While this book is based primarily on experiences of occupational
therapy practice education in South Africa, it aims to have
international appeal as key principles of practice and service
learning are drawn from the differing scenarios covered.
Based on qualitative research, some of the book’s chapters
describe issues faced by students in complex practice situations
and highlight educational strategies for promoting socially
responsive professional development. They show how students
engage with the personal and professional challenges of working in
a multicultural society and how situated learning can enhance their
resourcefulness in meeting the needs of individuals, groups and
communities.
The book is divided into three sections: The first, on the
practice education agenda, establishes the academic rationale for
various forms of practice learning within an occupational therapy
curriculum. The second section examines the learning
opportunities offered by different practice contexts and highlights
mechanisms for developing the professional identity of
students. The final section, on enhancing potential, reviews
mechanisms that may be used for supporting students in the field,
and ends with a look at the future of practice education and how it
might develop in response to social and international
drivers.
Tabela de Conteúdo
List of Contributors.
Foreword I by Alfred Ramukumba.
Foreword II by Jennifer Creek.
I: THE CONTEXT OF PRACTICE AND SERVICE LEARNING.
Introduction to Section l.
1. Practice and service learning in context, (Madeleine
Duncan, Auldeen Alsop).
2. A responsive curriculum for new forms of practice education
and learning, (Madeleine Duncan, Janice Mc Millan).
3. Reflecting on contexts of service learning, (Robin
Joubert, Roshan Galvaan, Theresa Lorenzo, Elelwani
Ramugondo).
4. A quality framework for practice education and learning,
(Madeleine Duncan, Theresa Lorenzo).
II: DEVELOPING PROFESSIONAL IDENTITY.
Introduction to Section ll.
5. Preparing students for the complexities of practice learning,
(Helen Buchanan, Lizahn Cloete).
6. Working in the real world: unlocking the potential of
students, (Theresa Lorenzo, Helen Buchanan).
7. Role emerging settings, service learning and social change,
(Roshan Galvaan).
8. Group learning experiences in rural communities, (Fasloen
Adams, Heather Wonnacott).
9. Group supervision: making the most of limited educational
infrastructures, (Elke Hagedorn, Fasloen Adams).
10. Engaging students as partners in service development,
(Theresa Lorenzo, Auldeen Alsop).
11. Partnerships in service learning evaluation, (Lucia
Hess-April).
III: ENHANCING POTENTIAL.
Introduction to Section lll.
12. Group processes in practice education, (Madeleine
Duncan).
13. Transforming experience into learning: briefing and
debriefing for practice learning, (Lindsey Nicholls and Alice
Mackenzie).
14. Promoting competence through assessment, (Madeleine
Duncan, Robin Joubert).
15. Engaging with student writing: using feedback to promote
learning, (Madeleine Duncan, Helen Buchanan).
16. The student as supervisor, (Lana van Niekerk, Madeleine
Duncan, Karen Prakke).
17. Enhancing potential through lifelong learning and research,
(Auldeen Alsop).
18. Looking ahead: future directions in practice education and
research, (Auldeen Alsop, Madeleine Duncan, Theresa Lorenzo,
Helen Buchanan).
Glossary.
Index.
SUBJECT INDEX.
Sobre o autor
Edited by Auldeen Alsop, Principal Lecturer and Discipline
Leader for Occupational Therapy, Sheffield Hallam University,
Sheffield, UK
Theresa Lorenzo, Lecturer and fieldwork co-ordinator,
Division of Occupational Therapy, University of Cape Town,
South Africa
Madeleine Duncan, Senior Lecturer/Chief Occupational
Therapist, Division of Occupational Therapy, University of
Cape Town, South Africa
Helen Buchanan, Lecturer, Division of Occupational
Therapy, University of Cape Town, South Africa.
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