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Implementing Service-Based Learning to Increase OT Student Clinical
Reasoning Skills
Priya Sprunk, OTS; Erin Naggy, OTD, OTR/L
Slippery Rock University
Slippery Rock, Pennsylvania
INTRODUCTION
• Service-learning consists of a hands-on teaching method
that allows allied health students to apply material learned
from didactic coursework while helping an underserved
population, such as individuals with intellectual
disabilities (ID).
• After engaging in service-based learning experiences
serving individuals with ID, occupational therapy (OT)
students improved their attitudes towards the population
and enhanced their clinical reasoning skills (Schindler,
2014; Sullivan & Mendonca, 2017).
• Despite this evidence, OT students note a gap between OT
curriculum and fieldwork experiences due to the lack of
practical application in coursework and unclear
supervisor expectations in fieldwork (Naidoo & van Wyk,
2016; Rezaee et al., 2014).
METHODOLOGY
PIO QUESTION AND PURPOSE
DISCUSSION
• Does engaging in a service-based learning experience (I) serving
undergraduate students with disabilities improve Slippery Rock
University (SRU) entry-level Doctor of Occupational Therapy (OTD)
students' (P) clinical reasoning skills (O)?
• The review explores the value of service-based learning
opportunities in developing OT student clinical skills while
simultaneously increasing clients’ participation in desired
occupations.
•
•
•
RESULTS
•
Three identified themes will inform the development of this proposed
doctoral capstone project.
OT Intervention Benefits Adults with ID
• After participating in OT programming, students with disabilities
progressed towards educational and vocational goals, improved
social skills, and increased overall participation in desired
occupations (Blaskowitz et al., 2021; Merz et al., 2020; Schindler,
2014).
Challenges to Professional Transition and Potential Solutions
• Absent or controlling supervisors, ineffective didactic coursework,
and late exposure to clinical practice contribute to student anxiety
and feelings of incompetence in fieldwork settings (Furze et al.,
2015; Grenier, 2015; Naidoo, D. & van Wyk, J., 2016; Rezaee et al.,
2014; Sullivan & Mendonca, 2017).
Benefits of Service-Learning Based Fieldwork
• Service-learning experiences allow occupational therapy students to
carryover their didactic learning to clinical practice in a safe
environment through mentorship, improving clinical and leadership
skills (Lau, 2016; Schindler, 2014; Seif et al., 2014).
•
Service-based learning opportunities serving adults with disabilities
mutually benefit both OT students and clients.
OT students apply classroom knowledge to practice, developing
their clinical reasoning skills, and clients simultaneously increase
their life, academic, and social skills, leading to improved
participation in desired occupations.
OT programs should integrate mentoring and self-reflective
experiences throughout the curriculum to facilitate better
development of clinical reasoning skills.
By improving client engagement and motivation skills while still in
school, OT students can prepare to advocate for inclusion and
independence for their patients in clinical practice.
Although the research was comprehensive, the low level of evidence
in included studies limits this review’s generalizability.
CONNECTION TO DCE AND CONCLUSION
•
•
•
•
The gap between practice and evidence justifies the doctoral
capstone project’s aim to implement service-based learning into
occupational therapy coursework.
The reviewer will utilize the evidence to develop a 14-week Level One
fieldwork experience for first-year OT students, serving a
postsecondary transition program for adults with ID.
By drawing from the Person-Environment-Occupational
Performance (PEOP) Model, the project will assess how
environmental and personal aspects, such as supervisor approach
and self-confidence in skills, respectively, influence OT student
learning and performance in fieldwork.
Implementation of this project will seek to increase student clinical
reasoning skills while simultaneously improving client’s
participation in desired occupations.
