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Exploring occupational therapy stude...

Rathgeber, Karen Lynne.

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Exploring occupational therapy students' meaning of feedback during fieldwork experiences.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Exploring occupational therapy students' meaning of feedback during fieldwork experiences./
Author:	Rathgeber, Karen Lynne.
Description:	235 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: B.
Contained By:	Dissertation Abstracts International75-07B(E).
Subject:	Health Sciences, Occupational Therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3614161
ISBN:	9781303791505

Exploring occupational therapy students' meaning of feedback during fieldwork experiences.
Rathgeber, Karen Lynne.

Exploring occupational therapy students' meaning of feedback during fieldwork experiences. - 235 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: B.

Thesis (Ed.D.)--Walden University, 2014.

Researchers have revealed that students' confidence and performance improve after they receive feedback from clinical supervisors regarding the delivery of quality patient care. Multiple studies of feedback have focused on the provision and acceptance of feedback; however, it was not known if or how students internalized feedback to promote clinical reasoning. Since there is a difference between providing feedback and the interpretation of its true message, it was necessary to explore this phenomenon to add empirical knowledge regarding the students' feedback interpretation. This study focused on the exploration of how occupational therapy assistant students interpret information received from fieldwork supervisors and what meanings students attributed to feedback. Dewey and Kolb's views of experiential learning theory framed this qualitative study. Phenomenological methods guided the collection of data in the form of reflective statements and semistructured interviews from 14 participants. Constant comparative coding identified themes and patterns. The findings indicated participants felt that feedback was necessary to develop clinical skills, no matter how delivered. In addition, participants identified indicators verifying the correct application of feedback, as well as situations affecting the interpretation and application of feedback provided during an experiential learning opportunity. The findings facilitate positive social change by providing guidance for educators and students to understand factors that affect feedback application that may improve the quality of student work and result in developing competent health care clinicians.

ISBN: 9781303791505Subjects--Topical Terms:

1035362
Health Sciences, Occupational Therapy.

Exploring occupational therapy students' meaning of feedback during fieldwork experiences.
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020 $a 9781303791505
035 $a (MiAaPQ)AAI3614161
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100 1 $a Rathgeber, Karen Lynne. $3 2096006
245 1 0 $a Exploring occupational therapy students' meaning of feedback during fieldwork experiences.
300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: B.
500 $a Adviser: David Stein.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Researchers have revealed that students' confidence and performance improve after they receive feedback from clinical supervisors regarding the delivery of quality patient care. Multiple studies of feedback have focused on the provision and acceptance of feedback; however, it was not known if or how students internalized feedback to promote clinical reasoning. Since there is a difference between providing feedback and the interpretation of its true message, it was necessary to explore this phenomenon to add empirical knowledge regarding the students' feedback interpretation. This study focused on the exploration of how occupational therapy assistant students interpret information received from fieldwork supervisors and what meanings students attributed to feedback. Dewey and Kolb's views of experiential learning theory framed this qualitative study. Phenomenological methods guided the collection of data in the form of reflective statements and semistructured interviews from 14 participants. Constant comparative coding identified themes and patterns. The findings indicated participants felt that feedback was necessary to develop clinical skills, no matter how delivered. In addition, participants identified indicators verifying the correct application of feedback, as well as situations affecting the interpretation and application of feedback provided during an experiential learning opportunity. The findings facilitate positive social change by providing guidance for educators and students to understand factors that affect feedback application that may improve the quality of student work and result in developing competent health care clinicians.
590 $a School code: 0543.
650 4 $a Health Sciences, Occupational Therapy. $3 1035362
650 4 $a Education, Higher. $3 543175
690 $a 0498
690 $a 0745
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-07B(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3614161