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dc.contributor.authorFletcher, Tina
dc.contributor.authorParham, Diane
dc.contributor.authorBowyer, Patricia
dc.contributor.authorTool, Gaylene
dc.contributor.authorIliff, Susan L.
dc.contributor.authorFreysteinson, Wyona M.
dc.date.accessioned2019-09-05T15:33:19Z
dc.date.available2019-09-05T15:33:19Z
dc.date.issued2019
dc.identifier.citationThis is a published version of a paper that is available at: https://encompass.eku.edu/jote/vol3/iss1/5/. Recommended citation: Iliff, S. L., Tool, G., Bowyer, P., Parham, D., Fletcher, T. S., & Freysteinson, W. M. (2019). Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork. Journal of Occupational Therapy Education, 3 (1). https://doi.org/10.26681/jote.2019.030105. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/11789
dc.identifier.urihttps://doi.org/10.26681/jote.2019.030105
dc.description.abstractSelf-reflection is paramount to the development of professionalism and serves as the foundation of adult education and lifelong learning. Pedagogical approaches in health sciences programs that promote self-reflection are growing in popularity. Current literature identifies a gap in what and how students conceive self-reflection and whether self-reflection is creating professionals that meet the challenges of today’s healthcare climate. This qualitative study explores the conceptions of self-reflection for occupational therapy students in Level II Fieldwork. The use of phenomenographic methodology guided the collection of information-rich data through semi-structured interviews. Twenty-one occupational therapy graduates volunteered to participate in the interviews. Verbatim transcripts were coded to identify categories and patterns in the data. A focused discussion was employed as a member-checking method to ensure accuracy of study outcomes. Participants identified that self-reflection may serve to inform personal and professional practices during occupational therapy student clinical rotations. Although universally defined, student self-reflection occurred in countless ways and took many forms. Participants valued its function in expanded decision making, self-awareness, and competence in fieldwork and everyday occupations. These findings facilitate further research and the creation of new self-reflection educational methods or interventions designed to build or remediate self-reflective capacity of health sciences students during academic and clinical programming.en_US
dc.language.isoen_USen_US
dc.publisherJournal of Occupational Therapy Educationen_US
dc.subjectSelf-reflectionen_US
dc.subjectStudenten_US
dc.subjectFieldworken_US
dc.subjectQualitativeen_US
dc.subjectPhenomenographyen_US
dc.titleOccupational therapy student conceptions of self-reflection in Level II Fieldworken_US
dc.typeArticleen_US
dc.rights.licenseThis Original Research is brought to you for free and open access by Encompass. It has been accepted for inclusion in Journal of Occupational Therapy Education by an authorized editor of Encompass. For more information, please contact Linda.Sizemore@eku.edu.
dc.rights.licenseCC-BY-NC-ND
dc.creator.orcidhttps://orcid.org/0000-0002-9649-4249


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