Caine Anne-Maree, Nicolson Olympia, Molineux Matthew
Griffith University, Brisbane, Australia.
Aust Occup Ther J. 2025 Jun;72(3):e70028. doi: 10.1111/1440-1630.70028.
Practice education is a key component in the education of occupational therapists, and yet there is limited understanding of the long-term impact of practice education experiences. This study explored transformational experiences on practice education to better understand their long-term impact. Transformational experiences are those that cause a profound and fundamental change in a person's view of themselves and/or the profession. The aim of this study was to explore the transformational experiences, both positive and negative, of occupational therapists while they were on practice education as students.
A phenomenological research design was used to understand the lived experiences of occupational therapists who had undergone transformational experiences while students on practice education. Data were collected using semi-structured interviews from 11 participants who had graduated at least 5 years prior to this study. Data analysis was completed using interpretative phenomenological analysis.
No consumers were involved in this study.
An overarching theme of similar but different was identified, which recognised that while each experience was unique there were some shared elements: the experiences were challenging, emotionally laden, took time to process and had long-term impacts. Positive and negative experiences were precipitated by a challenge of some kind. Participants experienced a wide spectrum of emotions at the time of the event and for some the emotional response lasted long afterwards. It took time and reflection to process their experiences, and they often required help to develop insights into the experience and its impact. Long-term impacts were experienced personally and professionally.
This study demonstrated that students have transformational experiences on practice education. These can be ordinary or extraordinary and therefore unique to each student, making them difficult to predict. The findings highlight the value of practice educators and university educators checking in with students to support them to reflect on and process transformational experiences.
Placements are an important part of educating student occupational therapists. We do not know much about how experiences on placement affect students over time. This study looked at how certain experiences during placements changed students over time. We called these 'transformational experiences'. That means any event, big or small, that had a strong a lasting effect on the person. We spoke with 11 occupational therapists who had finished their studies at least 5 years ago. They chose to take part because they remembered a powerful experience during their placement. The stories they shared were all different, but they had some things in common. These experiences were hard, emotional and took time to understand. They also had long-term effects. We found that transformational experiences can be both ordinary and unusual. This makes them hard to predict.
实践教育是职业治疗师教育的关键组成部分，然而，对于实践教育经历的长期影响，人们的了解有限。本研究探讨了实践教育中的转变经历，以更好地理解其长期影响。转变经历是指那些能使人对自己和/或职业的看法产生深刻而根本变化的经历。本研究的目的是探究职业治疗师在学生实践教育期间所经历的积极和消极的转变经历。
采用现象学研究设计来了解职业治疗师在实践教育学生期间经历转变经历的生活体验。通过对11名在本研究开展前至少已毕业5年的参与者进行半结构化访谈来收集数据。使用解释性现象学分析完成数据分析。
本研究未涉及消费者。
确定了一个“相似但不同”的总体主题，该主题认识到虽然每种经历都是独特的，但存在一些共同要素：这些经历具有挑战性、充满情感、需要时间来处理且具有长期影响。积极和消极的经历都是由某种挑战引发的。参与者在事件发生时经历了广泛的情绪，对一些人来说，这种情绪反应在事件过后持续了很长时间。处理这些经历需要时间和反思，而且他们通常需要帮助来深入了解这些经历及其影响。这些经历在个人和职业方面都产生了长期影响。
本研究表明，学生在实践教育中会经历转变经历。这些经历可能普通也可能非凡，因此对每个学生来说都是独特的，难以预测。研究结果凸显了实践教育者和大学教育者与学生沟通，以支持他们反思和处理转变经历的价值。
实习是职业治疗专业学生教育的重要组成部分。我们对实习经历如何随时间影响学生了解不多。本研究着眼于实习期间的某些经历如何随时间改变学生。我们将这些称为“转变经历”。这意味着任何对个人产生强烈且持久影响的事件，无论大小。我们与11名至少在5年前完成学业的职业治疗师进行了交谈。他们选择参与是因为记得实习期间有一段深刻的经历。他们分享的故事各不相同，但有一些共同点。这些经历艰难、充满情感且需要时间去理解。它们也有长期影响。我们发现转变经历可能既普通又不寻常。这使得它们难以预测。
