Literaturnachweis - Detailanzeige
Autor/inn/en | Valdes, Kristin; Rider, John; Leach, Christen; Manalang, Katie Capistran |
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Titel | The Impact of Service-Learning on Occupational Therapy Doctoral Students |
Quelle | In: Journal of Service-Learning in Higher Education, 17 (2023), S.3-14 (12 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Doctoral Students; Service Learning; Occupational Therapy; Student Attitudes; Community Education; Community Services; Outcome Measures; Allied Health Occupations Education; Financial Literacy; Justice; Counselor Client Relationship Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Service-Learning; Beschäftigungstherapie; Schülerverhalten; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Gemeindenahe Versorgung; Gerechtigkeit |
Abstract | The aim of this study was to determine how participation in a community service project impacts entry-level OT doctoral (OTD) students at different time points in their education. This study employed a mixed-method, prospective cohort design. The Community Service Attitudes Scale (CSAS) is an instrument to measure college students' attitudes about community service. Open-ended questions were asked after participation in the experience in addition to the CSAS to gather a deeper reflection of the S-L experience. A total of 62 OTD students participated in the study. There was no statistically significant difference between the CSAS scores between the OTD first-year and third-year students. Students reported that they gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and the impact of occupation-based interventions when asked what they learned from the experience. Through the participation in a S-L experience, the students gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and an awareness of the impact of occupation-based interventions on clients. S-L enables OT educators to provide opportunities for students to gain critical skills that will translate into clinical practice. (As Provided). |
Anmerkungen | University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |