Occupational therapy students experience professional reasoning during their practice-based learning: A dialogical analysis
Both the cognitive and affective aspects of learning to reason need consideration when supporting students. Educators and universities need to address the emotionality associated with reasoning and support students to develop person and occupation-centred practice within the pragmatic constraints of practice.
Authors
- Lynn Summerfield-Mann
- Clare Beanlands (ORCID: https://orcid.org/0000-0002-9645-2882)
- Sarah Church (ORCID: https://orcid.org/0000-0001-8868-2971)
- Nicki Thomas
Institutions
- Health Sciences University (GB)
- London South Bank University (GB)
Publication Details
- Journal
- British Journal of Occupational Therapy
- Published
- 2025-03-20
- DOI
- https://doi.org/10.1177/03080226251326518
- Citations
- 1
- Primary Topic
- Reflective Practices in Education
- Type
- article
- Field-Weighted Citation Impact
- 8.93