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Entry-Level Occupational Therapy Student Perceptions of Occupational Balance in Graduate School: A Qualitative Study

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Title: Entry-Level Occupational Therapy Student Perceptions of Occupational Balance in Graduate School: A Qualitative Study
Language: English
Authors: Stephanie Bachman, Penelope Cleveland, Lucinda Dale, Laura Santurri
Source: Journal of Occupational Therapy Education. 2024 8(2).
Availability: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Entry Workers, Occupational Therapy, Student Attitudes, Graduate Students, Self Management, Stress Variables, Mental Health, Student Welfare, Work Life Expectancy, Time Management, COVID-19, Pandemics, Allied Health Occupations Education
ISSN: 2573-1378
Abstract: The objective of this study was to explore occupational therapy (OT) students' occupational balance and to examine how OT students' experiences in a graduate program promoted or inhibited occupational balance. Grounded theory methodology was used to develop a theory of the occupational balance of entry-level OT students. Twenty-six students were recruited using convenience and maximum variation sampling. Data analysis through constant comparison of transcripts, field notes, and memos consisted of open, axial, process, and selective coding. A storyline narrative with diagrams displayed relationships among concepts and supporting evidence for inductively derived theoretical propositional statements. Students in OT programs progressed through three phases of occupational balance during graduate school. The presented Theory of Occupational Balance indicated students developed a meaning of occupational balance based on past experiences and personal values. Occupational balance is influenced by different contexts and situations. This study revealed several strategies OT students implemented, including adapting methods to effectively and efficiently learn, using support systems, participating in multiple occupational roles, making time for self-care, and knowing when to seek professional assistance. This article presented a new Theory of Occupational Balance for OT Students. Results can inform administrators and faculty about the implications of curriculum design for the occupational balance of OT students. Understanding student occupational balance and circumstances that can cause disruptions may help prevent disruptions from creating unmanageable stress. Understanding strategies students can implement to return to occupational balance may help faculty suggest options for students who cannot self-manage an occupational balance disruption.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438087
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Entry-Level Occupational Therapy Student Perceptions of Occupational Balance in Graduate School: A Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+Bachman%22">Stephanie Bachman</searchLink><br /><searchLink fieldCode="AR" term="%22Penelope+Cleveland%22">Penelope Cleveland</searchLink><br /><searchLink fieldCode="AR" term="%22Lucinda+Dale%22">Lucinda Dale</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Santurri%22">Laura Santurri</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2024 8(2).
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: <searchLink fieldCode="DE" term="%22Entry+Workers%22">Entry Workers</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Welfare%22">Student Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Life+Expectancy%22">Work Life Expectancy</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink>
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– Name: Abstract
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  Data: The objective of this study was to explore occupational therapy (OT) students' occupational balance and to examine how OT students' experiences in a graduate program promoted or inhibited occupational balance. Grounded theory methodology was used to develop a theory of the occupational balance of entry-level OT students. Twenty-six students were recruited using convenience and maximum variation sampling. Data analysis through constant comparison of transcripts, field notes, and memos consisted of open, axial, process, and selective coding. A storyline narrative with diagrams displayed relationships among concepts and supporting evidence for inductively derived theoretical propositional statements. Students in OT programs progressed through three phases of occupational balance during graduate school. The presented Theory of Occupational Balance indicated students developed a meaning of occupational balance based on past experiences and personal values. Occupational balance is influenced by different contexts and situations. This study revealed several strategies OT students implemented, including adapting methods to effectively and efficiently learn, using support systems, participating in multiple occupational roles, making time for self-care, and knowing when to seek professional assistance. This article presented a new Theory of Occupational Balance for OT Students. Results can inform administrators and faculty about the implications of curriculum design for the occupational balance of OT students. Understanding student occupational balance and circumstances that can cause disruptions may help prevent disruptions from creating unmanageable stress. Understanding strategies students can implement to return to occupational balance may help faculty suggest options for students who cannot self-manage an occupational balance disruption.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Entry Workers
        Type: general
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Student Welfare
        Type: general
      – SubjectFull: Work Life Expectancy
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
    Titles:
      – TitleFull: Entry-Level Occupational Therapy Student Perceptions of Occupational Balance in Graduate School: A Qualitative Study
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