in a classroom context . Peer conversations within the cohort were also occurring .
Both peer and tutor-to-student conversations were valuable for developing social connections , as well as deepening learning .
Student wellbeing benefits and enjoyment gained from being outdoors with time to interact with and observe nature was also useful and substantiated by the evidence regarding the wellbeing benefits of time in nature .
Given student stressors , this has the potential to be developed further . Student feedback intimated that there was an appetite for outdoor learning to be considered for other contexts too , with one student commenting : ‘ I think outdoor teaching sessions would be beneficial for other areas of teaching to see things in real life . Also , I believe it is good to mix up indoor and outdoor settings for learning ’.
Sharing about the session on social media enabled a conversation with an occupational therapy educator from the University of British Columbia in Canada , who had also used outdoor teaching sessions and was able to link to a useful guide from their institution for planning and implementing outdoor teaching .
There was also interest from clinicians regarding the utility of adapting the outdoor format to be used in occupational therapy practice when working with someone using kawa , and anecdotal reports of how this had been beneficial to supporting and enhancing the discussions that took place .
Due to the pandemic , the session was adapted in 2021 , to be a series of questions that students applied to , having observed water flow in a location that was local to them , with a facilitated online discussion to draw out the learning and application of their observations to the Kawa Model and occupational therapy practice .
Further developments over the sessions in 2022 and 2023 , have included the production of a booklet , which incorporates a map and questions to prompt discussion , to enable the students to be able to follow the plan for themselves within the session and not be wholly reliant on tutor prompts .
The session continues to be well received by the students , with a student this year saying : ‘ Being able to see a river was really helpful in understanding how the Kawa Model could be used in a range of ways , compared with just seeing presentation slides about it .’
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The session has so far been implemented only within the MSc programme , where student numbers are smaller . Future developments include considering how to implement this session with the BSc programme , where student numbers are higher .
Using outdoor environments and natural water sources to supplement and enhance understanding of and application of Kawa , in both education and practice , remains an idea worth considering .
Iwama MK , Baum MC , Christiansen C ( 2006 ) The Kawa Model : Culturally relevant occupational therapy . Edinburgh : Churchill Livingstone .
The University of British Columbia ( 2019 ) Health Promotion and Education . Fostering academic tenacity : Promoting participation in activities that foster growth mindset , belonging and selfregulation . Available from bit . ly / 3Z4WGqw [ accessed 5 September 2023 ]
Tal T , Levin-Peled R , Levy KS ( 2019 ) ‘ Teacher views on inquiry-based learning : the contribution of diverse experiences in the outdoor environment ’, Innovation and Education , 1:2 , DOI : 10.1186 / s42862-019-0004-y .
Words RUTH HAWLEY , Senior Lecturer in Occupational Therapy / Stage Lead MSc ( prereg ) Occupational Therapy , College of Health , Psychology and Social Care , University of Derby
@ Ruth _ Hawley
52 OTnews September 2023