Practice educators’ emphasis on research in supervision of occupational therapy students

Abstract

Background: One approach to promote students’ use of research in future practice involves integrating students’ research use in supervision during practice placements. Studies examining this aspect of supervision in practice placements are lacking. Aim: To explore how practice educators perceive and emphasize research in their supervision of occupational therapy students during practice placements. Materials and methods: A qualitative study was conducted. A purposive sample was recruited, consisting of participants from community-based health services and hospitals in Norway. We conducted three focus groups and one individual interview with occupational therapists (n = 9). The qualitative data analysis was based on interpretive description. Results: We identified four integrative themes: ‘emphasis on research in supervision of students’; ‘practice educators’ research competence and awareness of research’; ‘institutionalization of research use in everyday practice’; and ‘communication and cooperation between education and practice regarding research’. Despite highlighting several benefits of research use, the practice educators focus rarely on students’ research use in practice placements. Conclusions and significance: Cooperation between practice educators and faculty members regarding students’ training in research use seems essential. Practice educators may need additional training in how research should be emphasized in supervision.