The development of a theory-informed workbook as an additional support for students on role-emerging placements

摘要: Introduction During role-emerging placements students require different support as occupational therapy specific supervision is provided periodically and they cannot model their practice on experienced therapists. This paper describes the development evaluation of a workbook designed to reinforce integration theory with provide an additional resource when supervisor was not present. Method A social constructionist perspective action research methodology were used. Participants 14 final year three off-site supervisors. All participants involved in school settings England. In-depth, semi-structured interviews across four cycles informed workbook. Findings While originally focused supplementing students’ knowledge theory, during focus shifted consider how educational design content. Key features critical aspects which supported learning identified. Conclusion The received positively by Aspects particularly valued included provision examples scenarios contextualised within placement setting. proposed have scope for use beyond school-based practice.