References
- Boniface, G., Seymour, A., Polgase, T., Lawrie, C., & Clarke, M. (2012). Exploring the nature of peer and academic supervision on a role-emerging placement. British Journal of Occupational Therapy, 75(4), 196–201. doi:10.4276/030802212X13336366278211
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Retrieved from http://eprints.uwe.ac.uk/11735
- Brown, T., McKinstry, C. E., & Gustufsson, L. (2015). The needs for evidence and new models for practice education to meet the 1000 hour requirement. Australian Occupational Therapy Journal, 63(5), 352–356. doi:10.1111/1440-1630.12239
- Christiansen, A., & Bell, A. (2010). Peer learning partnerships: Exploring the experience of pre-registration nursing students. Journal of Clinical Nursing, 19(5–6), 803–810. doi:10.1111/j.1365-2702.2009.02981.x
- Clarke, C., De Visser, R., Martin, M., & Sadlo, G. (2014). Role-emerging placements: A useful model for occupational therapy practice education? A review of the literature. International Journal of Practice-Based Learning in Health and Social Care, 2(2), 14–26. doi:10.11120/pblh.2014.00020
- Clarke, C., Martin, M., De Visser, R., & Sadlo, G. (2015a). Sustaining professional identity in practice following role-emerging placements: Opportunities and challenges for occupational therapists. British Journal of Occupational Therapy, 78(1), 42–50. doi:10.1177/0308022614561238
- Clarke, C., Martin, M., De Visser, R., & Sadlo, G. (2015b). The development of an authentic professional identity on role-emerging placements. British Journal of Occupational Therapy, 77(5), 222–229. doi:10.4276/030802214X13990455043368
- College of Occupational Therapists. (2006). Developing the occupational therapy profession: Providing new work-based learning opportunities for students. London, UK: COT.
- Cooper, R., & Raine, R. (2009). Role-emerging placements are an essential risk for the development of the occupational therapy profession: The debate. British Journal of Occupational Therapy, 72(9), 416–418. doi:10.1177/030802260907200910
- Cusick, A. (2017). Editorial: How many courses for how many jobs? Enduring questions in need of research-based answers. Australian Occupational Therapy Journal, 64(1), 1–2. doi:10.1111/1440-1630.12361
- Dancza, K., Warren, A., Copley, J., Rodger, S., Moran, M., McKay, E., & Taylor, A. (2013). Learning experiences on role-emerging placements: An exploration from the students’ perspective. Australian Occupational Therapy Journal, 60(6), 427–435. doi:10.1111/1440-1630.12079
- Denzin, N., & Lincoln, Y. (2000). The discipline and practice of qualitative research. In: N. Denzin, & Y. Lincoln (eds), Handbook of qualitative research (2nd ed., pp. 1–19). Thousand Oaks, CA: Sage Publications.
- Edwards, M., & Thew, M. (2011). Models of role-emerging placements. In: M. Thew, M. Edwards, S. Baptiste, & M. Molineux (eds.), Role emerging occupational therapy Chichester, UK: Wiley-Blackwell. doi:10.1002/9781444340006.ch2
- Fieldhouse, J., & Fedden, T. (2009). Exploring the learning process on a role-emerging practice placement: A qualitative study. British Journal of Occupational Therapy, 72(7), 302–307. doi:10.1177/030802260907200705
- Friedland, J., Polatajko, H., & Gage, M. (2001). Expanding the boundaries of occupational therapy practice through student fieldwork experiences: Description of a provincially-funded community development project. Canadian Journal of Occupational Therapy, 68(5), 301–309. doi:10.1177/000841740106800506
- Graham, K., Burke, J., & Field, M. (2008). Undergraduate rheumatology: Can peer-assisted learning by medical students deliver equivalent training to that provided by specialist staff? Rheumatology, 47(5), 652–655. doi:10.1093/rheumatology/ken048
- Higgs, J., Sheehan, D., Baldry, J. C., Letts, W., & Jensen, G. M. (2013). Realising exemplary practice-based education. Rotterdam, The Netherlands: Sense Publishers.
- Kearsley, C. (2012). Non-traditional practice placement: A starting point for service development. British Journal of Occupational Therapy, 75(5), 244–246. doi:10.4276/030802212X13361458480405
- Liamputtong, P. (2009). Qualitative research methods (3rd ed.). Melbourne, VIC: Oxford University Press.
- Miller, L., Bossers, A., Polatajko, H., & Hartley, M. (2001). Development of the competency based fieldwork evaluation (CBFE). Occupational Therapy International, 8(4), 244–262. doi:10.1002/oti.149
- Occupational Therapy Australia. (2010). Australian minimum competency standards for new graduate occupational therapists (ACSOT). Fitzroy, VIC: Author. Retrieved from https://www.otaus.com.au/sitebuilder/aboutus/knowledge/asset/files/16/australian_minimum_competency_standards_for_new_grad_occupational_therapists.pdf
- Opp, A. (2009). Occupational therapy in early intervention: Helping children succeed. Bethesda, MD: American Occupational Therapy Association. Retrieved from https://www.aota.org/About-Occupational-Therapy/Professionals/CY/Articles/Early-Intervention.aspx
- Overton, A., Clark, M., & Thomas, Y. (2009). A review of non-traditional occupational therapy practice placement education: A focus on role-emerging and project placements. British Journal of Occupational Therapy, 72(7), 294–301. doi:10.1177/030802260907200704
- Rodger, S. (2008). Clinical education and practice placements in the allied health professions: An international perspective. Journal of Allied Health, 37(1), 53–62. Retrieved from https://pdfs.semanticscholar.org/c3cd/364c7b20edb60646762d4b2a2a306f487751.pdf
- Schmidt, R. (2010). A model for alternative fieldwork. In: K. Stagnitti., A. Schoo., & D. Welch (Eds.), Clinical and fieldwork placement in the health profession (pp. 186–198). South Melbourne, VIC: Oxford University Press.
- Sevenhuysen, S., Haines, T., Kiegaldie, D., & Molloy, E. (2016). Implementing collaborative and peer-assisted learning. Clinical Teacher, 13(5), 325–331. doi:10.1111/tct.12583
- Sevenhuysen, S., Thorpe, J., Molloy, E., Keating, J., & Haines, T. (2017). Peer-assisted learning in education of allied health professional students in the clinical setting: A systematic review. Journal of Allied Health, 46(1), 26–35.
- Thew, M., Edwards, M., Baptiste, S., & Molineux, M. (2011). Role emerging occupational therapy: Maximising occupation-focused practice. Chichester, UK: Wiley-Blackwell.
- Thew, M., Hargreaves, A., & Cronin-Davies, J. (2008). An evaluation of a role-emerging practice placement model for a cohort of occupational therapy students. British Journal of Occupational Therapy, 71(8), 348–353. doi:10.1177/030802260807100809
- Thomson, N., & Thompson, L. (2013). Reflections on a role-emerging fieldwork placement using a collaborative model of supervision. Occupational Therapy Now, 15(3), 17–19.
- Toal-Sullivan, D. (2006). New graduates’ experiences of learning to practise occupational therapy. British Journal of Occupational Therapy, 69(11), 513–524. doi:10.1177/030802260606901105
- Wood, A. (2005). Student practice contexts: Changing face, changing place. British Journal of Occupational Therapy, 68(8), 375–378. doi:10.1177/030802260506800806