The development of a theory-informed workbook as an additional support for students on role-emerging placements

Karina Dancza, Jodie Copley, Sylvia Rodger, Monica Moran

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)


Introduction: During role-emerging placements students require different support as occupational therapy specific supervision is provided periodically and they cannot model their practice on experienced occupational therapists. This paper describes the development and evaluation of a workbook designed to reinforce the integration of theory with practice and provide an additional resource to support students when a supervisor was not present. Method: A social constructionist perspective and action research methodology were used. Participants were 14 final year occupational therapy students and three off-site occupational therapy supervisors. All participants were involved in role-emerging placements in school settings in England. In-depth, semi-structured interviews across four action research cycles informed the development and evaluation of the workbook. Findings: While the workbook originally focused on supplementing students' knowledge of occupational therapy theory, during the action research cycles the focus shifted to consider how educational theory informed workbook design and content. Key features and critical aspects which supported students' learning were identified. Conclusion: The workbook was received positively by students and supervisors. Aspects which were particularly valued included the provision of examples and scenarios which contextualised theory within the placement setting. The workbook was proposed to have scope for use in placements beyond school-based practice.

Original languageEnglish
Pages (from-to)235-243
Number of pages9
JournalBritish Journal of Occupational Therapy
Issue number4
Publication statusPublished - 1 Apr 2016
Externally publishedYes


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