Abstract
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 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.
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 |