Standards and Standardization

Development of skills and attitudes through telling life stories: Reflections on work integrated learning

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.