Working with populations from a refugee background: an opportunity to enhance the occupational therapy educational experience

Abstract

Background/aim: The purpose of this study was to determine the educational value of an occupational therapy fieldwork placement where students work with people from a refugee background. Research was designed to contribute to the limited evidence regarding the benefits and challenges of traditional vs. non-traditional fieldwork settings and to explore the application of occupational therapy related to working with refugee populations.

Method: Fourteen participants were interviewed using semi-structured, open-ended questions to explore perspectives on how their experience influenced their education and professional development. Face-to-face interviews were audio-recorded and transcribed verbatim. Transcriptions and hard-copy data were analysed to identify emergent themes and subthemes. Triangulation and member-checking increased trustworthiness.

Results: Three major themes emerged in this study: Operational therapy at its Core; Cultural Awareness and Competence; and Basic Skills for Any Setting. Subthemes emerged but for the purposes of this article only the major themes are discussed.

Conclusion: A fieldwork experience working with people of a refugee background can facilitate the development of cultural awareness and competence, as well as foundational professional skills. In this setting, the importance of occupation-based, client-centred practice can be fully realised. Results indicate that this fieldwork setting is a suitable environment for experiencing occupational therapy principles and that labelling fieldwork experiences working with people from a refugee background as 'non-traditional' may be inappropriate. Learning experiences reported by students also reveal the benefits of working independently at times without direct supervision of an occupational therapist.

Keywords: community; cultural competency; fieldwork; professional education; qualitative research.