Educational Role of Occupation Therapy - Essay Example

Educational Role- Occupation Therapy Name Unit Course Supervisor Date of submission Introduction This report is about educational role I have chosen to help international occupation therapy (OT) students at Deakin University. The educational role entails use of Facebook to help international students in transition and adjust to challenges normally faced by international students. In the report I identify the unit that relates to this educational role, identifies and discusses the educational role and its applicability and reasons it is good for the international OT students in the university. Unit Involvement In the development of my educational role, my friend a course mate and I decided to work as a group to develop a Facebook page for international students at Deakin University as part of HSO402 unit referred to as Occupation: Enabling Action and Outcome (Deakin University, 2014) . This is a core unit for all fourth years in OT. The unit offers an opportunity for OT students to build on academic and fieldwork they have gone through their 1st to fourth year and leverage on the experiences gained to develop an action plan to assist the students by providing an enabling approach for junior OT students (Deakin University 2014). Role and Educational Activities Undertaken Adjustment to the new orientation for the first years is critical to their successful future in a university (McInnis, James & Hartley, 2005). For many first year students, entry into universities presents new life experiences that can be very challenging, especially for international students who experience different cultural environment and a new academic style adds to the complexity (Colvin & Jaffer, 2007). In order to assist new international OT students, my friend and I decided to develop a Facebook page that could function as a resource in aiding Deakin OT international students who face difficulties in adjusting to a new culture and new education dispensation (Gilligran & Outram, 2012). The decision to arrive at this role was informed by the fact that I am an international student and had firsthand experience on challenges other international students face. Facebook is an interactive platform that is popular among students (Junco 2012). According to Garret & Cutting (2012) Facebook has a great potential in fostering cooperative and collaborative learning. In addition, Facebook media provides a social talk point where individuals can share ideas. Therefore, the Facebook page can provide a platform where senior international students can share experiences with juniors and guide them in overcoming the challenges identified such as cross-cultural differences. In the creation of the page, four fourth years were involved in the identification of the needs of the international students. A needs assessment was carried in which a survey was used to collect information (find attached Appendix 1). Survey The aim of the survey was to collect information on the penetration of use of Facebook among international students. This survey enabled us to gauge the extent to which Facebook could be helpful and also helped us in developing the content for the Facebook page. In the implementation of new technologies such as social media for students from different backgrounds, it is essential to determine experience and acceptance of the technologies among the target students (Boughton, Halliday & Brown, 2010). The survey we used was short, it took only a minute to be filled using SurveyMonkey. SurveyMonkey is an online cloud based service that assists in data collection and analysis. The reason for using SurveyMonkey is that we could not access the email addresses for all international students due to confidentiality issues (Munoz, 2007). By using SurveyMonkey, anonymity was assured, we expected high number of responses, but we managed to get only two respondents. In response to the five survey questions, all the respondents (100%) attested that they used Facebook and they all agreed to have liked Facebook page for international students at Deakin University. Fifty percent of the students used the page to make friends and 50% used to find out the current news. All students agreed that they would like to have Deakin international OT Facebook page. The majority of students, 66.67% needed the webpage to contain videos or posts of OT international students’ experience, 33.33% wanted content on links to OT websites, while content on links to other websites was 66.67%. (See appendix 2) the need for posts on international students OT experiences, findings exemplified the need for an interactive Facebook page that would help in the transition process and learning purpose for students. Facebook page The content on the Facebook was developed based on the findings of the survey. According to Junco (2012), international students who have know of using the internet to study can also apply it in establishing new relationships with students from the same culture in the host country. Junco (2012) noted that, social support that is provided through social media such as Facebook gave students’ opportunity to a successful transition and adjustment to the new academic life. Being an international student and having faced challenges that new OT students are facing, my educational role included creating a Facebook page with a cover photo and logo that the students could identify with (see appendix 3). I created the cover page and logo and posted the experience I underwent as an international student in my first year (see appendix 4). I also included insights on how to overcome the experiences. Further, I posted a YouTube video to help students