Situated Cognition and Self-Directed Learning: Pedagogical Approaches to Developing Skills in Advocacy

Abstract

Advocacy for clients and the profession are important aspects of occupational therapy practice. Accreditation requirements for educational programs demand students are taught about advocacy. However, effective methods of teaching advocacy to future occupational therapy practitioners have not been widely studied. This article aims to highlight the use of situated cognition and self-directed learning in developing advocacy skills among occupational therapy students. Pre and post-test scores of the Advocacy Competencies Self-Assessment Survey obtained from 39 students were examined for changes in perception of personal advocacy skills and beliefs associated with a required advocacy course. Statistically significant improvement was noted across all items and domains. To facilitate this change, students applied the principles of situated cognition to a project in which they advocated for a real issue important to the profession of occupational therapy. Students also applied the principles of self-directed learning as they worked through the advocacy process toward anticipated outcomes. Situated cognition and self-directed learning theories support authentic learning and transformation around advocacy.