Safety in Occupational Therapy Education: Student Perceptions of Emotional and Physical Safety Beyond the Classroom
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| Publicado en: | Journal of Allied Health vol. 54, no. 4 (Winter 2025), p. E537-E543 |
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Association of Schools of Allied Health Professions
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 045 | 2 | |b d20251201 |b d20260331 | |
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| 100 | 1 | |a Buban, Gina, OTD OTR/L |u Assistant Clinical Faculty and the Director of Fieldwork Education in the Occupational Therapy Program | |
| 245 | 1 | |a Safety in Occupational Therapy Education: Student Perceptions of Emotional and Physical Safety Beyond the Classroom | |
| 260 | |b Association of Schools of Allied Health Professions |c Winter 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BACKGROUND: This study investigates the perceptions of safety among entry-level doctoral occupational therapy (OT) students during their Level II fieldwork and capstone experiences. The significance of safety, defined as emotional comfort and the ability to express oneself authentically, is emphasized in fostering learning outcomes and mental health. The paper highlights that institutions providing safe spaces enhance acceptance and conversely, a lack of emotional safety, often due to microaggressions, adversely affects student retention and mental health. METHOD: An author-created survey was utilized at the conclusion of the program to 45 third-year OT students. The 10-item survey assessed perceived physical and emotional safety during fieldwork/clinical rotations and capstone, occurrences of microaggressions, and possible solutions to improve student's sense of safety. RESULTS: The majority of respondents reported feeling physically (95%) and emotionally (72%) safe overall. However, Level II fieldwork/clinicals was identified as the setting where students reported the most frequent lack of safety. Six main themes impacting safety perceptions were identified: expectations, reflection/advocacy, education/preparation, communication, coping strategy, and the acknowledgment that some students may not require interventions. CONCLUSION: Findings suggest that allied health academic programs should take steps to ensure that the safe spaces created during didactic portions of the curriculum extend into clinical and experiential settings. This approach will not only improve learning outcomes but also support students' mental health and their ability to provide quality healthcare. Future research should focus on evidence-based practices to support student safety in clinical education. J Allied Health 2025; 54(4):e537-e542. | |
| 653 | |a Fieldwork | ||
| 653 | |a Mental health | ||
| 653 | |a Curricula | ||
| 653 | |a Capstone projects | ||
| 653 | |a Teachers | ||
| 653 | |a Field study | ||
| 653 | |a Emotions | ||
| 653 | |a Inclusion | ||
| 653 | |a Science education | ||
| 653 | |a Student retention | ||
| 653 | |a Education | ||
| 653 | |a Occupational safety | ||
| 653 | |a Didacticism | ||
| 653 | |a Safety | ||
| 653 | |a Learning | ||
| 653 | |a Students | ||
| 653 | |a Microaggressions | ||
| 653 | |a Student attitudes | ||
| 653 | |a Genetic counseling | ||
| 653 | |a Supervisors | ||
| 653 | |a Occupational therapy | ||
| 653 | |a Classrooms | ||
| 653 | |a Perceptions | ||
| 653 | |a Educational objectives | ||
| 653 | |a Surveys | ||
| 653 | |a Evidence-based practice | ||
| 653 | |a Health care | ||
| 653 | |a Mentors | ||
| 653 | |a Health Programs | ||
| 653 | |a Doctoral Programs | ||
| 653 | |a Researchers | ||
| 653 | |a Likert Scales | ||
| 653 | |a Communication (Thought Transfer) | ||
| 653 | |a Mental Health Programs | ||
| 653 | |a Program Evaluation | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Curriculum Evaluation | ||
| 653 | |a Course Content | ||
| 653 | |a School Holding Power | ||
| 653 | |a Health Sciences | ||
| 653 | |a Coping | ||
| 653 | |a Clinical Experience | ||
| 653 | |a Social | ||
| 653 | |a Reflection | ||
| 653 | |a Capstone Experiences | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Expectation | ||
| 653 | |a Data Analysis | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Science Curriculum | ||
| 700 | 1 | |a Armstrong-Heimsoth, Amy, OTD OTR/L |u Chair and Associate Clinical Faculty, Occupational Therapy Program | |
| 700 | 1 | |a Lockmiller, Catherine, MLIS |u Health Science Librarian, Cline Library | |
| 700 | 1 | |a Stephenson, Sara, OTD OTR/L |u Associate Clinical Faculty and Capstone Coordinator, Occupational Therapy Program, all at Northern Arizona University, Phoenix, AZ | |
| 773 | 0 | |t Journal of Allied Health |g vol. 54, no. 4 (Winter 2025), p. E537-E543 | |
| 786 | 0 | |d ProQuest |t Health & Medical Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3289963482/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3289963482/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3289963482/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |