Barriers to Occupational Therapy Fieldwork Education in Iran: The Perspectives of Fieldwork Educators and Students

Marzieh Pashmdarfard, Narges Shafaroodi, Afsoon Hassani Mehraban, Kamran Soltani Arabshahi, Soroor Parvizy

Abstract


Background: Clinical education is a vital factor in the process of learning in medical sciences universities. The aim of the present study was to explore the perspectives of fieldwork educators and students concerning barriers to occupational therapy fieldwork education in Iran.

Materials and Methods: A qualitative research was conducted from May 2019 to April 2020 to address the study objectives. The data analysis was performed using conventional content analysis based on Graneheim and Lundman’s approach. Purposive sampling was used to enroll 12 educators and 14 students of various backgrounds (physical disabilities‑adult, physical disabilities‑pediatrics, psychosocial‑adult, and psychosocial‑pediatrics) in the study.

Results: The findings indicated that the main themes were related to fieldwork educators, fieldwork settings, educational planning, students, and educational regulation.

Conclusions: It can be concluded that the perspectives of students and occupational therapy educators regarding the field of clinical education are not only important but also useful for the attainment of effective clinical education and the development of knowledge related to rehabilitation nursing education. Therefore, educational planners should develop effective programs based on these themes.



Keywords


Education, medical, nursing education research, occupational therapy declare

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References


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