Undergraduate Occupational Therapy Students Research Articles

Occupational therapy students’ experiences and perceptions of journal club participation

Background Journal clubs can be used as a learning activity for developing students’ skills in critical appraisal and are perceived as suitable for increasing students’ exposure to research methods. Aims/objectives To explore how undergraduate occupational therapy students experienced journal club and how they perceived their learning outcomes from participating in this learning activity. Materials and methods A mixed methods study comprised of a survey followed by two focus groups was conducted. Seventeen occupational therapy students completed the survey, four of whom also participated in a total of two focus groups. Results The participants perceived journal clubs as suitable and they suggested that emphasis on this learning activity be increased. Across the two focus groups, four integrated themes were identified: ‘organisational prerequisites’; ‘potential for learning’; ‘learning barriers’; and ‘journal club as an integrated learning activity’. Conclusions and significance Journal clubs were described as having the potential for increasing students’ learning regarding research methods, promoting skills in reading and critically reviewing research articles and having relevance for professional practice. Some barriers were identified, and changes are suggested for future educational practice.

Validation of the Collett-Lester fear of death scale in occupational therapy students: psychometric testing and implications for palliative care education

BackgroundThe fear of death is a common experience among healthcare students and professionals that may impact the quality of care provided to patients, particularly those receiving palliative care. The Collett-Lester Fear of Death Scale is a widely used instrument to assess this fear, although its psychometric properties have not been extensively studied in Occupational Therapy students. The present study aimed to validate the Collett-Lester Fear of Death Scale (CL-FODS) in a sample of Occupational Therapy students and to explore its implications for palliative care education.MethodA cross-sectional study was conducted to perform psychometric testing of the CL-FODS in Occupational Therapy undergraduate students. Structural validity, internal consistency, and test-retest reliability were analysed. A total of 195 Occupational Therapy students were included in this study. Additionally, the participants completed a brief survey on their experiences and attitudes towards palliative care.ResultsThe internal consistency was satisfactory (α = 0.888). The exploratory factor analysis to evaluate the internal structure yielded four factors. The model fit indices were: comparative fit index = 0.89, and root mean square error of approximation = 0.06). The test–retest reliability was satisfactory and demonstrated an intraclass correlation coefficient of 0.939.ConclusionThe Spanish version of the CL-FODS showed satisfactory psychometric properties; therefore, assessing fear of death in Occupational Therapy students is helpful. This study highlights the importance of addressing fear of death and palliative care education in Occupational Therapy undergraduates to improve future professional attitudes and, consequently, the quality of patient care at the end of life.

"Being Holistic Is a Lot to Ask": A Qualitative, Cross-National Exploration of Occupational Therapists' Perceptions and Experiences of Holistic Practice.

Being holistic is often used by occupational therapists to describe their practice and philosophy worldwide. This study explores the perspectives of 33 occupational therapists, working in 13 different countries, on their understanding of holistic epistemology and practice and how they seek to incorporate holism in their work. On the basis of a qualitative study design, individual interviews were conducted with the participants by 18 Norwegian undergraduate occupational therapy students, supported by their supervisors. The authors subsequently analyzed the transcribed data, using a thematic analysis approach. Three principal themes emerged: (1) holism as a broad and narrow concept, (2) being holistic spans from treating body parts to teaching marginalized children, and (3) being holistic is a lot to ask. When talking about holism and holistic practice, participants described their holistic practices in various ways, and their accounts reflected different understandings and cultural contexts. Participants characterized a holistic approach as one emphasizing the importance of occupations and activities and helping patients regain independence in their everyday lives. However, they also highlighted the specific challenges they faced, including cultural factors and inadequate resources. Significantly, participants from both Western and non-Western contexts emphasized the importance of holistic practice, suggesting that a dichotomous understanding of Eastern versus Western philosophical approaches does not necessarily make sense in occupational therapy interventions. Therapists' degree of commitment to client-centered practice appears of greater relevance. With its international perspective, our study sheds light on important areas of contemporary occupational therapy practice, including the difficulties occupational therapists face when seeking to cover "everything" in an effort to be more holistic.

