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Occupational therapy clinical educat...

Ainsworth, Elaine.

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Occupational therapy clinical educators' perceptions of the development of clinical reasoning of their students: A contextual perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Occupational therapy clinical educators' perceptions of the development of clinical reasoning of their students: A contextual perspective./
Author:	Ainsworth, Elaine.
Description:	295 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4538.
Contained By:	Dissertation Abstracts International65-09B.
Subject:	Health Sciences, Rehabilitation and Therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147572
ISBN:	049606603X

Occupational therapy clinical educators' perceptions of the development of clinical reasoning of their students: A contextual perspective.
Ainsworth, Elaine.

Occupational therapy clinical educators' perceptions of the development of clinical reasoning of their students: A contextual perspective. - 295 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4538.

Thesis (D.Ed.)--The Pennsylvania State University, 2004.

The purpose of this study was to examine occupational therapy clinical educators' perceptions of how they develop clinical reasoning skills in their students during Level II fieldwork, and how they view the influences of context in that teaching and learning process. Specifically, it sought to understand the process by which these professionals define and learned clinical reasoning, and how they teach it within their practice settings. The study used a phenomenological qualitative research methodology to interview fourteen occupational therapy clinical educators from four practice sites. The study found that the clinical educators' beliefs about clinical reasoning and the teaching of clinical reasoning were heavily influenced by other professionals and past professional experiences. These supervisors tended to teach clinical reasoning similar to how they were taught. They taught clinical reasoning as a contextual process attending to factors such as: physical environment, the available equipment and resources, the client population, and pragmatic factors. They teach clinical reasoning in a graduated contextual approach using modeling, cuing and guided questions, building of greater complexity into the learning experience and using reflection and self-questioning.

ISBN: 049606603XSubjects--Topical Terms:

1017926
Health Sciences, Rehabilitation and Therapy.

Occupational therapy clinical educators' perceptions of the development of clinical reasoning of their students: A contextual perspective.
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502 $a Thesis (D.Ed.)--The Pennsylvania State University, 2004.
520 $a The purpose of this study was to examine occupational therapy clinical educators' perceptions of how they develop clinical reasoning skills in their students during Level II fieldwork, and how they view the influences of context in that teaching and learning process. Specifically, it sought to understand the process by which these professionals define and learned clinical reasoning, and how they teach it within their practice settings. The study used a phenomenological qualitative research methodology to interview fourteen occupational therapy clinical educators from four practice sites. The study found that the clinical educators' beliefs about clinical reasoning and the teaching of clinical reasoning were heavily influenced by other professionals and past professional experiences. These supervisors tended to teach clinical reasoning similar to how they were taught. They taught clinical reasoning as a contextual process attending to factors such as: physical environment, the available equipment and resources, the client population, and pragmatic factors. They teach clinical reasoning in a graduated contextual approach using modeling, cuing and guided questions, building of greater complexity into the learning experience and using reflection and self-questioning.
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