Exploring emerging occupational therapy identity and the development of graduate attributes among occupational therapy students

Abstract

Introduction

Strong professional identity allows for appropriate representation and promotion of occupational therapy. Academic education assists in the development of occupational therapy identity. This study aims to explore the development of occupational therapy identity and graduate attributes in occupational therapy students after the first year of a revised curriculum.

Method

Occupational therapy students (n = 58) were surveyed at the commencement of the second year. Data analysis used descriptive statistics and inferential statistics (χ² for trend).

Results

A total of 54 students (93.1%) completed the survey. Students progressively developed occupational therapy identity over time. There were no significant associations between main factors influencing the original decision to study occupational therapy and when occupational therapy identity developed. However, there were significant associations between main factors influencing students' decision to continue studying and when identity developed. Most students agreed the curriculum equipped them to develop graduate attributes, although this was not significantly associated with factors that either influenced students to study, or continue studying, occupational therapy. There was significant association between development of graduate attributes and occupational therapy identity over time.

Conclusion

This study showed an emergence of occupational therapy identity and graduate attributes in students, demonstrating the importance of first year curriculum in the development of these factors.

Keywords

Professional identity occupational therapy students first year student regional university curriculum

Get full access to this article

View all access options for this article.

References

Adams

Hean

Sturgis

(2006) Investigating the factors influencing professional identity of first-year health and social care students. Learning in Health and Social Care 5(2): 55–68.

Australian Bureau of Statistics (2011) 1270.0.55.005 – Australian Statistical Geography Standard (ASGS): Volume 5 – Remotes structure. Available at: www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/1270.0.55.005July%202011?OpenDocument (accessed 11 Novemver 2013).

Barrie

(2007) A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education 3(4): 439–458.

Biggs

Tang

(2007) Teaching for Quality Learning, 3rd ed. New York: Open University Press.

Clouder

(2003) Becoming professional: Exploring the complexities of professional socialization in health and social care. Learning in Health and Social Care 2(4): 213–222.

Clouston

Whitcombe

(2008) The professionalization of occupational therapy: a continuing challenge. British Journal of Occupational Therapy 71(8): 314–320.

Davis

(2006) The importance of the community of practice in identity development. The Internet Journal of Allied Health Sciences and Practice 4(3): 1–8.

Davis

(2008) Occupational therapy students' metaphors for helping. (Images of practice). The American Journal of Occupational Therapy 62(2): 242–250.

Edwards

Dirette

(2010) The relationship between professional identity and burnout among occupational therapists. Occupational Therapy in Health Care 24(2): 119–129.

10.

Hooper

(2008) Stories we teach by: Intersections among faculty biography, student formation, and instructional processes. The American Journal of Occupational Therapy 62(2): 228–241.

11.

Ikiugu

Rosso

(2003) Facilitating professional identity in occupational therapy students. Occupational Therapy International 10(3): 206–225.

12.

Knowles

(1980) The Modern Practice of Adult Education: From Andragogy to Pedagogy, Englewood Cliffs, NJ: Prentice Hall/Cambridge.

13.

Peloquin

(2005) 2005 Eleanor Clarke Slagle Lecture: embracing our ethos, reclaiming our heart. American Journal of Occupational Therapy 59(5): 611–625.

14.

Ramsden

(2003) Learning to Teach in Higher Education, 2nd ed. London: Routledge Falmer.

15.

Tinto

(2006/2007) Research and practice of student retention: what next? Journal of College Student Retention 8(1): 1–19.

16.

Turpin

Rodger

Hall

(2012) Occupational therapy students' perceptions of occupational therapy. Australian Occupational Therapy Journal 59(5): 367–374.

17.

Waghorn

Lloyd

Clune

(2009) Reviewing the theory and practice of occupational therapy in mental health rehabilitation. British Journal of Occupational Therapy 72(7): 314–323.

18.

Wenger

(1998) Communities of Practice: Learning, Meaning and Identity, Cambridge: Cambridge University Press.

19.

Wenger

(2000) Communities of practice and social learning systems. Organization 7(2): 225–246.

20.

Whitcombe

(2013) Problem-based learning students’ perception of knowledge and professional identity: occupational therapists as ‘knowers’. British Journal of Occupational Therapy 76(1): 37–42.

21.

Whiteford

Townsend

Hocking

(2000) Reflections on a renaissance of occupation. Canadian Journal of Occupational Therapy 67(1): 61–69.

22.

Wilding

Whiteford

(2008) Language, identity and representation: occupation and occupational therapy in acute settings. Australian Occupational Therapy Journal 55: 180–187.

23.

Wilding

Wilcock

(2001) Centralising occupation in the occupational therapy curricula: Imperative of the new millennium. Occupational Therapy International 8(2): 81–88.