Enhancing professional identity of first-year occupational therapy students with the community-academia student tutoring program

Introduction: Delayed professional identity of occupational therapists inhibits successful transition from student to professional. One of the objectives of development of the Community–Academia Student Tutoring (CAST) program is to encourage professional identity formation among first-year undergraduate occupational therapy students. It focuses on developing competence in communication and professional knowledge through a learning-community setting while interacting with individuals with disabilities, thus enhancing students’ self-reflection abilities. Methods: Mixed-method design assessing change before and after participation among 193 students, in competence components essential for professional identity, and factors supporting its formation. Open-ended questions assessed the students’ perceived contribution of the CAST program. Results: Significantly higher competence in knowledge about people with disabilities and relating to them; increased sense of belonging to a learning community and self-reflection abilities compared to before. Relationship with a person with disability and belonging to a learning community predicted 25.4% of the variance in perceptions of program contribution. Central in the students’ experience were development of self-reflection abilities and interpersonal relationship skills, and learning occupational-therapy concepts through meeting people with disabilities. Conclusions: First-hand relationships with people with disability and self-reflection in a structured learning-community setting, may help develop first-year students’ communication skills and their professional identity as occupational therapists.

Empathy and associated influencing factors in occupational therapy students: A cross-sectional study

INTRODUCTION: Empathy, often described as the comprehension of another person's state of mind, enables one to appreciate social environments and anticipate others' behaviour. In occupational therapy, the therapeutic use of self, which is grounded in empathy, is commonly considered essential, as it enables therapists to manage a therapeutic relationship with clients. However, high caseloads, stressors and pressure to perform often impact empathy levels. This study aimed to determine the empathy levels of undergraduate occupational therapy students, as well as factors affecting empathy levels METHOD: A quantitative approach was used, with an observational, cross-sectional study methodology, employing an electronic survey consisting of the Interpersonal Reactivity Index (IRI) and a questionnaire developed by the researchers RESULTS: In total, 112 (response rate 70.4%) students participated in the study. Overall, the students had a satisfactory level of empathy. Of concern, however, was the impact of the Covid-19 pandemic and the lack of clinical fieldwork experience, which possibly contributed to the lower empathy levels observed among second-and third-year students CONCLUSION: From the findings, it is suggested that more attention should be given to empathy, as it plays an integral role in practice with clients, as well as in the training of occupational therapy students Implications for practice The findings suggest the opportunity for interventions and support systems that can help students manage high caseloads, stressors, and performance pressures, while also fostering and maintaining empathy. Implementing strategies such as stress management programs, mindfulness training, and self-care initiatives can help mitigate the negative impact on empathy levels and promote the development of empathetic skills in future occupational therapists. The research study's results have implications for the professional practice of occupational therapy. It emphasizes the need for ongoing education and training programs that focus on empathy development and maintenance throughout a therapist's career. By providing therapists with the tools, resources, and support to sustain their empathy levels in challenging work environments, the study suggests that the quality of care provided to clients can be enhanced, leading to better therapeutic outcomes and overall client satisfaction. Organizational changes within healthcare settings may be necessary to address workload issues and create a supportive environment that nurtures empathy among occupational therapy professionals.

Towards developing a decolonial transdisciplinary praxis that supports a socially-transformative occupational science: Emergent insights from an educational project in South Africa

