Responses to troublesome aspects of knowledge and practice: a grounded theory of learning-to-practice occupational therapy /
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(Published version)
Date
2016
Authors
Murray, Carolyn Margaret,
Editors
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Journal Title
Journal ISSN
Volume Title
Type:
thesis
Citation
Statement of Responsibility
Conference Name
Abstract
The knowledge base, worldview and professional reasoning of occupational therapists are fundamental to the process of learning to practice occupational therapy. Knowledge, learning, the occupational therapy context and challenges in practice are mediated by social and cultural influences which can be troublesome for early career occupational therapists to navigate and reconcile. The purpose of this research was to explore responses to aspects of knowledge and practice that were troublesome for early career occupational therapists. In doing so, I revealed how early career occupational therapists recognise, comprehend and respond to the complicated and sometimes hidden aspects of knowledge and knowing-in-practice.
School/Discipline
University of South Australia. School of Health Sciences.
School of Health Sciences.
School of Health Sciences.
Dissertation Note
Thesis (PhD(Occupational Therapy))--University of South Australia, 2016.
Provenance
Copyright 2016 Carolyn Murray.
Description
1 ethesis (xv, 272 pages) :
colour illustrations
Includes bibliographical references (pages 214-234)
colour illustrations
Includes bibliographical references (pages 214-234)
Access Status
506 0#$fstar $2Unrestricted online access