Prigg Alison, Mackenzie Lynette
Discipline of Occupational Therapy, University of Newcastle, Australia.
Occup Ther Int. 2002;9(3):210-36. doi: 10.1002/oti.166.
This study aimed to document the process undertaken to incorporate project placements as an effective fieldwork option for second- and third-year occupational therapy students, by evaluating the experience of both students and supervisors and identifying areas for improvement. Project placements are full- or part-time placements where a project is completed by a student under the supervision of an occupational therapist. The study is primarily descriptive, and includes a pre-post design using qualitative and quantitative data. The results indicate that the objectives of the study were achieved. Both supervisors and students expressed positive views about the placements. Students also identified changes that could improve the placements. Second- and third-year students gave similar ratings about aspects of the learning experiences during the project placements. The small cohort of third-year students and the low response rate from supervisors limited results. These project placements have shown an applicable model for students in earlier years of the course instead of the usual practice of non-traditional fieldwork being focused on final-year students. The project placements described are presented as one more potential fieldwork model in the range currently offered by curricula worldwide. Future research needs to concentrate on the longitudinal impact of these placements on the developing practice and attitudes of occupational therapy students.
本研究旨在记录将项目实习纳入针对二、三年级职业治疗专业学生的有效实地考察选项的过程，通过评估学生和督导的体验并确定改进领域。项目实习是学生在职业治疗师的监督下完成一个项目的全职或兼职实习。该研究主要是描述性的，包括使用定性和定量数据的前后设计。结果表明研究目标得以实现。督导和学生都对实习表达了积极看法。学生们还指出了可以改进实习的方面。二、三年级学生对项目实习期间学习体验各方面的评分相似。三年级学生样本量小以及督导的低回复率限制了研究结果。这些项目实习为课程早期阶段的学生展示了一个适用模式，而非通常将非传统实地考察集中于最后一年学生的做法。所描述的项目实习被视为全球课程目前提供的众多潜在实地考察模式之一。未来研究需要关注这些实习对职业治疗专业学生不断发展的实践和态度的长期影响。
