Ergoterapi Bölümü Mezunlarının Lisans Eğitimlerine ve Mesleki Yeterliliklerine İlişkin Genel Algıları

Abstract

Amaç: Çalışmamızın amacı ülkemizdeki ergoterapistlerin lisans eğitimine bakış açılarını ve mesleki yeterlilik hakkındaki görüşlerini incelemektir. Gereç ve yöntem: Çalışmaya, ergoterapi bölümü mezunu olan 30 kişi katıldı. Nitel araştırma yönteminin benimsendiği bu çalışmada yarı yapılandırılmış görüşme tekniği kullanılmıştır. Görüşmelerden elde edilen veriler, betimsel ve içerik analizi yöntemi kullanılarak çözümlenmeye çalışılmıştır. Bulgular: Katılımcıların %73,3’ü mesleki uygulama derslerini vaka görme, vaka değerlendirme ve müdahale planı oluşturma açılarından yararlı bulmuştur. Katılımcıların %26,7’lik kısmı ise mesleki uygulama derslerini hasta ve aile ile iletişim kurabilme açısından faydalı görmüştür. Katılımcıların %70’i kazandığı yeterlilikleri iş yaşamında etkin bir şekilde kullandığını ifade etmiştir. Sonuç: Lisans eğitiminin iş yaşamındaki yansımaları ile ilgili geri bildirimler alınmasının ergoterapi eğitiminin gelişimine katkı sağlayacağını düşünmekteyiz. Bu yönde ileri çalışmalar yapılmasını önermekteyiz.

Keywords

• ergoterapi
• lisans eğitimi
• mesleki yeterlilik

General Perceptions of Occupational Therapy Graduates Regarding Their Undergraduate Education and Professional Competencies

Abstract

Purpose: The aim of our study is to examine the perspectives of occupational therapist in our country on undergraduate education and their views on professional competence. Material and Methods: 30 people who graduated Department of Occupational Therapy were included in the study. In this qualitative research method, a semi-structured interview technique was used. The data obtained from the interviews were analysed by using descriptive and content analysis methods. Results: 73.3% of the participants found professional practice lessons useful in terms of seeing clients, clients’ evaluation and creating an intervention plan. 26.7% of the participants found the professional practice lessons useful in terms of communicating with the client and family. 70% of the participants stated that they used their competencies effectively in business life. Conclusion: We think that receiving feedback about the reflections of undergraduate education in business life will contribute to the development of occupational therapy education. We recommend further studies in this direction.

Keywords

• Occupational therapy
• undergraduate education
• professional competence

References

1. 1. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/ergoterapi_ulusal_cekirdek_egitim_programi.pdf
2. 2. World Federation of Occupational Therapist, Definition of Occupational Therapy.
3. 3. Nicola‐Richmond KM, Pépin G, Larkin H. Transformation from student to occupational therapist: Using the D elphi technique to identify the threshold concepts of occupational therapy. Australian occupational therapy journal. 2016;63(2):95-104.
4. 4. Tryssenaar J, Perkins J. From student to therapist: Exploring the first year of practice. American Journal of Occupational Therapy. 2001;55(1):19-27.
5. 5. Scheerer CR. Perceptions of effective professional behavior feedback: Occupational therapy student voices. American Journal of Occupational Therapy. 2003;57(2):205-14.
6. 6. Rugg S. The transition of junior occupational therapists to clinical practice: Report of a preliminary study. British Journal of Occupational Therapy. 1996;59(4):165-8.
7. 7. Lee S, Mackenzie L. Starting out in rural New South Wales: the experiences of new graduate occupational therapists. Australian Journal of Rural Health. 2003;11(1):36-43.
8. 8. Derdall M, Olson P, Janzen W, Warren S. Development of a questionnaire to examine confidence of occupational therapy students during fieldwork experiences. Canadian Journal of Occupational Therapy. 2002;69(1):49-56.

