Developing professional competence in an unfamiliar setting: Practice learning in Zambia

Abstract

Background Higher education needs to provide students with competencies to meet the health and social needs of a society characterised by increased globalisation and diversity. Occupational therapy students from Norway expressed that learning experiences outside their comfort zone within Zambian placements, have had a profound impact on their professional competence. Aims and objectives Enhanced understanding of how learning experiences in international placement impact on students’ professional competence. Material and methods Focus group interviews with three cohorts of students were analysed using thematic cross-case analysis integrated with an iterative reflexive process. Transformative learning was used as a theoretical framework for this analysis. Results Three themes emerged from the analysis; 1) Feelings of uncertainty and emotional distress; 2) Drawing on available resources to meet the challenges; 3) Handling challenges promote professional competence. Conclusion Learning experiences significant for developing professional competence goes beyond students’ habitual practice and previous mindset. Students develop generic skills, such as tolerance, flexibility, creativity, awareness of sustainability and professional confidence. Significance New and more appropriate understandings of students’ placement experiences leading to more adequate and relevant strategies, are in consistence with skills required for twenty first century occupational therapy practice.