Longitudinal study of changes in occupational therapy students' perspectives on frames of reference

Brittany Hoffer Nash, Anita Mitchell

Research output: Contribution to journalReview article

1 Citation (Scopus)

Abstract

We explored students' views of the value of frames of reference (FoR) as they progressed through the didactic portion of an occupational therapy program. Thirty-four occupational therapy students were provided with a definition of FoR and asked to provide overall thoughts and impressions about FoR and their value 4 times over a period of 15 mo. Data were analyzed using phenomenological traditions, including open coding and analysis of themes. Throughout the program, students' understanding of how to use FoR evolved as they learned to implement them in practice. Opinions of the use of FoR seemed to be influenced by the students' perceptions of the use of FoR by their Level I fieldwork supervisors. Themes from the narrative data are described and their implications discussed.

Original languageEnglish (US)
Article number7105230010
JournalAmerican Journal of Occupational Therapy
Volume71
Issue number5
DOIs
StatePublished - Sep 1 2017

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Occupational Therapy
Longitudinal Studies
Students
Reference Values

All Science Journal Classification (ASJC) codes

  • Occupational Therapy

Cite this

Longitudinal study of changes in occupational therapy students' perspectives on frames of reference. / Nash, Brittany Hoffer; Mitchell, Anita.

In: American Journal of Occupational Therapy, Vol. 71, No. 5, 7105230010, 01.09.2017.

Research output: Contribution to journalReview article

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