Experiential Learning on an Alternative Practice Education Placement: Student Reflections on Entry-Level Competency, Personal Growth, and Future Practice

Abstract

Introduction: The aim of this study was to understand the experiential learning that occurred on an alternative practice education placement and the impact on entry-level competency development, personal growth, and future practice for the student. Method: A quantitative content-analysis research design was used to analyse the reflective practice journals of 14 students undertaking a project-style practice education placement. 346 meaning units were sorted into three predetermined content areas – personal growth, entry-level competency, and influence on future practice – then further coded and grouped into subcategories. Frequencies and relative proportions across content areas, subcategories, and reflection points were calculated. Findings: Sixteen subcategories were combined into seven categories: life's like that; about me; achievement; occupational therapy process; communication and partnerships; professional practice behaviours and responsibilities; and potentials of practice. 57% of all meaning units related to entry-level competencies. Changes in reflections over time suggested a developing understanding of this occupational therapy role and of newly emerging practice areas, as well as an expanded vision of career possibilities. Conclusions: Findings of this study have implications for occupational therapy educators when designing and choosing alternative practice education placements to achieve entry-level competencies, future practice choice, and personal growth outcomes for students.