ABSTRACT As occupational science develops its socially transformative agenda, the discipline must learn how to ‘do’ a science that responds to complex social issues. Developing occupational science as a ‘transdisciplinary science’ has been indicated as a potential tool to do so. As such, this paper presents the emergent insights generated through attempting to engage a decolonial transdisciplinary praxis within health and rehabilitation sciences, as a contribution to the conceptual development of transdisciplinarity within the discipline. Reflections on the authors’ experiences of engaging in a project that intentionally brought undergraduate occupational therapy, speech-language pathology, audiology, and physiotherapy students together to collectively respond to justice and equity-related needs at a low-income school in Cape Town, South Africa, were used to generate these insights. Engaging in a context shaped by coloniality and apartheid, our reflections revealed three key notions that supported the decolonial enactment of a transdisciplinary practice: ‘Exploring how to un-discipline ourselves’; ‘Embracing the vulnerability of decolonising the self’; and ‘Intentionally occupying a liminal space’. Our further interpretation of what these notions meant for our practice culminated in what we saw as critical for the enactment of transdisciplinarity: How to conceptualise and work with a ‘praxis of uncertainty’. We discuss the potential value of the praxis of uncertainty in decolonial transdisciplinary work and offer impetus for its continued conceptual development, arguing that developing such knowledge could contribute to moving occupational science towards becoming a socially transformative discipline.

Knowledge and attitudes of undergraduate occupational therapy students towards older adults with dementia

Purpose Due to the increasing incidence of dementia in Ireland, there is a need to prepare occupational therapy students for future careers in dementia-focused health care. The purpose of this study are to measure the knowledge and attitudes of Irish undergraduate occupational therapy students towards older people with dementia and examine related variables including year of study, personal and placement dementia experiences and future career choice. Design/methodology/approach Data was gathered using a cross-sectional online survey, incorporating the Alzheimer’s Disease Knowledge Scale and the Dementia Attitudes Scale, which was analysed using descriptive and inferential statistics. Findings Seventy-five responses were gathered and analysed, indicating more advanced occupational therapy students demonstrate higher levels of dementia knowledge, but dementia attitudes remain similar across different year groups. Students with clinical dementia experiences displayed comparable levels of dementia knowledge and attitudes to those without. However, students with familial dementia experiences displayed significantly more positive attitudes. The likelihood of selecting a future career with older adults with dementia significantly related to students’ positive dementia attitudes but not dementia knowledge. Originality/value To the best of the authors’ knowledge, this is the first Irish study that focuses on undergraduate occupational therapy students’ dementia knowledge and attitudes. The results could be used to inform and develop Irish undergraduate occupational therapy programmes.

Sleep Quality among Undergraduate Occupational Therapy Students in the University of Santo Tomas during the COVID-19 Pandemic: A Descriptive Cross-Sectional Study

Background: Sleep is an essential occupation for students. It affects one's neurocognitive functions and psychomotor performance, playing a significant role in academic performance, health, and well-being. This study aims to describe the sleep quality and sleep patterns among undergraduate occupational therapy (OT) students at the University of Santo Tomas (UST) during the COVID-19 pandemic. Methods: This descriptive cross-sectional study utilized a record review based on existing data from the UST OT Department's Student Life Survey 2021 database. A total of 205 students from different year levels and academic cohorts of the academic year 2021-2022 participated in the survey, which included the Pittsburgh Sleep Quality Index (PSQI). The data with valid responses (n=204) was analyzed using the measures of central tendency and dispersion, such as mean and standard deviation. Results: Data analysis revealed that 95.59% (n=195) of student respondents had significantly poor sleep quality, while 4.41% (n=9) had good sleep quality. Students in the fifth-year level had the greatest sleep dysfunction as opposed to those in the third-year level who had little sleep dysfunction. Sleep duration and daytime dysfunction received the highest individual scores across all year levels. Conclusion: Having poor sleep quality is a common occurrence among undergraduate OT students in UST during the COVID-19 pandemic. Sleep pattern trends suggest the need for school administrators and educators to create measures to mitigate possible negative effects on their student’s academic performance, health, and overall quality of life, especially during public health emergencies, calamities, and disasters.

