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

IntroductionDuring 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.MethodA 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.FindingsWhile the workbook originally focused on supplementing students’ knowledge of occupational therapy theory, during the action research cycles the focus...