Introduction

This research investigated the contribution of ‘Widening Occupation Weeks’, a two-week experience of occupation-focused service learning through community volunteering, to undergraduate occupational therapy education.

Method

A pluralist research methodology combining psychosocial approaches with cooperative appreciative inquiry and grounded theory was used in order to explore individual experiences and collective understanding. Students participated in questionnaires and a focus group to: explore how Widening Occupation Weeks impacted on understanding of the relationship between occupation, health and wellbeing; discover students’ interpretation of significant learning; develop a general view of the relevance of Widening Occupation Weeks for occupational therapy education.

Results

Thematic analysis of qualitative data identified that students’ experience during Widening Occupation Weeks is diverse and variable, enabling learning about the occupational therapy paradigm and about the values involved in being a therapist: therapeutic relationships and professionalism. Significant learning occurs through reflection over time on the challenging, contrasting experiences offered by the Widening Occupation Weeks model. This contributes to the development of personal theories of practice, recognised as a key component in professional socialisation and innovation.

Conclusion

The pluralist methodology enabled perspectives on personal and collective interpretation of learning and the findings can be translated to a general theory about the value of occupation-focused, service learning in occupational therapy education.