Pode o corpo ser mais que um autômato a ser consertado? Encontros entre a filosofia de Espinosa e o conceito Bobath

Abstract This essay reflects on the teaching of the Bobath concept to occupational therapy undergraduate students at the College of Medicine of the University of São Paulo (FMUSP) considering the premises of Spinoza’s philosophy, which understands the body as relational, and its interrelationships with occupational-therapeutic interventions. Spinoza’s philosophy is used as a tool to critically analyze the experiences of teaching the Bobath concept discussed in the essay. Aspects related to the body—understood as a machine, mechanic, organic, among other adjectives, as advocated by the Cartesian assumptions, which underlie modern biomedical practices in the field of health and other areas—are analyzed. Next, the concept of relational body in Spinoza’s philosophy is presented in its interrelations with occupational therapy practice as an alternative to the biomedical model. To this end, it is necessary to consider the concept of desire, which does not refer to absence, but to presence, as proposed by Spinoza, who recalls that desire is the origin of action in relation to other bodies. Finally, the experience of teaching the Bobath concept under Spinoza’s perspective is analyzed. Classes that address such content are practical, without notes, dialogued, with body experiments and simulations, and procedures are taught. Body memory is prioritized in the teaching-learning process. The limits of all body techniques, which are just resources, not the totality of occupational-therapeutic interventions, are pointed out. The Bobath concept should be taught and democratized so that it can be widely used in different public health services.

Life Satisfaction and Self-Efficacy of Undergraduate Occupational Therapy Students in a University in Metro Manila: A Cross-Sectional Study

Background: The COVID-19 pandemic has significantly disrupted students' lives and daily routines, resulting in increased stress and mental health issues that impact their perceived life satisfaction and self-efficacy. While life satisfaction and self-efficacy may influence student academic performance and success, current data on life satisfaction and self-efficacy in Filipino occupational therapy students is limited. Objectives: This study aims to describe the life satisfaction and self-efficacy level of occupational therapy students at a university in Metro Manila, Philippines, during the COVID-19 pandemic and explore the relationship between these two variables. Methods: The study adopted an analytic cross-sectional study design and records review methodology utilizing the Student Life Survey 2021 database. Data from the survey participants who fit the study's inclusion criteria were extracted to determine their life satisfaction and self-efficacy based on their responses on the Satisfaction with Life Scale and Self-Efficacy Formative Questionnaire. Descriptive statistics using measures of central tendency and dispersion were used to analyze data. Spearman-Rho correlation analysis was performed to examine the correlation between participants’ life satisfaction and self-efficacy. Results: A total of 205 occupational therapy students completed the survey. Results reveal that the participants were slightly dissatisfied with their lives (M=18.45; SD=1.52) and that they had satisfactory or adequate self-efficacy (M=64.66; SD=1.37). An analysis of their self-efficacy scores reveals that participants had a poor belief in their personal ability (M=37.71; SD=1.33) and a satisfactory or adequate belief that their ability can grow with effort (M=26.92; SD=1.32). Life satisfaction and self-efficacy were found to decrease as the participants’ year level increased. Furthermore, correlation analysis revealed a statistically significant moderate correlation between participants’ life satisfaction and self-efficacy (⍴=0.40, p<0.05). Conclusion: The participants have a slightly dissatisfied level of life satisfaction and a satisfactory or adequate level of self-efficacy during the COVID-19 pandemic. Life satisfaction and self-efficacy were found to have moderate correlation. Online learning adjustments, pandemic restrictions, and societal expectations are factors that may have influenced these findings, as emphasized in existing studies. This study may inform the academe in modifying existing learning environments and providing enhancement programs to deliberately target these constructs influencing overall academic performance.