in learning. Facebook has primarily been known for social networking, however, with features like a video and link to other learning websites, Facebook serves as a respectable e-learning platform that will be key for the OT students (Garrett, 2012) Evaluation of Educational Activities Successes (what went well) With the help of my friend, we were able to develop the Facebook page and post my experience for the Deakin International OT students to view my experience. I integrated the experience with a learning video and important links to other OT websites. This was comprehensive approach to program development in which by use of survey we identified students needs assessed them and did prioritisation, which guided in developing content that international students could use. This sequence of activities was greatly informed by logic model, based on the model we were able to identify the situation at hand, carry out assessment, prioritise and take action (Krancy & Doyle, 2002). What could have gone better? In preparation for the survey questions we failed to include a demographic section, and the information from the survey was limited only to five questions. The timeframe was also very tight and we did not have time to send the survey questions to the respondents in ample time, hence we resulted to use of SurveyMonkey and ended up with only two responses. There were also two other groups involves in similar education role, it could have been easier to have a comprehensive study and an inclusive educational role if we had collaborated (Munoz, 2007). By collaboration we could have had the chance to have more respondents which could have been better for our project. Through collaboration, we could have spread roles and hence affording enough time to carry out the project and evaluate the responses (Krancy & Doyle, 2002). Improvements Participatory approach in program implementation plays a crucial role in ensuring that the important facets of a program are incorporated and implemented within stipulated timeline (Krancy & Doyle, 2002). The program could have been improved by including the first and second year international students in the program initiation phase to provide their ideas and contributions on appropriate measures to take. In any program, expert opinion is very important in guiding a program implementation process (Gilligan, & Outram, 2012). In this program, we ought to have consulted our unit chair and the university admission board officials to guide us on matters that related to international students and how to reach them for the purpose of the survey. Communication is very crucial in ensuring that program activities are implemented at the right time and by the right people (Braveman, & Kielhofner, 2006). The creation of Facebook page education role could have been improved by communicating with the other two groups and merge forces to have a comprehensive survey to be used for the process. Hooper, King, Wood, Bilics, & Gupta, (2013), noted that lack of communication leads to duplication of efforts which could have been solved. Links between Educational Role, Learning Process and Occupational Therapy The educational role was a learning process which helped me to have a deeper understanding that I have ability to participate in changing the lives of other people, in this case international OT students. Through group work with my friend by consulting the unit chair for some insights on the programme I enhanced my communication and interpersonal skills that are integral in my future practice in occupation therapy (Braveman 2006a). The role of education served as an experience of turning knowledge acquired in class to practical work. Practical work is a core undertaking in profession OT. For instance, in occupational therapy managers have to plan and execute actions based on data provided as was the case in carrying out the survey and utilising it create a platform for international OT students’ transition process (Braveman 2006b). In occupational therapy, it is required that professionals carry their processes ethically responsibly and with sufficient care in order to avoid injury of others ( Bonsaksen, 2013). I have learnt the concept of being mindful and consulting in order to avoid preventable failures such as the instance where we could not generate an adequate response in the survey due to a failure in communication. Consultation is vital in OT because it enhances decision making as Pepin, Watson, Hagiliassis, & Larkin, (2013) highlights in the decision making support model. Conclusion My educational role in HSO402 (Occupation: Enabling Action and Outcome) was aimed at supporting international OT students in the transition period in order to overcome challenges of cross cultural differences. I created a Facebook page where students could share experiences and insights. In a group setting I collaborated with my friend to execute the program. The program was successful as we managed to produce Facebook page based on the survey findings. However, there are areas of improvement such as deficiencies in survey and failure to employ a participatory approach which were the major shortcomings of the educational role. References Bonsaksen, T. (2013). Self-reported therapeutic style in occupational therapy students. British Journal of Occupational Therapy, 76(11), pp.496-502. Boughton, M. A., Halliday, L. E., & Brown, L. (2010). A tailored program of support for culturally and linguistically diverse (CALD) nursing students in a graduate entry Masters of Nursing course: a qualitative evaluation of outcomes. Nurse Education in Practice, 10(6), pp. 355-360. Braveman, B. (2006a). Leadership: The art, science, and evidence. In