Abstract
OBJECTIVES: To understand OT students' perceptions around research and the
factors related to preparation for research active OT careers
METHODS: After gaining ethical approval, this longitudinal, mixed-method study
repeatedly surveyed final year OT students from one university during the process of implementing their final year research projects. The Research Spider, Qmethodology and non-standardised surveys investigated research engagement, knowledge and competencies, and emotional variables. Data was analysed using quantitative and qualitative methods.
RESULTS: Data collected at three time points yielded 33, 21 and 10 survey responses and 18, 12 and 6 Q-sort responses respectively. Results profile research attitudes and perceptions at the three time points, with findings demonstrating shifting profiles related to experiences of professional research engagement across time.
CONCLUSION: The need to ensure that OTs are research-competent and confident is increasingly important across all areas of practice. Findings have the potential to enhance evidence-based practice as a key component of OT's professional standards with clear implications for OT educational provision, potentially facilitating enhanced understanding of educational factors that contribute to longer-term research attitudes. This has the potential for informing OT study programmes, raising graduate confidence, and enhancing professional identity and profile through improved skills for ensuring efficacy of interventions.
| Original language | English |
|---|---|
| Publication status | Accepted/In press - 31 Aug 2017 |
| Event | World Congress of Occupational Therapy: World Federation of Occupational Therapists - Cape Town, Cape Town, South Africa Duration: 21 May 2018 → 25 May 2018 http://www.wfotcongress.org/ |
Conference
| Conference | World Congress of Occupational Therapy |
|---|---|
| Country | South Africa |
| City | Cape Town |
| Period | 21/05/18 → 25/05/18 |
| Internet address |
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Preparing occupational therapy students for research-active careers : A longitudinal, mixed-method study. / Rihtman, Tanya; Booth, Julie; Morgan, Mike; Wilson, Rob.
2017. World Congress of Occupational Therapy, Cape Town, South Africa.Research output: Contribution to conference › Other
}
TY - CONF
T1 - Preparing occupational therapy students for research-active careers
T2 - A longitudinal, mixed-method study
AU - Rihtman, Tanya
AU - Booth, Julie
AU - Morgan, Mike
AU - Wilson, Rob
PY - 2017/8/31
Y1 - 2017/8/31
N2 - INTRODUCTION: Occupational therapy (OT) education has seen calls for enhancing the development of research capacity to facilitate evidence-based practice and assist in securing the profession's future. This study engaged a cohort of undergraduate OT students, investigating their research experiences and perceptions and factors related to preparation for research-active careers.OBJECTIVES: To understand OT students' perceptions around research and thefactors related to preparation for research active OT careersMETHODS: After gaining ethical approval, this longitudinal, mixed-method studyrepeatedly surveyed final year OT students from one university during the process of implementing their final year research projects. The Research Spider, Qmethodology and non-standardised surveys investigated research engagement, knowledge and competencies, and emotional variables. Data was analysed using quantitative and qualitative methods.RESULTS: Data collected at three time points yielded 33, 21 and 10 survey responses and 18, 12 and 6 Q-sort responses respectively. Results profile research attitudes and perceptions at the three time points, with findings demonstrating shifting profiles related to experiences of professional research engagement across time.CONCLUSION: The need to ensure that OTs are research-competent and confident is increasingly important across all areas of practice. Findings have the potential to enhance evidence-based practice as a key component of OT's professional standards with clear implications for OT educational provision, potentially facilitating enhanced understanding of educational factors that contribute to longer-term research attitudes. This has the potential for informing OT study programmes, raising graduate confidence, and enhancing professional identity and profile through improved skills for ensuring efficacy of interventions.
AB - INTRODUCTION: Occupational therapy (OT) education has seen calls for enhancing the development of research capacity to facilitate evidence-based practice and assist in securing the profession's future. This study engaged a cohort of undergraduate OT students, investigating their research experiences and perceptions and factors related to preparation for research-active careers.OBJECTIVES: To understand OT students' perceptions around research and thefactors related to preparation for research active OT careersMETHODS: After gaining ethical approval, this longitudinal, mixed-method studyrepeatedly surveyed final year OT students from one university during the process of implementing their final year research projects. The Research Spider, Qmethodology and non-standardised surveys investigated research engagement, knowledge and competencies, and emotional variables. Data was analysed using quantitative and qualitative methods.RESULTS: Data collected at three time points yielded 33, 21 and 10 survey responses and 18, 12 and 6 Q-sort responses respectively. Results profile research attitudes and perceptions at the three time points, with findings demonstrating shifting profiles related to experiences of professional research engagement across time.CONCLUSION: The need to ensure that OTs are research-competent and confident is increasingly important across all areas of practice. Findings have the potential to enhance evidence-based practice as a key component of OT's professional standards with clear implications for OT educational provision, potentially facilitating enhanced understanding of educational factors that contribute to longer-term research attitudes. This has the potential for informing OT study programmes, raising graduate confidence, and enhancing professional identity and profile through improved skills for ensuring efficacy of interventions.
M3 - Other
ER -