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Occupational Therapy and Arts Therapies

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/25

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Author: search.filters.author.Pentland, DuncanSubject: search.filters.subject.Education And Students

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    Articulating expertise and professional artistry: New methodological principles for critical creative research
    (SAGE, 2019-08-01) Kinsella, Niamh; Pentland, Duncan; McCormack, Brendan; Burns, Jane
    This poster presents a critical perspective of a methodology for research that facilitates articulation of professional artistry and expertise in practice with persons living with dementia. This critical perspective was developed during research which intended to explore the principles and philosophy underpinning professional artistry or expert practice with occupational therapists. Existing literature in occupational therapy reflects a concern with developing and expressing the principles of professional artistry, practice expertise and professional judgement (Mattingly 1991, Turner and Alsop 2015) for the purpose of raising consciousness of the value of occupational therapy and supporting development of role clarity and professional identity (Unsworth and Baker 2016). The argument that there is a need to develop research methodologies that support articulation of artistry and expertise related to professional philosophies will be presented in this poster. The case for research strategies incorporating critical creativity (McCormack and Titchen 2006) and creative methods as a way of articulating practice principles that are often deeply embodied in a practitioner’s being will be presented in this poster. A critical creative case study methodology will be described, and reflective dialogue about this critique facilitated with poster viewers. The key messages presented in this poster are: philosophical and methodological principles of creativity can facilitate expression of expert knowledge that is inherently tacit and embodied; and incorporating such principles facilitates practice development and research that is consistent with, and reflective of, our professional philosophy.
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    Practice education in the UK: A comparative cross-sectional investigation of key stakeholders’ perspectives
    (SAGE, 2019-08-01) Beveridge, Joanna; Pentland, Duncan
    Practice education is a core requirement of occupational therapy education that is key to the development of the profession’s future. Changing educational and financial landscapes across the UK causes challenges to the provision of sufficient high quality placements. Providing placements requires input from multiple stakeholders from different, and at times diverging, contexts. This research was completed to generate up-to-date information about how key stakeholders view different roles and responsibilities, consider the value of accreditation programs in supporting educators, and what changes could be made to the way practice education is developed and supported. The study used cross-sectional and action-oriented learning methods to generate qualitative data about the perspectives of participants. Online surveys and telephone interviews were completed by three different populations (professional practice tutors, those who provide or support the provision of practice education experiences, and current pre-registration occupational therapy students). Workshops based on soft systems methodology (Checkland and Poulter 2006) were completed with mixed participant groups. A thematic analysis approach outlined by Nowell et al (2017) was completed, followed by a comparative analysis to highlight both shared and divergent perspectives among participants. Key descriptive and thematic results will be presented, along with the results of the comparative analysis. The results of this research can be used by those involved in providing practice education at local, regional and national levels to help understand the perceptions of stakeholder groups and engage with these in an informed way to help develop high quality practice education experiences. Ethical Approval provided by Queen Margaret University’s Research Ethics Panel (RCOT_PE_REVIEW_190918_V. 1).