ABSTRACT
Image from https://www.goodtherapy.org/learn-abouttherapy/issues/intellectual-disabilities/therapy
Image from https://shs.touro.edu/news/stories/20-things-every-occupationaltherapy-student-should-know.php
Image from https://www.abilityrehab.com.au/services/intellectualdisability/
REFERENCES
Reasoning Skills
Priya Sprunk, OTS; Erin Naggy, OTD, OTR/L
Slippery Rock University
Slippery Rock, Pennsylvania
INTRODUCTION
• Service-learning consists of a hands-on teaching method
that allows allied health students to apply material learned
from didactic coursework while helping an underserved
population, such as individuals with intellectual
disabilities (ID).
• After engaging in service-based learning experiences
serving individuals with ID, occupational therapy (OT)
students improved their attitudes towards the population
and enhanced their clinical reasoning skills (Schindler,
2014; Sullivan & Mendonca, 2017).
• Despite this evidence, OT students note a gap between OT
curriculum and fieldwork experiences due to the lack of
practical application in coursework and unclear
supervisor expectations in fieldwork (Naidoo & van Wyk,
2016; Rezaee et al., 2014).
METHODOLOGY
PIO QUESTION AND PURPOSE
DISCUSSION
• Does engaging in a service-based learning experience (I) serving
undergraduate students with disabilities improve Slippery Rock
University (SRU) entry-level Doctor of Occupational Therapy (OTD)
students' (P) clinical reasoning skills (O)?
• The review explores the value of service-based learning
opportunities in developing OT student clinical skills while
simultaneously increasing clients’ participation in desired
occupations.
•
•
•
RESULTS
•
Three identified themes will inform the development of this proposed
doctoral capstone project.
OT Intervention Benefits Adults with ID
• After participating in OT programming, students with disabilities
progressed towards educational and vocational goals, improved
social skills, and increased overall participation in desired
occupations (Blaskowitz et al., 2021; Merz et al., 2020; Schindler,
2014).
Challenges to Professional Transition and Potential Solutions
• Absent or controlling supervisors, ineffective didactic coursework,
and late exposure to clinical practice contribute to student anxiety
and feelings of incompetence in fieldwork settings (Furze et al.,
2015; Grenier, 2015; Naidoo, D. & van Wyk, J., 2016; Rezaee et al.,
2014; Sullivan & Mendonca, 2017).
Benefits of Service-Learning Based Fieldwork
• Service-learning experiences allow occupational therapy students to
carryover their didactic learning to clinical practice in a safe
environment through mentorship, improving clinical and leadership
skills (Lau, 2016; Schindler, 2014; Seif et al., 2014).
•
Service-based learning opportunities serving adults with disabilities
mutually benefit both OT students and clients.
OT students apply classroom knowledge to practice, developing
their clinical reasoning skills, and clients simultaneously increase
their life, academic, and social skills, leading to improved
participation in desired occupations.
OT programs should integrate mentoring and self-reflective
experiences throughout the curriculum to facilitate better
development of clinical reasoning skills.
By improving client engagement and motivation skills while still in
school, OT students can prepare to advocate for inclusion and
independence for their patients in clinical practice.
Although the research was comprehensive, the low level of evidence
in included studies limits this review’s generalizability.
CONNECTION TO DCE AND CONCLUSION
•
•
•
•
The gap between practice and evidence justifies the doctoral
capstone project’s aim to implement service-based learning into
occupational therapy coursework.
The reviewer will utilize the evidence to develop a 14-week Level One
fieldwork experience for first-year OT students, serving a
postsecondary transition program for adults with ID.
By drawing from the Person-Environment-Occupational
Performance (PEOP) Model, the project will assess how
environmental and personal aspects, such as supervisor approach
and self-confidence in skills, respectively, influence OT student
learning and performance in fieldwork.
Implementation of this project will seek to increase student clinical
reasoning skills while simultaneously improving client’s
participation in desired occupations.
ABSTRACT
Image from https://www.goodtherapy.org/learn-abouttherapy/issues/intellectual-disabilities/therapy
Image from https://shs.touro.edu/news/stories/20-things-every-occupationaltherapy-student-should-know.php
Image from https://www.abilityrehab.com.au/services/intellectualdisability/
REFERENCES
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