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Innovative placement solutions to engage first-year OT students in understanding scope of practice
The past two years have created unimaginable challenges in locating quality, clinical placements for occupational therapy students – particularly those in their first year of study. Covid-19 disruptions have demanded innovative thinking to maintain these face-to-face experiences, which shape student perceptions and can be key to them continuing studies and establishing professional identities early.
While online formats for placements became the ‘new normal’, some students found the remote learning lacked authenticity. The challenge of engaging students in online placements, to give them an understanding of the scope of occupational therapy practice, was met by being creative.
Using a peer-assisted learning model, the teams at Charles Sturt University (CSU) and the University of Melbourne’s Department of Rural Health (UDRH) adapted by developing online placements for CSU’s first-year occupational therapy students. Using Zoom as a communication platform, they developed and fine-tuned the online formats to ensure a rich experience that met all placement objectives, and showed possibly sceptical students it could be an authentic learning opportunity.
During 2020-21, 18 first-year occupational therapy students took part in the placements, which had the unique feature of a collaborative, long-arm supervision model with an interprofessional team. Aligning with the objectives of first-year placement, each block of students was set the task of exploring a broad range of occupational therapy practice areas. To keep the placement format engaging and reflective of practice, individual students then had to investigate a particular practice area and interview an occupational therapist or another health professional working within that specific domain. For example, students had the opportunity to interview an occupational therapist and speech pathologist about their approaches to working with a client with dementia. Students used the collective data gathered from their research and interviews to develop an infographic presentation illustrating the broad scope of occupational therapy practice (2020) and the role of an occupational therapist in interprofessional practice settings (2021). This facilitated their understanding of the scope of practice, and their significant role in the interprofessional team context.
At an individual student level, this placement approach promoted the development of student competencies in communication, adaptability, self-direction, teamwork and time management. Understanding of the scope of occupational therapy practice was broadened by peer learning opportunities. Regular group and individual supervision was embedded throughout to facilitate reflective practice and the development of skills. Opportunities to interview practising occupational therapists and health professionals across a range of clinical areas provided an authentic placement experience that was highly valued by students, despite their initial reluctance.
Online, peer-assisted placement models create efficiencies in resource use, supervisor workload and the ability to take more students. Opportunities to replicate this model within and beyond the occupational therapy discipline exist. This particularly facilitates building capacity in our rural
and remote regions. Online placements can achieve positive outcomes in student learning, including enthusiasm for career choice. In 2020, the first infographic – released during OT Week and promoted through social media – drew a positive response and international recognition.
The infographic presentations have provided the UDRH with a variety of sustainable educational resources that not only depict the scope of occupational therapy practice and its role in an interprofessional team, but also promote the value of servicelearning placements for future rural health students. These outcomes have resulted in reciprocal benefits with additional first-year occupational therapy placements for CSU.
Based on this collaborative model of working together, we believe online placements provide students with authentic learning experiences. Undertaking online service-learning placements has positively challenged, and changed, perceptions for both students and university staff about what is possible.
About the Authors Dr Helen van Huet is a lecturer in Occupational Therapy Workplace Learning Coordinator at Charles Sturt University. Tara Case is an occupational therapist and clinical supervisor with the University of Melbourne’s Department of Rural Health.
Rebecca Oates is an associate lecturer in Rural Health Community Placements with the University of Melbourne’s Department of Rural Health.
2020 and 2021 Infographics and references can be viewed by scanning the QR code
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