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Longitudinal Study of Changes in Occupational Therapy Students' Perspectives on Frames of Reference
Brittany Hoffer Nash1, Anita Witt Mitchell2
1Brittany Hoffer Nash, DPT, OTR/L, MTC, is Occupational Therapist, Select Long-Term Acute Care Hospital and Tallahassee Memorial Home Health, Tallahassee, FL. At the time of the study, she was Assistant Professor, Department of Occupational Therapy, University of Tennessee Health Science Center, Memphis.
Summary
Occupational therapy students
Area of Science:
- Occupational therapy education
- Clinical reasoning development
- Frames of Reference in practice
Background:
- Frames of Reference (FoR) are foundational in occupational therapy (OT) practice.
- Understanding student perceptions of FoR value is crucial for effective OT education.
- The integration of FoR into clinical reasoning evolves throughout OT programs.
Purpose of the Study:
- To explore occupational therapy students' evolving views on the value of Frames of Reference (FoR).
- To understand how students perceive the utility of FoR during their didactic coursework.
- To identify factors influencing student opinions on FoR implementation.
Main Methods:
- Phenomenological approach utilizing open coding and thematic analysis.
- Longitudinal data collection from 34 occupational therapy students over 15 months.
- Students provided feedback on FoR value four times during their program.
Main Results:
- Students' understanding and application of FoR developed throughout the program.
- Perceptions of FoR utility were influenced by fieldwork supervisor practices.
- Key themes emerged regarding the practical application and perceived value of FoR.
Conclusions:
- Student understanding of FoR progresses with clinical experience.
- Fieldwork experiences significantly shape student perceptions of FoR.
- Educational strategies should consider the impact of clinical mentorship on FoR integration.
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