Development of the Student Practice Evaluation Form – Revised (Second Edition) (SPEF‐R2): The second action research cycle. (15th March 2022)

• Record Type: Journal Article
• Authors: Caine, Anne‐Maree; Herd, Chris; Copley, Jodie; Turpin, Merrill; Fleming, Jennifer
• Is Part Of: Australian occupational therapy journal. Volume 69:Number 4(2022)
• Page Start: 391
• Page End: 402
• Publication Date: 2022-03-15
• Subjects: clinical education -- competency -- occupational therapy -- practice education -- student evaluation; Occupational therapy -- Periodicals; Occupational therapy -- Australia -- Periodicals; 615.8515
• DOI: 10.1111/1440-1630.12797
• Languages: English
• ISSNs: 0045-0766

Abstract

Abstract: Introduction: The Student Practice Evaluation Form – Revised Edition (SPEF‐R) was used across Australian universities from 2008 to 2020 to assess occupational therapy student performance on practice placement. Evolution of practice contexts, placement models and professional competency standards prompted updating of the tool. This paper describes the second and final action research cycle in the development of the SPEF‐R2. Methods: Cycle 2 included three phases: (a) piloting of the SPEF‐R2 and post‐pilot survey to determine utility and applicability; (b) post‐pilot focus groups/interviews; and (c) final amendments for publication and launch. Quantitative data were summarised descriptively, and qualitative data were analysed using qualitative content analysis and reported using illustrative quotes. Results: In Phase 1, 23 participants piloted the SPEF‐R2 and completed a post‐pilot survey. Results indicated participants found the SPEF‐R2 relevant to a range of traditional and contemporary settings, easy to understand and an improvement over the previous version of the tool. Most participants found it more concise and less repetitive than the SPEF‐R. Participants particularly valued additions regarding culturally responsive practice, student health and well‐being and reflective practice. In Phase 2, five post‐pilot focus groups/interviews were held, gathering a deeper understanding of its utility. Discussion highlighted desire for an additional core item within the self‐management domain (Domain Two). Increased confidence in rating and provision of feedback on student performance were also evident. Reflection on findings led to final amendments and publication of the SPEF‐R2. Conclusion: Extensive consultation with the occupational therapy community informed the development of the SPEF‐R2, reflecting contemporary practice and meeting the expectations of Australian occupational therapists. Action research was an effective approach to the development of the SPEF‐R2. Use of the manual and training website and support from universities are paramount if practice educators are to use the tool effectively.