The Kawa Model: A Self-Reflection Tool for Occupational Therapy Student Development in Practice Placements in Australia
Introduction. The Kawa Model is a conceptual occupational therapy model of practice that uses the metaphor of a river as a medium to support the exploration of self, life events, and environment. In this study, the Kawa Model was used by occupational therapy students during a practice placement in a...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Wiley
2023-01-01
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| Series: | Occupational Therapy International |
| Online Access: | http://dx.doi.org/10.1155/2023/2768898 |
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| _version_ | 1832551115206426624 |
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| author | Ornissa Naidoo Chantal Christopher Thanalutchmy Lingah Monica Moran |
| author_facet | Ornissa Naidoo Chantal Christopher Thanalutchmy Lingah Monica Moran |
| author_sort | Ornissa Naidoo |
| collection | DOAJ |
| description | Introduction. The Kawa Model is a conceptual occupational therapy model of practice that uses the metaphor of a river as a medium to support the exploration of self, life events, and environment. In this study, the Kawa Model was used by occupational therapy students during a practice placement in a remote community setting as a tool to support learning, build self-awareness, and promote reflection on personal and professional development. Method. The study used an exploratory qualitative research design. Six student participants were purposively recruited and orientated to the use of the Kawa Model at the beginning and throughout their remote community practice placement. Semistructured interviews were used to collect data which were analysed thematically using interpretative phenomenological analysis (IPA). Findings. Analysis of the student transcripts revealed three overarching themes: self-awareness, the development of personal and professional skills, and working with metaphor. All students identified the model as a reflective tool that enhanced their understanding of their student selves in a remote setting. The students described the growth of various professional skills including communication, goal planning, and confidence. Whilst initially students found the metaphor challenging to fathom, throughout their placement, they found it impactful for comprehending their development of self. Conclusion. This study revealed that the students’ self-awareness and personal and professional development were influenced by their engagement with and application of the Kawa Model. Repeated engagement with the Kawa Model enhanced the students’ journey of personal and professional skill development. |
| format | Article |
| id | doaj-art-609a877f069e419a878b2ea250778b91 |
| institution | Kabale University |
| issn | 1557-0703 |
| language | English |
| publishDate | 2023-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Occupational Therapy International |
| spelling | doaj-art-609a877f069e419a878b2ea250778b912025-02-03T06:04:50ZengWileyOccupational Therapy International1557-07032023-01-01202310.1155/2023/2768898The Kawa Model: A Self-Reflection Tool for Occupational Therapy Student Development in Practice Placements in AustraliaOrnissa Naidoo0Chantal Christopher1Thanalutchmy Lingah2Monica Moran3Western Australia Country Health Service-MidwestSchool of Health SciencesSchool of Health SciencesWestern Australia Centre for Rural HealthIntroduction. The Kawa Model is a conceptual occupational therapy model of practice that uses the metaphor of a river as a medium to support the exploration of self, life events, and environment. In this study, the Kawa Model was used by occupational therapy students during a practice placement in a remote community setting as a tool to support learning, build self-awareness, and promote reflection on personal and professional development. Method. The study used an exploratory qualitative research design. Six student participants were purposively recruited and orientated to the use of the Kawa Model at the beginning and throughout their remote community practice placement. Semistructured interviews were used to collect data which were analysed thematically using interpretative phenomenological analysis (IPA). Findings. Analysis of the student transcripts revealed three overarching themes: self-awareness, the development of personal and professional skills, and working with metaphor. All students identified the model as a reflective tool that enhanced their understanding of their student selves in a remote setting. The students described the growth of various professional skills including communication, goal planning, and confidence. Whilst initially students found the metaphor challenging to fathom, throughout their placement, they found it impactful for comprehending their development of self. Conclusion. This study revealed that the students’ self-awareness and personal and professional development were influenced by their engagement with and application of the Kawa Model. Repeated engagement with the Kawa Model enhanced the students’ journey of personal and professional skill development.http://dx.doi.org/10.1155/2023/2768898 |
| spellingShingle | Ornissa Naidoo Chantal Christopher Thanalutchmy Lingah Monica Moran The Kawa Model: A Self-Reflection Tool for Occupational Therapy Student Development in Practice Placements in Australia Occupational Therapy International |
| title | The Kawa Model: A Self-Reflection Tool for Occupational Therapy Student Development in Practice Placements in Australia |
| title_full | The Kawa Model: A Self-Reflection Tool for Occupational Therapy Student Development in Practice Placements in Australia |
| title_fullStr | The Kawa Model: A Self-Reflection Tool for Occupational Therapy Student Development in Practice Placements in Australia |
| title_full_unstemmed | The Kawa Model: A Self-Reflection Tool for Occupational Therapy Student Development in Practice Placements in Australia |
| title_short | The Kawa Model: A Self-Reflection Tool for Occupational Therapy Student Development in Practice Placements in Australia |
| title_sort | kawa model a self reflection tool for occupational therapy student development in practice placements in australia |
| url | http://dx.doi.org/10.1155/2023/2768898 |
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