Occupational Balance Among Undergraduate Occupational Therapy Students of the University of Santo Tomas during the COVID-19 Pandemic

Occupational Balance Among Undergraduate Occupational Therapy Students of the University of Santo Tomas during the COVID-19 Pandemic

Doing a scoping review with undergraduate occupational therapy students in the time of the COVID-19 pandemic

Doing a scoping review with undergraduate occupational therapy students in the time of the COVID-19 pandemic

22 KNOWLEDGE AND ATTITUDES OF UNDERGRADUATE OCCUPATIONAL THERAPY STUDENTS TOWARDS OLDER ADULTS WITH DEMENTIA

Abstract Background Given the increasing prevalence of dementia within Ireland, there is a need to prepare future occupational therapists to work with older adults with dementia. This study aims to explore the knowledge and attitudes of undergraduate occupational therapy students in Ireland towards older people with dementia and related factors such as year of study, personal and placement dementia experiences, and future career choice. Methods A cross-sectional online survey, incorporating the Alzheimer's Disease Knowledge Scale and the Dementia Attitudes Scale, was used to gather data, which was analysed using descriptive and inferential statistics. Results In total, 75 survey responses were analysed. Results indicate that while dementia knowledge increases as occupational therapy students progress through their undergraduate degree, their dementia attitudes were not positively impacted. Placement experience with older adults with dementia did not affect either dementia knowledge or attitudes, while personal experiences had a significant positive influence on students' attitudes towards older adults with dementia. Among study respondents, the likelihood of selecting a future career with older adults with dementia was positively correlated with more positive dementia attitudes but remained unaffected by levels of dementia knowledge. Conclusion Older adults with dementia are a growing population in Ireland, resulting in a need to adequately prepare occupational therapy students to effectively fill positions in this expanding area of healthcare, by ensuring they have high levels of dementia knowledge and positive attitudes towards clients with dementia. This study found that while dementia knowledge increases with progression in an undergraduate occupational therapy degree, there is not a corresponding improvement in attitudes, an area that requires urgent attention. The results of this study indicate a need to further examine and develop Irish undergraduate occupational therapy programmes and incorporate additional dementia-focused learning opportunities, such as volunteering or service-based learning.

Predictors of undergraduate occupational therapy students’ academic performance during the Covid-19 pandemic: A hierarchical regression analysis

Background The rapid switch to online learning in response to the Covid-19 pandemic affected occupational therapy students’ education delivery. It is, therefore, important to investigate these impacts. Aims/objectives This study investigated the potential predictors of academic performance in undergraduate occupational therapy students after moving to online or blended learning post-Covid-19. Material and methods A total of 208 students from three Australian universities completed a demographic questionnaire and the Distance Education Learning Environment Scale (DELES). Hierarchical linear regression analyses were completed to identify significant students’ academic performance predictors. Results Hierarchical regression explained a cumulative total variance of 24.6% of students’ academic performance. The following independent variables were significant predictors: DELES student autonomy (p = 0.033), number of hours per semester week dedicated to indirect online study (p = 0.003), number of hours per semester week dedicated to indirect offline study time (p = 0.034), gender (p = 0.005) and English as a first language (p = 0.045). Conclusions The findings add to the knowledge base on the range of factors that have impacted occupational therapy students’ academic performance during the Covid-19 pandemic. Significance The outcomes will assist faculty in developing supportive and pedagogically sound learning modes across online, hybrid and traditional forms of instruction within occupational therapy curricula.

Developing of Multidimensional Perspectives Checklist of Professionalism for Undergraduate Occupational Therapy Students in Assistive Technology Service: Delphi Study.

Professionalism is a critical attribute that occupational therapy students must establish throughout education, especially in the context of assistive technology (AT). This study aimed to construct a multidimensional perspectives checklist (MPC) from the stakeholders to reflect professionalism development in the AT service courses. Fifteen experts in AT clinical practice and educators (N = 15) consented to and completed three rounds of the Delphi survey. Data were qualitatively analyzed to form a preliminary checklist in the first round. In rounds two and three, participants rated their level of agreement with the MPC items. A descriptive analysis of consensus was performed. Thirty items were classified into five subscales (teachers, therapists, patients, peers, learners) and fit into a framework with three dimensions and seven categories. After the Delphi survey, the MPC achieved high consensus, convergence, and stability. Two additional categories of professionalism emerged in the study, namely aesthetic and personal characteristics and reflection. The MPC developed in this study reflects the perspectives of various stakeholders in occupational therapy practice, providing helpful information for students to prepare themselves. Therefore, the MPC could contribute to expanding and developing the scope of professionalism in occupational therapy, especially in AT service.

