Jung Bonny, Sainsbury Sandy, Grum Rosa Maria, Wilkins Seanne, Tryssenaar Joyce
School of Rehabilitation Science, McMaster University Institute of Applied Health Sciences, 1400 Main St. W., Hamilton, ON L8S 1C7.
Can J Occup Ther. 2002 Apr;69(2):95-103. doi: 10.1177/000841740206900205.
The profession of occupational therapy has a long history of working collaboratively with support personnel. This paper describes the process of a fieldwork education partnership developed between the McMaster University, BHSc (OT) Program and the Mohawk College, Occupational Therapist Assistant and Physical Therapist Assistant Program. Eight student occupational therapists and eight student occupational therapist assistants learned together in a variety of fieldwork settings, either in pairs or in groups. Both groups of students kept weekly journals of the experience and completed a post placement questionnaire. The journals were inductively analysed using a retrospective content analysis. The four emergent themes identified from the data are learning about each other's role, collaborative learning, impact on client care and future practice, and resistance to roles. Recommendations for future collaborations are discussed.
职业治疗专业与辅助人员合作有着悠久的历史。本文描述了麦克马斯特大学健康科学学士（职业治疗）项目与莫霍克学院职业治疗助理和物理治疗助理项目之间建立的实地考察教育伙伴关系的过程。八名学生职业治疗师和八名学生职业治疗助理在各种实地考察环境中一起学习，或成对或分组。两组学生都记录了每周的经历日志，并完成了实习后调查问卷。使用回顾性内容分析法对日志进行归纳分析。从数据中确定的四个突出主题是了解彼此的角色、合作学习、对客户护理和未来实践的影响以及对角色的抵触。文中还讨论了对未来合作的建议。
