Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’

Australian Occupational Therapy Journal · 4 authors, 3 centres

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TL;DR

This qualitative study surveyed 81 Australian occupational therapists about their views on involving consumer feedback in student placements. The central finding is that while they see value in consumer feedback, they strongly believe an educator-controlled process is required to ensure safety for students, consumers, and educators within time-limited practice settings.

Full summary

841 CHARS

This qualitative descriptive study used a questionnaire and reflexive thematic analysis to explore the perceptions of 81 Australian occupational therapists regarding consumer feedback for student occupational therapists during practice placements. Three main themes were constructed: the personal capability of consumers and students; the need for an educator-controlled process to ensure safety in time-poor contexts; and concerns about shifting control to consumers. Respondents viewed consumer feedback as a potentially powerful learning tool but emphasized the necessity for a clear, pragmatic process managed by practice educators to mitigate risks and ensure safety for all parties. The study concludes that a co-design approach involving all stakeholders is needed to develop a feedback process that balances authenticity with safety.

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other

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research methods

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ORIGINAL PAPER

PMC10098716

Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’

Australian Occupational Therapy Journal

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ABSTRACT

Abstract Introduction Collaborating with consumers in designing, delivering, and evaluating curricula is an ongoing initiative within occupational therapy tertiary courses in Australia. Within the Australian educational context, consumers are involved in on‐campus educational activities. Student occupational therapists must complete 1000 hours of practice placements as part of their education. To date, no research has explored how consumers could contribute to student occupational therapists' learning during practice placements. This study aimed to explore Australian occupational therapists' perceptions of consumers providing feedback to students during practice placements. Methods A qualitative descriptive approach was adopted to engage with the diversity of practice contexts and gain a rich dataset from the occupational therapy profession. A qualitative questionnaire was developed and distributed using snowballing techniques. The questionnaire asked recipients to reflect on the risks, challenges, and benefits of consumers providing feedback to student occupational therapists from all stakeholders' perspectives. Demographic data were collated, and reflexive thematic analysis was used to construct themes. Findings Responses were received from 81 participants. Most respondents identified as experienced occupational therapists from metropolitan locations across Australia. Reflective thematic analysis was used to construct three themes: Personal capability of consumers and students will enable, inhibit, and be developed by engaging in a feedback process; an educator‐controlled process to ensure safety for all stakeholders is required for time‐poor practice contexts; and us versus them: Shifting control to consumers can disempower practice educators. Conclusion Engaging with consumers throughout all aspects of student occupational therapists' educational programme is required, including practice placements. New educational initiatives need to consider all stakeholders' concerns to ensure that authentic contribution from consumers is made within the various practice contexts. A co‐design approach that involves all stakeholders to develop a feedback process may result in high‐quality learning experiences that assist students to become safer, consumer‐centred health professionals.

CITATION EXPORT

Thomas Bevitt, Stephen Isbel, Robert B. Pereira et al.. Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’. Australian Occupational Therapy Journal. (2022). https://doi.org/10.1111/1440-1630.12853

AUTHORS

4 · 3 CENTRES

Thomas Bevitt, Stephen Isbel, Robert B. Pereira, Rachel Bacon

1 Discipline of Occupational Therapy, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
2 Hospital Admission Risk Program, Barwon Health Geelong Victoria Australia
3 Discipline of Nutrition and Dietetics, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia