| Popis: |
Practice education forms an integral part of the curriculum for higher education students on pre-registration programmes in occupational therapy, physiotherapy and speech and language therapy. Given the increasing number of students with a disability in higher education, support for their needs is paramount particularly given the challenges of off-campus-based learning and the need for healthcare students to adhere to discipline-specific and regulatory body standards. An examination of the literature in this area reveals an under theorisation of the issues. This thesis seeks to address this through an in-depth exploration of practice education, through the views of those involved: students with a disability, practice educators, visiting tutors and clinical learning environment leads. In-depth qualitative interviews were the main research tool used, and the interview notes were subject to layered, thematic analysis. Two core themes were identified from the findings which are pivotal to understanding the experiences of students with a disability in practice education: work context and practices and public perception of disabilities and management of identity. The International Classification of Functioning, Disability and Health and the Capability Approach were the two key theoretical approaches used for understanding constructions and narratives of disability, along with key ideas from critical disability studies, in particular the critical realist approach. These theoretical approaches have the potential to trigger transformative knowledge and social justice in terms of providing a better practice education experience for students with a disability. Integration of students with a disability within the workforce is critical in facilitating an enabling environment and institutions including key players involved in practice education have a responsibility to work together to play their part in operationalising a paradigmatic shift in supporting such students during their practice education experience. |