B. Braveman (Ed.), Leading & managing occupational therapy services: An evidence based approach (pp. 81-104). Philadelphia: Davis Company. Braveman, B. (2006b).Managing change and solving problems. In B. Braveman (Ed.), Leading & managing occupational therapy services: An evidence based approach (pp. 215-244). Philadelphia: Davis Company. Braveman, B., & Kielhofner, G. (2006). Developing evidence-based occupational therapy programming. In B. Braveman (Ed.), Leading & managing occupational therapy services: An evidence based approach (pp. 215-244). Philadelphia: Davis Company. Colvin, C. & Jaffer, F. (2007). Enhancing the international student experience: The importance of international student groups and peer support at Edith Cowan University. First Year in Higher Education Conference, Brisbane, QUT. Deakin University. (2014). Facility of health unit guide HSO402 occupation enabling actions and outcomes 2014 trimester 2. Retrieved from https://d2l.deakin.edu.au/d2l/le/content/234396/viewContent/2291765/View Garrett, B. M., & Cutting, R. (2012). Using social media to promote international student partnerships. Nurse Education in Practice, 12(6), pp.340-345. Gilligan, C., & Outram, S. (2012). Culturally and linguistically diverse students in health professional programs: An exploration of concerns and needs. Education for Health: Change in Learning & Practice 25 (1), pp. 40-47. Hooper, B., King, R., Wood, W., Bilics, A., & Gupta, J. (2013). An international systematic mapping review of educational approaches and teaching methods in occupational therapy. British Journal Of Occupational Therapy, 76 (1), 9-22. Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement, Computers & Education, 58 (1), pp. 162-171. Krancy, M., & Doyle R. (2002). Participatory Approaches to Program Development and Engaging Youth in Research: The Case of an Inter-Generational Urban Community Gardening Program. Journal of Extension, 40 (5), pp. 2-14. Muñoz, J. (2007). Culturally responsive, caring in occupational therapy. Occupational Therapy International, 14 (4), 256-280 McInnis, C., James, R., & Hartley, R. (2000). Trends in the first year experience: In Australian universities. University of Melbourne: Centre for the Study of Higher Education. Pepin, G., Watson, J., Hagiliassis, N., & Larkin, H. (2013). Supporting people’s decision- making. In Stagnittti, K., Schoo, A., & Welch, D. Clinical and fieldwork placement in the health professions (2nd Ed). South Melbourne: Oxford. Appendices Appendix 1: Survey for OT international students 2014 Do you have a Facebook account? Yes No If Yes to the above, are you following / have you liked the Deakin international Facebook page? Yes No If Yes to above question, what do you use it for? Making friends Sharing experiences Deakin events for international students Current news for international students Other, please specify………………………………………………………………………… …………………………………………………………………………………………………………. Would you follow / like a Deakin International Occupational Therapy Facebook page? Yes No If yes to the above, what content would you like to see on a Deakin International Occupational Therapy Facebook page? Videos or posts of OT international student’s experiences Links to OT websites Links to other OT Facebook pages OT event announcements OT tips for international students Strategies to improve interviewing skills Current OT interventions that are being used globally Others, please specify……………………………………………………………………… Appendix 2: Survey Results Appendix 3: Facebook Link https://www.facebook.com/pages/Deakin-OT-International-Students/375999892557154 Appendix 4: Posting on my own experience Post my own experience into the Facebook page that we created. As OT international students doing my final year I would like to share some tips that might help you with your learning experience based on my challenges that I had when completing my course. One of the things that I strongly would advise you is to go to every lectures even if the attendance is optional. I found it better to attend these than try to prepare by myself at home as you learn from fellow students as well as the tutors. Allow more time than you think you need for completing assignments so you get time to proofreading it. Don't be shy of your language and be brave to ask questions during lectures if you are unsure or a little confused about something. No one will judge you if you make mistakes At the start,it’s normal to feel distressed when trying to understand what OT is. Therefore, I recommend you to read a lots about occupation through books and journals. Take advantage of any extra study support that is provided for international students by Deakin University. I found these services were really helpful in order to improve my English and communication skills. If you need further information go to the following website http://www.deakin.edu.au/students/study-support Try to get involve with uni life as much as you can and make friends with as many people which will help to improve you confidence when communicating with others. For your placements make sure you write everything down that you did whilst on placement. Always reflect on what went well and what wasn’t and how you could improve for next time. Try to make the most of your placement even if it is challenging and you cannot get it. Its fine that is why we are learning. Use Facebook and twitter to connect with other OTs and students from your university as I found it really valuable resources and always willing to help. To end, I would say enjoy the learning experience both in uni and on placement and have a great time! Please if you have any questions don’t hesitate to ask, we are here to help you! Read More