Tryssenaar J, Perkins J
School of Rehabilitation Science, McMaster University, Building T-16, 1280 Main Street W., Hamilton, Ontario L8S 4K1, Canada.
Am J Occup Ther. 2001 Jan-Feb;55(1):19-27. doi: 10.5014/ajot.55.1.19.
The transition from classroom to clinical practice challenges many health professional students. This study used a phenomenological approach to explore the lived experience of rehabilitation students during their final placement and first year of practice.
Students (n = 6) in occupational therapy and physical therapy wrote reflective journals every 2 weeks during their final fieldwork placement and first year of practice. The researchers independently analyzed the journals for common themes. An independent peer completed a blind analysis of two journals. Data were also compared with published first-person accounts of novice practitioners.
The lived experience of the first year of practice included four consecutive stages: Transition, Euphoria and Angst, Reality of Practice, and Adaptation. Themes from the journals included great expectations, competence, politics, shock, education, and strategies.
Recognizing the stages in the process of transition from student to therapist may assist in educational curriculum development and clinical support and supervision for new graduates. Educators need to continue to make education practice relevant while maintaining a theoretical perspective.
从课堂到临床实践的转变给许多健康专业学生带来了挑战。本研究采用现象学方法，探索康复专业学生在最后实习阶段及实习第一年的生活经历。
职业治疗和物理治疗专业的学生（n = 6）在最后实地实习阶段及实习第一年期间，每两周撰写反思日志。研究人员独立分析日志以找出共同主题。一名独立同行对两篇日志进行了盲法分析。数据还与已发表的新手从业者的第一人称叙述进行了比较。
实习第一年的生活经历包括四个连续阶段：过渡、兴奋与焦虑、实践现实和适应。日志中的主题包括高期望、能力、职场政治、震惊、教育和策略。
认识到从学生到治疗师转变过程中的各个阶段，可能有助于教育课程的开发以及对新毕业生的临床支持与监督。教育工作者需要在保持理论视角的同时，继续使教育实践具有相关性。
