The Impact of a Role Emerging Placement While a Student Occupational Therapist, on Subsequent Qualified Employability, Practice and Career Path

Thew, M., Thomas, Yvonne ORCID: https://orcid.org/0000-0002-9403-0280 and Briggs, M. (2018) The Impact of a Role Emerging Placement While a Student Occupational Therapist, on Subsequent Qualified Employability, Practice and Career Path. Australian Occupational Therapy Journal, 65 (3). pp. 198-207. ISSN 0045-0766

Preview

Text Thew Thomas and Briggs AJOT 2016 final yt_.pdf - Accepted Version Download (467kB) | Preview

Abstract

Although Role Emerging Placements (REP) are now a common feature in pre‐registration occupational therapy curricula, there is a need to expand the understanding of the impact of this experience on employability, practice and career path of qualified occupational therapists.

Method
A case finding online survey was used to create a purposive sample for Thematic Analysis of semi‐structured interviews with practising occupational therapists from one UK Masters’ level pre‐registration occupational therapy program.

Results
The case finding survey (n = 19) led to recruitment of six participants to be interviewed. The qualitative findings reflected the impact of a REP experience on occupational therapists’ employability, practice and career path. The complementary features of the more traditional placement and the role emergent type of placement were considered as being useful and beneficial to qualified practice regardless of setting. However, the REP additionally, had an internal and outward impact. Internally, the therapist gains a passion for occupation‐focussed practice and builds confidence to promote both self and the profession. Outwardly, the therapist can offer extra skills in qualified practice, particularly in innovative service development and delivery, thereby offering added value for employability.

Conclusion
A REP experience as an occupational therapy student, can develop additional skills for qualified professional practice than traditional practice placements alone. The impact of such a placement matches with the ‘Generation Y’ traits of young adults who are now starting to emerge into training and the work place, translates well into a variety of working environments and lasts into career development. The placement model of occupation‐focussed project development and the less apprentice style learning of a REP may be influential, and could be a suitable model within traditional placements.

Actions (login required)

View Item