ABSTRACT

Introduction

Preparing occupational therapists for work in care facilities for older adults is critical. Life stories of residents have been used in care facilities for older adults to challenge negative stereotypes, in terms of sharing who they are as a person. Occupational therapy students’ complete work-integrated learning by creating life stories, presenting opportunities for students to develop professional skills and meaningful relationships with older adults.

Methods

A qualitative methodology, immersion/crystallization guided the research process. Twenty students (44%) from one work integrated learning unit participated by submitting their written reflections on the experience of the life story project for analysis.

Results

Thematic analysis identified four primary themes: learning the craft of occupational therapy; identifying enablers of development; articulating barriers to professional and personal development; and focussing on the person.

Conclusion

Life story work as work-integrated learning supports occupational therapy students to develop key professional skills and challenges stereotypical misconceptions. Supervision, support, and strong links between faculty and elder care providers are deemed important to achieve positive outcomes.

中文翻译：

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通过讲述生活故事发展技能和态度：对工作综合学习的思考

摘要

介绍

让职业治疗师为老年人护理机构的工作做好准备是至关重要的。居民的生活故事已被用于老年人护理设施，以挑战负面的刻板印象，分享他们作为一个人的身份。职业治疗学生通过创造生活故事，为学生提供发展专业技能和与老年人有意义的关系的机会，从而完成与工作相结合的学习。

方法

定性方法，浸入/结晶指导了研究过程。来自一个工作综合学习单元的 20 名学生 (44%) 通过提交他们对生活故事项目经验的书面反思进行分析。

结果

主题分析确定了四个主要主题：学习职业治疗的技巧；确定发展的推动力；阐明职业和个人发展的障碍；并专注于人。

结论

作为工作综合学习的生活故事工作支持职业治疗学生发展关键的专业技能并挑战陈规定型的误解。教师和老年护理提供者之间的监督、支持和紧密联系被认为对取得积极成果很重要。