“Permissiveness, guiltiness, anxiety”: A qualitative study on emotional meanings of school task procrastination reported by occupational therapy students in South-eastern Brazil

IntroductionAccording to the Medical Subject Headings, the vocabulary used by PubMed, procrastination is ‘the deferment of actions or tasks to a later time, or to infinity’. Studies on procrastination are increasing, especially among university students, gaining prominence in academic literature. However, studies on the procrastination phenomenon have been mainly quantitative, correlating such experiences with clinical and behavioral manifestations. Specific research with occupational therapy students is lacking in the literature.ObjectivesTo interpret symbolic meanings related to life experiences of the procrastination phenomenon of school tasks as reported by occupational therapy undergraduate students, self-referred as procrastinators.MethodsClinical-qualitative design. Data collected through semi-directed interviews with open-ended questions in-depth. Clinical-Qualitative Content Analysis generated categories discussed in the light of the psychodynamic theoretical framework. This study was carried out in a private Brazilian university. The sample was closed by the information saturation criterion.ResultsSeven students were interviewed. Procrastination comes associated with anxiety as productivity, but not reported as an “executive drive”, that would imprison the individual in a vicious cycle. There are defense mechanisms referred to as self-preservation for not assume responsibilities for tasks. Ineffective strategies seem to be experienced by the students to avoid procrastination, but without resolving possible psychodynamic conflicts related to the task.ConclusionsStudents’ procrastination ambivalently affects their daily lives, although they can report the phenomenon as negative. It is suggested further qualitative studies that explore specifically meanings of procrastinating personal activities, in general, considering these individuals will work precisely in a therapeutic approach in the field of occupations of the people.DisclosureNo significant relationships.

'Learning in and out of lockdown': A comparison of two groups of undergraduate occupational therapy students' engagement in online-only and blended education approaches during the COVID-19 pandemic.

IntroductionIn many countries, the COVID‐19 pandemic resulted in sudden changes to the delivery of health professions education in response to local and national lockdowns. Within occupational therapy, university education programs traditionally delivered in face‐to‐face classroom, and clinical settings, the transition to online learning presented unique issues and challenges for faculty and students. This study compared the experiences and perceptions of learning in two groups of occupational therapy students during the pandemic: one group converted to online learning only and the other had a blended approach that combined face‐to‐face on‐campus learning with some online lecture content delivery.MethodsTwo hundred and eight (n = 208) undergraduate occupational therapy students from three Australian universities completed an online self‐report demographic questionnaire and two standardised instruments: the Student Engagement in the e‐Learning Environment Scale and the Distance Education Learning Environment Scale. An independent‐samples t test with bootstrapping was completed to examine differences in students' scores.ResultsStatistically significant differences were observed between the online and blended learning groups across a range of the SELES and DELES subscales. The strongest findings related to psychological motivation (p = 0.001), personal relevance (p = 0.001), interactions with instructors (p = 0.002), instructor support (p = 0.001), student interaction & collaboration (p = 0.001), and cognitive problem solving (p = 0.001).ConclusionOccupational therapy students who transitioned to online‐only learning experienced higher levels of motivation, interactions with instructors and peers, and self‐directed learning than students who experienced a blended education delivery approach of face‐to‐face and online learning. The findings extend educators' understanding of the matrix of factors that have impacted students' education during COVID‐19 and support the development of contemporary and pedagogically sound online and traditional modes of occupational therapy instruction. The results provide evidence of the importance of well‐structured programs that facilitate active and flexible learning, provide meaningful and positive experiences, and promote initiatives safeguarding social and personal well‐being. Further research in this area is recommended.

Improving Competency in Safe Patient Handling Through Online Learning Beyond the Classroom: A Longitudinal Study.

