Evaluative judgement in practice education: How does the ability to judge the quality of work impact placement performance?

IF 1.6 4区医学 Q2 REHABILITATION

Australian Occupational Therapy Journal Pub Date : 2024-01-08 DOI:10.1111/1440-1630.12927

Kelli Nicola-Richmond, Natalie Ward, Sally Logan, Nikki Lyons, Rola Ajjawi

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引用次数: 0

Abstract

Introduction

Occupational therapy students need to be ready to work autonomously in a range of environments as soon as they complete their degree. Practice education experiences are considered key to students developing the competencies that autonomous work requires. To function autonomously in practice environments, it is argued that practitioners need to be able to judge the quality of their own work and the work of others. This is referred to as evaluative judgement. However, there is limited empirical literature relating to evaluative judgement and even less exploring the concept within occupational therapy.

Methods

This study used qualitative methods, seeking to understand the evaluative judgements of clinical practice made by third- and fourth-year occupational therapy students during practice education.

Results

Twenty-one interviews were conducted with third- (n = 10) and fourth-year occupational therapy students (n = 1), university support staff supporting practice education (n = 4), and practice education supervisors (n = 5) at one Australian university. Practice education grades and documentation were also used as data. Data were analysed thematically, and two themes, each with three sub-themes, were identified: students coming to understand expected standards, with the following sub-themes: students attuning to cues, cues that inform supervisors about students' meeting the standards, and barriers and frustrations to understanding standards; and practising and developing evaluative judgement, with the following sub-themes: making comparisons, acting on feedback, and reflective practice.

Conclusions

Practice education experiences provide many context-specific opportunities for students to develop their evaluative judgement. Students may be supported to come to know what quality work looks like by offering scaffolded opportunities to develop evaluative judgement in university and practice education settings.

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实践教育中的评估判断：判断工作质量的能力如何影响实习表现？

导言：职业治疗专业的学生在完成学业后，需要尽快做好在各种环境中自主工作的准备。实践教育经验被认为是学生发展自主工作所需能力的关键。要想在实践环境中自主开展工作，从业人员必须能够判断自己和他人工作的质量。这被称为评价性判断。然而，与评价性判断有关的实证文献十分有限，而在职业疗法中探讨这一概念的文献则更少：本研究采用定性方法，试图了解职业疗法专业三年级和四年级学生在实习教育期间对临床实践的评价性判断：对澳大利亚一所大学的职业治疗专业三年级（10 人）和四年级（1 人）学生、支持实践教育的大学辅助人员（4 人）以及实践教育督导员（5 人）进行了 21 次访谈。实践教育成绩和文件也被用作数据。对数据进行了主题分析，确定了两个主题，每个主题有三个次主题：学生理解预期标准，次主题如下：学生适应提示、向督导员通报学生达标情况的提示、理解标准的障碍和挫折；实践和发展评价判断，次主题如下：进行比较、根据反馈采取行动、反思性实践：结论：实践教育经验为学生提供了许多针对具体情况的机会来发展他们的评价判断力。通过在大学和实践教育环境中提供培养评价判断能力的支架式机会，可以帮助学生了解高质量的工作是什么样的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Occupational Therapy Journal 医学-康复医学

CiteScore

2.80

自引率

16.70%

发文量

审稿时长

6-12 weeks

期刊介绍： The Australian Occupational Therapy Journal is a leading international peer reviewed publication presenting influential, high quality innovative scholarship and research relevant to occupational therapy. The aim of the journal is to be a leader in the dissemination of scholarship and evidence to substantiate, influence and shape policy and occupational therapy practice locally and globally. The journal publishes empirical studies, theoretical papers, and reviews. Preference will be given to manuscripts that have a sound theoretical basis, methodological rigour with sufficient scope and scale to make important new contributions to the occupational therapy body of knowledge. AOTJ does not publish protocols for any study design The journal will consider multidisciplinary or interprofessional studies that include occupational therapy, occupational therapists or occupational therapy students, so long as ‘key points’ highlight the specific implications for occupational therapy, occupational therapists and/or occupational therapy students and/or consumers.