Practice and Service Learning in Occupational Therapy: Enhancing Potential in Context

Practice and Service Learning in Occupational Therapy: Enhancing Potential in Context is an exciting new book with international appeal.  It explores service learning as a feature of practice education for occupational therapy students.  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.
This engaging book includes coverage of:The practice education agenda, establishes the academic rationale for various forms of practice learning within an occupational therapy curriculum.The learning opportunities offered by different practice contexts and the different mechanisms for developing the professional identity of students.A review of the mechanisms that may be used for supporting students in the field and a look at the future of practice education and how it might develop in response to local and international drivers.
Practice and Service Learning in Occupational Therapy: Enhancing Potential in Context addresses the challenges associated with placing students in often quite vulnerable situations for the purpose of both learning and making a contribution to the community.
Occupational therapy practice educators and supervisors, occupational therapy students, students and lecturers of other health and social care, social development professions such as nurses, social workers, public health practitioners, urban planners and teachers would benefit from this book.


Spis treści:
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, (Madele ine Duncan, Janice McMillan).
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.

Nota biograficzna:
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.

Okładka tylna:
Practice and Service Learning in Occupational Therapy: Enhancing Potential in Context is an exciting new book with international appeal.  It explores service learning as a feature of practice education for occupational therapy students.  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.
This engaging book includes coverage of:The practice education agenda, establishes the academic rationale for various forms of practice learning within an occupational therapy curriculum.The learning opportunities offered by different practice contexts and the different mechanisms for developing the professional identity of students.A review of the mechanisms that may be used for supporting students in the field and a look at the future of practice education and how it might develop in response to local and international drivers.
Practice and Service Learning in Occupational Therapy: Enhancing Potential in Context addresses the challenges associated with placing students in often quite vulnerable situations for the purpose of both learning and making a contribution to the community.
Occupational therapy practice educators and supervisors, occupational therapy students, students and lecturers of other health and social care, social development professions such as nurses, social workers, public health practitioners, urban planners and teachers would benefit from this book.