Abstract
OBJECTIVE: This article presents a service learning pedagogy whereby students develop the skills of an evidence-based practice scholar committed to occupational justice as a means to transform occupational therapy practice, their clients, themselves and the world.
PARTICIPANTS: Fifty-four fourth year occupational therapy students in a five-year master's program.
METHODS: During a two-semester course in clinical reasoning, occupational therapy students participate in service learning with marginalized and vulnerable populations. During the fall semester, students spend time each week observing the population and staff, and conducting a needs assessment. At the end of the fall semester, students propose a ten-week evidence-based, occupation-focused program. During the spring semester, students carry out this project with an occupational justice lens.
RESULTS: Through qualitative analysis of guided reflections and a final service-learning report students identify links between clinical reasoning and occupational justice theories and practice in a community context and carryout an advocacy plan to promote justice.
CONCLUSIONS: Given the opportunity to learn new skills in a natural context with a vulnerable population, students demonstrate an understanding of occupational injustices and advocate for the rights of those they serve, witnessing the resulting changes in policies and practice within the community agency and beyond.