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Title: |
Threshold concepts in practice education: perceptions of practice educators. |
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Reference: |
British Journal of Occupational Therapy, 74(9), September 2011, pp.427-434. |
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ISSN paper: |
0308-0226 |
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ISSN online: |
1477-6006 |
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Abstract: |
Practitioners often take on the role of educator of students on placement at a distance from the university. While the importance of practitioners to the university curriculum is acknowledged, engaging both practitioners and academics in a dialogue that is meaningful and valued by both groups is an ongoing challenge. The application of a threshold concept framework has been suggested as a way of enhancing the dialogue between key stakeholders to facilitate student learning. This exploratory qualitative study aimed to identify areas of transformative knowledge (threshold concepts) from the perspective of practitioners who engage with students undertaking practice education. Data were collected from two focus groups involving a total of 24 Australian practitioners involved in practice education. Three key knowledge areas were identified, which resulted in transformed understanding once they were grasped by students engaged in practice education. These were: client-centred practice and the use of self; developing a professional self-identity; and practising in the real world. The author suggests that identification of threshold concepts for practice education has the potential to inform university curriculum content and practice educator training. Further research is indicated to develop these concepts further. |
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Format: |
article; |
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Topics: |
occupational therapists; person-centred approach; practice placement; practice teaching; professional role; |
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www.scie-socialcareonline.org.uk/profile.asp?guid=b2ec2135-3a0c-4d9d-a4a4-66a2ffb9a64d |
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