9. 9. Banks S, Bell E, Smits E. Integration tutorials and seminars: Examining the integration of academic and fieldwork learning by student occupational therapists. Canadian Journal of Occupational Therapy. 2000;67(3):93-100.
10. 10. Hodgetts S, Hollis V, Triska O, Dennis S, Madill H, Taylor E. Occupational therapy students' and graduates' satisfaction with professional education and preparedness for practice. Canadian Journal of Occupational Therapy. 2007;74(3):148-60.
11. 11. Lall A, Klein J, Brown GT. Changing times: trials and tribulations of the move to Master's entry-level education in Canada. Canadian Journal of Occupational Therapy. 2003;70(3):152-62.
12. 12. YILDIZ A. Türkiye’deki yetişkin eğitimi araştırmalarına toplu bakış. 2004.
13. 13. Adam K, Peters S, Chipchase L. Knowledge, skills and professional behaviours required by occupational therapist and physiotherapist beginning practitioners in work‐related practice: A systematic review. Australian Occupational Therapy Journal. 2013;60(2):76-84.
14. 14. Adamson BJ, Hunt AE, Harris LM, Hummel J. Occupational therapists' perceptions of their undergraduate preparation for the workplace. British Journal of Occupational Therapy. 1998;61(4):173-9.
15. 15. Parker CE. The needs of newly qualified occupational therapists. British Journal of Occupational Therapy. 1991;54(5):164-8.
16. 16. Jung B, Sainsbury S, Grum RM, Wilkins S, Tryssenaar J. Collaborative fieldwork education with student occupational therapists and student occupational therapist assistants. Canadian Journal of Occupational Therapy. 2002;69(2):95-103.
17. 17. Cavanaugh JT, Konrad SC. Fostering the development of effective person-centered healthcare communication skills: An interprofessional shared learning model. Work. 2012;41(3):293-301.
18. 18. Holmes JD, Bossers AM, Polatajko HJ, Drynan DP, Gallagher M, O'Sullivan CM, et al. 1000 fieldwork hours: Analysis of multi-site evidence. Canadian Journal of Occupational Therapy. 2010;77(3):135-43.
19. 19. Crowe MJ, Mackenzie L. The influence of fieldwork on the preferred future practice areas of final year occupational therapy students. Australian Occupational Therapy Journal. 2002;49(1):25-36.
20. 20. Mulholland S, Derdall M. A strategy for supervising occupational therapy students at community sites. Occupational Therapy International. 2005;12(1):28-43.
21. 21. Rodger S, Fitzgerald C, Davila W, Millar F, Allison H. What makes a quality occupational therapy practice placement? Students’ and practice educators’ perspectives. Australian Occupational Therapy Journal. 2011;58(3):195-202.
22. 22. Sutton G, Griffin MA. Transition from student to practitioner: The role of expectations, values and personality. British Journal of Occupational Therapy. 2000;63(8):380-8.
23. 23. Allen A, Cruickshank D. Perceived problems of occupational therapists: a subset of the professional curriculum. The American journal of occupational therapy: official publication of the American Occupational Therapy Association. 1977;31(9):557-64.
24. 24. Hummell J, Koelmeyer L. New graduates: perceptions of their first occupational therapy position. British Journal of Occupational Therapy. 1999;62(8):351-8.
25. 25. Walker BJ, Washington L, Early D, Poskey GA. Parents’ Experiences with Implementing Therapy Home Programs for Children with Down Syndrome: A Scoping Review. Occupational therapy in health care. 2020;34(1):85-98.
26. 26. KÖKSAL AO, KÖKSAL T, YÜKSEL S. Beş Yıllık Hasta Kayıtlarının Değerlendirildiği Çocuk Sağlığı ve Hastalıkları Merkezi Verileri ve Kayıt Sisteminin Önemi. Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi. 2015;7(2):105-15.
27. 27. Ashby S, Chandler B. An exploratory study of the occupation-focused models included in occupational therapy professional education programmes. British Journal of Occupational Therapy. 2010;73(12):616-24.