Safe patient handling is intrinsic in health care provision, yet education in the skills required for safe patient handling is inconsistently delivered, with limited evidence that traditional face-to-face training reduces risk. To assess the long-term effectiveness of replacing annual practical handling updates with an online training system, combined with competency assessment of skill and safety. Quasi-experimental longitudinal 3-yr study to track practical people handling skill development among undergraduate occupational therapy students. All participants had access to a multimedia online training system (that replaced tutor-led practical training), used in combination with annual competency evaluations to measure skills and safety in four people handling tasks. All competency assessment took place on site in the School of Health and Society, University of Salford (Salford, United Kingdom). Undergraduate BSc(Hons) occupational therapy students (N = 243). Outcomes and Measures: Participants attended individual 45-min competency evaluations at three data collection points: beginning of Years 2 and 3 and end of Year 3. Data were collected by trained assessors using a competency assessment tool. Results demonstrate significant increases in skill level for sit-to-stand and repositioning in the chair (p < .05) and for hoisting and slide sheet maneuvers (p < .0001). Participants achieved 100% safety scores for repositioning in the chair and hoisting. Students using the online system performed significantly better than students receiving traditional annual practical updates, providing an evidence base to reduce tutor-led training hours while increasing skill and safety levels using a combination of the online system and competency assessment. What This Article Adds: This approach was found to reinforce safe handling techniques and increase independence, competency, and safety of service users and caregivers working in health and social care environments while reducing time spent delivering annual people handling updates. The findings support replacement of face-to-face training updates, particularly in the current climate of social distancing.

Exploring Students’ Experiences in Occupational Therapy Education: A Phenomenological Study of Professional Identity Development

The existing literature on professional identity enactment and development, subscribes to students’ socializing in a learning environment, where they regularly encounter practicing professionals throughout their education period. However, in most countries with less resourced occupational therapists like Ghana, education in occupational therapy is fraught with inadequate number of same professionals to mentor undergraduate occupational therapy students. The students are thus faced with serious dilemma regarding their professional identity which tends to elicit a bleak perception of their chosen career. The present study was therefore envisaged to interpret and analyse the students’ lived experiences, with the view to capture the process of constructing and developing professional identity. The study focused on purposively sampled group of nine undergraduate occupational therapy students during their practice placement education, and their learning styles on didactic lectures. A hermeneutic phenomenological approach was adopted for the study. The students were followed up throughout their four-year study program for data collection, using one-to-one semi-structured interviews each year. With reference to the threshold concepts, transcribed interview data were analyzed using interpretative phenomenological procedures. The study established a transformational development of professional identity from the novice stage into graduate professionals, amidst complex interaction of co-constructed themes which included: personal knowing, professional knowing and experiential knowing.

Sentidos produzidos acerca do cotidiano por estudantes de terapia ocupacional durante a pandemia de COVID-19

Abstract This study aims to understand how students reflected on their daily lives during the COVID-19 pandemic, considering the knowledge gained from graduation in occupational therapy. The study sample consisted of 235 occupational therapy undergraduate students from different periods of the course, from different higher education institutions located from North to South of the country. Data were collected by applying an on-line form (Google Forms) using the Questionnaire of Academic Experiences in Occupational Therapy (QUESVATO) elaborated by the authors of this study. Qualitative data were analyzed using the IRaMuTeQ software (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires). The lexical classes resulting from the analysis received the following nominations: class 1: Attention to family members; class 2: Believing in Occupational Therapy; class 3: Adapting and organizing everyday life; class 4: Certainties and experiences; and class 5: Interruption of everyday life and mental health. It was possible to follow different forms of appropriation of the concept by the participants: applying it in possible interventions in the everyday lives of others; through a practical approach, where theory enables a process of criticism and evaluation to transform everyday life; through a pragmatic approach, where the immediate transition from reading the situation to acting on it is made; as a safe way of analyzing the context full of uncertainties and changes that we are experiencing in contemporary times; changes and interruptions in everyday life stand out as aspects/issues that have negative effects on people's mental health.