students.
• Semi-structured interviews conducted before, during, and after placements of 8-10 weeks.

Main Results:

• Four key themes emerged: adapting to a 'less doing, more thinking' approach, navigating collaboration complexities, experiencing emotional extremes, and realizing the occupational therapy perspective.
• Students reported a 'roller coaster' of authentic learning experiences.
• Key challenges included emotional responses and placement pace.

Conclusions:

• Role-emerging placements provide valuable opportunities for students to apply occupational therapy principles and develop interprofessional collaboration skills.
• Positive student experiences were noted, alongside challenges related to emotional adaptation and placement intensity.
• Supportive placement experiences are crucial for preparing students for diverse future healthcare roles.