FEATURE STUDENT EDUCATION
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The insights that the ( access ) audit has provided are invaluable and will certainly feature in future funding bids . to put theory into practice and about experientially becoming effective communicators with people living with dementia .
For the purpose of our placements we had to quickly develop our Zoom etiquette and technical skills . The placement settings highlighted the need for inclusivity and finding innovative ways of working . This was important to reflect on , to enhance our learning and make sense of our PEEP placements . We felt the organisations were making a meaningful change in peoples ’ lives , and for their carers and community .
Applying the occupational therapy process and the Canadian Model of Occupational Performance and Engagement ( CMOP-E ) ( Polatajko , Townsend and Craik , 2007 ) helped us conceptualise how the client does not have to be an individual , with the transferability to an organisation and their context as the client .
As our first placement , we really got to grips with the model and how to apply theory to our practice setting and the concept of holism . This was necessary to develop our understanding of occupational disruptions and possible interventions .
Using problem-solving , evidence-based practice , clinical reasoning , reflecting on legislation , developed our reflection skills and learning exponentially .
As international students , the initial hurdle was the language barrier and the different approach to learning styles and peer-directed learning . The language barrier can be particularly challenging , due to this being a virtual placement , therefore , we had to work harder to engage with the client to build relationships .
The direct learning outcome for this meant we all improved our active listening skills . In addition , our confidence with presenting in groups and building interprofessional relationships , helped shape our professional identity as occupational therapists .
All of the peers experienced ‘ Zoom fatigue ’ at the start of the placement . Therefore , it was imperative we used our time effectively to take breaks , get fresh air and have occupational balance for our own mental health and wellbeing .
There was time in our schedules when we would engage in peer directed learning and self-managed learning for our own development .
The way the placement was structured allowed us to establish our autonomy , self-motivation and determination . Providing us with the ability to be creative had a profound impact on our core skills as occupational therapists and be open-minded practitioners in the future .
Feedback and review Peter Woodward , Sterts Theatre and Arts Centre director said of the placement experience : ‘ The insights that the ( access ) audit has provided are invaluable and will certainly feature in future funding bids .’
While Sophie Hestor from the Memory Matters team commented : ‘ Our beneficiaries really enjoyed having the students join in with our online groups . They got to know one another over the weeks and the mix of age groups added another dimension to our sessions . I am pleased that despite us all working virtually , the students still found it to be a valuable learning experience .’
Introducing the hybrid PEEP placement has been an innovative and exciting way to provide placement experiences . As highlighted there are some challenges with e or online approaches .
Balancing engagement with the community organisations , as well as peer and self-directed learning , with long arm supervision from an occupational therapist was essential to the success of these five week placements .
With the success of this pilot of the occupational therapy Hybrid PEEP , in total , 55 occupational therapy students undertook a placement using this model , which will be evaluated in 2021 . We are grateful to the support of all stakeholders involved .
References
Polatajko HJ , Townsend E and Craik J ( 2007 ) Canadian Model of Occupational Performance and Engagement . In EA Townsend , HJ Polatajko , Enabling occupation II : advancing an occupational vision of health and justice through occupation . Ottawa , Canadian Association of Occupational Therapists Publications
Taylor L ( 2020 ) PEEP : a virtual alternative placement . Occupational Therapy News , 28 ( 7 ): 39
Vanessa Coomber , Claire Southwood , George Isofache , Ka Nip Chan , Dr Patricia Eyres and Dr Alison Warren , University of Plymouth . Acknowledgements : the development of the Hybrid PEEP placements is supported by Health Education England ( HEE ) Professionals Clinical Placement Expansion Programme ( CPEP )
44 OTnews August 2021