From work-integrated learning to virtual case studies: Navigating an alternative to fieldwork in paediatric occupational therapy

Due to Covid-19 regulations, occupational therapy students' access to clinical platforms was restricted and they were unable to perform traditional work integrated learning at approved placements. This situation compelled lecturers to design creative and innovative alternative fieldwork training activities for third-year occupational therapy students in the paediatric domain. In person fieldwork was converted (in part) to six case studies, presented by experts in synchronous online sessions. A structured and systematic approach was implemented to ensure student participation during and after presentations. Students worked in small groups to complete i) a professional reasoning tool and ii) an intervention plan and session to conceptualise and put into writing their selected theoretical approach to each case. One group was given the opportunity to present their work on the case on the day following the case presentation. Continuous formative feedback was provided during the presentation and integration of prior knowledge was encouraged through debate. Assessment focused on metacognition - the students' ability to reflect on their learning during each case. Students experienced the case studies as rich learning opportunities. This approach will be adapted for use in the post-pandemic era to enhance occupational therapy students' learning.

'No one prepared me to go home': Cerebrovascular accident survivors' experiences of community reintegration in a peri-urban context

Background: The South African health system has policies and strategies to ensure effective rehabilitation and reintegration of individuals who have survived a cerebrovascular accident into their respective communities. However, implementation of such guidelines remains an issue. Aim: This study sought to explore cerebrovascular accident (CVA) survivors' experiences of community integration. Setting: The study was located in a peri-urban community within the KwaZulu-Natal Province, South Africa. Methods: An explorative qualitative study with eight purposively selected CVA survivors was conducted via semi-structured individual interviews. Data were audio-recorded and manually transcribed prior to thematic analysis. Trustworthiness of the study was maintained by strategies such as analyst triangulation, an audit trail and use of thick descriptions. Ethical principles of autonomy, informed consent, confidentiality and privacy were also maintained in the study. Results: Six themes emerged that highlighted (1) loss of autonomy and roles, (2) barriers to community reintegration, (3) social isolation of participants, (4) finding internal strength, (5)enablers of community reintegration including the positive influence of support and the benefits derived from rehabilitation and (6) recommendations for rehabilitation. Conclusion: The study revealed both positive and negative influences that impact CVA survivors' ability to effectively reintegrate into their respective communities following a CVA. Recommendations include the need for education and awareness around access to rehabilitation services for CVA survivors, advice on how to improve CVA survivors' ability to mobilise in the community and make environmental adaption to facilitate universal access, provision of home programmes and caregiver training for continuity of care and for inclusion of home-based rehabilitation into current models of care

Occupational therapy students' use of social media for professional practice

Background. The use of social media for professional practice is an emerging trend for healthcare professionals; however, limited literature exists on the phenomenon. Social media usage is prevalent among students, as it is incorporated into many health professions education curricula. This poses potential ethical dilemmas.Objective. To examine the nature of social media usage and knowledge of ethical considerations by occupational therapy (OT) students for professional purposes.Methods. A quantitative, cross-sectional survey was administered to the entire cohort of OT students (N=128) enrolled at the University of KwaZulu- Natal, Durban, South Africa in 2016. Data were analysed descriptively using Microsoft Excel 2013 (Microsoft, USA).Results. The most commonly used device to access social media was mobile phones, with WhatsApp and YouTube frequently used for both general and professional purposes. Uses included accessing social media for developing professional skills and knowledge, and in fulfilling academic requirements. Ethical dilemmas were evident among students, who indicated that social media ethical considerations should be incorporated into the curriculum.Conclusion. The study highlighted that most students use some form of social media as part of their professional practice, which has the potential to be used effectively to enhance learning opportunities. Future studies of a qualitative nature could shed light on students' perceptions of social media and practical implications for practice

Fieldwork practice for learning: lessons from occupational therapy students and their supervisors

Background. Fieldwork practice forms a vital part of occupational therapy (OT) education and contributes significantly to competent practice and students' clinical reasoning. Students' learning is positively or negatively influenced by their fieldwork experience. Objective. To explore the views and experiences of final-year OT students, site-based clinicians and university-based academic supervisors to identify strategies that influenced students' learning during fieldwork practice. Methods. This descriptive qualitative study used a purposeful sampling technique. Data collection strategies included focus group discussions with clinical and academic supervisors and semistructured interviews with final-year students. Each set of data was analysed according to the research questions. The researcher analysed the data into themes, which were corroborated by a supervisor. Data source and analyst triangulation ensured trustworthiness of the study. Results. Two themes, i.e. difficulties experienced by students during fieldwork and supervision strategies that they found beneficial for learning, are described. Guidance and mentoring from experienced therapists helped students to link observations from assessments and intervention plans. Observations of treatment sessions, peer learning and practice in the skills laboratories were beneficial for learning, competence and confidence. Guided questions from supervisors to enhance reflexive practice and peer learning strengthened the students' confidence and ability to give feedback to their peers. The students also benefited from sessions that allowed them the freedom and space to work autonomously. Conclusion. This study provides insight into the difficulties that students experienced when engaging with fieldwork and offers some strategies that have been found to advance their learning