FEATURE STUDENT EDUCATION
Utilising the occupational therapy process with collaborative working
It has been a great privilege to have completed this skills that will be transferable to my clinical practice , in leadership placement and contributed to the development particular an increased confidence in my communication , of this practice education resource . As occupational teamworking , critical thinking , leadership and digital therapy students , we were conscious that , due to this literacy skills . being a leadership placement , we would have to carefully It also exposed how important good team working consider how to achieve our intermediate placement from all members of an interprofessional team is , in order learning objectives regarding occupational therapy to implement a successful project and provide a positive assessments and intervention . working atmosphere .
Therefore , we strategically decided to place the Working in this interprofessional way was something occupational therapy process at the centre of our
I enjoyed immensely . The two-to-one placement model placement . We highlighted the ‘ placement shortage ’ as that was integrated throughout was essential for our our ‘ client ’ and worked towards facilitating a resource to placement ; being able to collaborate with Shauna allowed support practice educators , hoping to help minimise the us to work faster and smarter , along with having each current placement crisis ( Mickel 2020 ). other to lean on for support during challenges of a remote
We adapted our timetable to be guided by the practice . occupational therapy process , starting with information Although the website is a work in progress , this gathering and completing assessments in the form of collaboration has ensured that the sections we have interviews with placement leads , educators and students . provided were completed to a high standard .
We then implemented our intervention in the form
This placement made me reflect on how I will of creating the website , spending our last two weeks approach practice learning when qualified and has made receiving feedback and reflecting , implementing changes me appreciate how important and positive practice and providing recommendations to refer to future learning is , not only for the student , but for the educator students who will undertake this project . too . I am proud to have been a part of this project and I
Along with following this timetable , we created weekly am looking forward to becoming a practice educator in SMART goals and reflections in order to stay on task the near future . and manage our expectations – something that studies show proves difficult on a virtual placement ( Twogood et References : al 2002 ).
Mickel A ( 2020 ) The great practice placement shortage ,
We also used evidence-based research to provide Occupational Therapy News , 28 ( 9 ): 26-28 credible content throughout the website , displaying this Twogood R , Hares E , Wyatt M et al ( 2020 ) Rapid implementation research on the website for educators to access . and improvement of a virtual student placement model in
Collaborative working has been an essential aspect response to the COVID-19 pandemic . BMJ Open Quality for this project to thrive . For me , working with so many 9 : e001107 . doi : 10.1136 / bmjoq-2020-001107 different team members , including students , placement leads and educators , was extremely beneficial to my Megan Dudziak , MSc ( Pre-registration ) Occupational learning development and I have developed many Therapy , year two student
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36 OTnews May 2021