School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, Australia.
Gerontol Geriatr Educ. 2022 Apr-Jun;43(2):257-268. doi: 10.1080/02701960.2020.1835656. Epub 2020 Oct 20.
Preparing occupational therapists for work in care facilities for older adults is critical. Life stories of residents have been used in care facilities for older adults to challenge negative stereotypes, in terms of sharing who they are as a person. Occupational therapy students' complete work-integrated learning by creating life stories, presenting opportunities for students to develop professional skills and meaningful relationships with older adults.
A qualitative methodology, immersion/crystallization guided the research process. Twenty students (44%) from one work integrated learning unit participated by submitting their written reflections on the experience of the life story project for analysis.
Thematic analysis identified four primary themes: learning the craft of occupational therapy; identifying enablers of development; articulating barriers to professional and personal development; and focussing on the person.
Life story work as work-integrated learning supports occupational therapy students to develop key professional skills and challenges stereotypical misconceptions. Supervision, support, and strong links between faculty and elder care providers are deemed important to achieve positive outcomes.
为老年护理机构的职业治疗师做好准备至关重要。生活故事已被老年护理机构用于挑战刻板印象，以分享他们作为个人的身份。职业治疗学生通过创作生活故事完成完整的工作整合学习，为学生提供了发展专业技能和与老年人建立有意义关系的机会。
一项定性方法，沉浸/结晶指导了研究过程。一个工作整合学习单元的 20 名学生（44%）参与了研究，他们提交了对生活故事项目经验的书面反思，以供分析。
主题分析确定了四个主要主题：学习职业治疗的技巧；确定发展的促进因素；阐明专业和个人发展的障碍；关注人。
作为工作整合学习的生活故事工作支持职业治疗学生发展关键的专业技能，并挑战刻板印象的误解。监督、支持以及教职员工和老年护理提供者之间的紧密联系被认为是取得积极成果的重要因素。
