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Practice education: A snapshot from Australian university programmes.

Louise Gustafsson¹, Ted Brown², Carol McKinstry³

¹School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Queensland, Australia.

Australian Occupational Therapy Journal

|November 19, 2016

Summary

This summary is machine-generated.

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Australian occupational therapy programmes face challenges meeting accreditation demands due to rising student numbers. A national, collaborative approach is needed to ensure sustainable practice education for future occupational therapists.

Area of Science:

Occupational Therapy Education
Health Professions Education
Higher Education Policy

Background:

The number of Australian occupational therapy programs and students has significantly increased.
This surge places substantial demands on universities and practice education providers to meet accreditation standards.
Practice education is a crucial element in training occupational therapy students.

Purpose of the Study:

To investigate the current state of practice education in Australian occupational therapy university programs.
To understand the perspectives of program heads regarding practice education.
To identify challenges and inform future strategies for occupational therapy training.

Main Methods:

A survey was distributed to the heads of all Australian occupational therapy programs.

Keywords:

fieldwork graduate-entry masters occupational therapy placements practice education regulation students undergraduate

Related Experiment Videos

The survey collected both qualitative and quantitative data on program structure, student numbers, and practice education.

Data included information on courses, student enrollment, practice education hours and models, administration, funding, and stakeholder challenges.

Main Results:

Responses were received from 21 (95.5%) Australian university programs, representing 5569 undergraduate and 659 graduate-entry master's students.
Practice education hours are concentrated in later years, often using an apprenticeship model, while early years include observation and simulation.
Increasing student numbers create difficulties in clinical settings, prompting calls to review the 1000-hour practice education requirement.

Conclusions:

Practice education is a critical concern for Australian occupational therapy.
Growing student enrollment strains educational programs and practice providers financially and resource-wise.
A unified national strategy is essential for developing sustainable practice education guidelines and processes.