Peter NdaaLouise Conneeley

130OTETHICS

Ethics in practice

Ethics in research

Exploring ethical issues within a study

SESSION OUTLINE

Ethics and professionalism

What are ethical and professional behaviours?

What behaviours do you expect from your GP?

What are the boundaries of these types of relationships

How does all this relate to research?

ETHICAL AND PROFESSIONAL BEHAVIOURS

Confidentiality

Being informed

Consent

Aiming to do good

Aiming not to harm

Recognising boundaries in relationships

ETHICS IN PRACTICE AND RESEARCH

‘Professional Identity Development: Exploring the Perception of Occupational Therapy Students in Ghana’

Peter Ndaa

Course Coordinator (OT)

University of Ghana

AN EXAMPLE

Context:

A new course approved for occupational therapy students

Peter is the Course Coordinator

There are very few occupational therapy lecturers at the University

Very few occupational therapists working in practice

THE STORY SO FAR

Occupational therapy is not well understood in Ghana

Occupational therapists work mostly in mental health

First cohort of students did not apply for the occupational therapy course, they were allocated the ‘course’ by the University

THE STORY

Placement education enables the development of core occupational therapy skills and techniques, as well as the personal skills that are the foundation for professional behaviour.

However, there are very few occupational therapists in Ghana

They will have limited time to work as mentors to the students and support their learning.

THE PROBLEM

OT students will spend less time with OT professionals and more time with other professionals on their placement – possible adverse impact on students’ professional identity development.

OT students are also trained along side other disciplines for the first year of their course. No OT specific modules during the first year.

Hence the need to explore the development of occupational therapy students’ professional identity, in particular the role of the professional practice placement

As a new course the University is keen to follow the progress of the students to develop their course

This includes students’ experiences and the development of knowledge

Data required by the Course Team will be used (with the consent of the students) by Peter for the purposes of his research

COURSE REQUIREMENTS

Students when enrolled, initiated the development of the occupational therapy students association.

Students also sought information from OT Africa Regional Group (OTARG) and WFOT.

Experimented with design to develop a logo for students and national OT associations

These actions contributed the beginning of identifying with a professional organization.

STUDENT POWER!

NatureThe study is about the development of professional identity of occupational therapy students in the absence of a role model in practice

PurposeThe purpose of the study is to explore how occupational therapy students gain a sense of their professional identity, focussing on practice education

NATURE AND PURPOSE OF THE STUDY

Qualitative methodology

Phenomenology

Collecting data through

Focus group following the placement

Individual interviews with students following the placement

Information from the reflective dairies

RESEARCH DESIGN

The occupational therapy cohort has 19 students

All come straight from school and have no other work experience

All are to be invited to take part in the study by the Head of Department

Peter is the Course Coordinator

PARTICIPANTS

In his role as Course Coordinator, Peter is

Part of the teaching team

A practice educator, giving ‘long arm’ supervision

Setting assignments

Marking assignments

PETER’S ROLE

As the clinical supervisor, Peter will be focussing on promoting the attitude and skills of the students in relation to reflecting on and applying occupational therapy process.

As a researcher, Peter will need to engage students and on-site supervisors to encourage reflective learning in relation to the development of their professional identity.

PETER’S ROLE IN THE PLACEMENT SETTING

Peter is also responsible for:

Designing the research

Recruiting participants (students)

Collecting data

Analysing data

PETER’S ROLE IN THE RESEARCH

How would you feel as a student in that situation?

Would you like to take part in this study?

Why might you say yes?

Why might you decline the invitation?

How might Peter’s role affect your decision?

A POINT FOR REFLECTION!

Issues with consent?

All those invited to take part were given a full information sheet with details of what would be involved

Informed consent?

SO, WHAT ABOUT ETHICS?

What might the issues be with consent?

Would you (if invited to take part in a similar study) feel any pressure to take part?

What reservations might there be?

SO, CONSENT?

Would you be afraid of saying no?

Why? Why not?

Would you see any benefits in taking part

What might they be?

GAINS? REPRISALS?

Do you feel the role of the researcher on the course might affect the information you give? (remember: he is tutor, placement educator, and the person who will mark your work)

Would his role be an asset?

Would it be a disadvantage?

Why?

RELATIONSHIPS IN THE RESEARCH

Do you think the different roles of the researcher would affect the quality of the research?

Do you think it might affect the student/tutor relationship?

BIAS?

The proposal is soon to be submitted for ethical approval

Peter has given full justifications for his design and how he will address all the potential ethical challenges

As co-learner he is working on the basis that research relationships will be equal

THE STORY SO FAR

Ethical approval should be gained for all research before it begins

It is important to think through how ethical requirements can be met to protect

a) The participants

b) The researcher

CONCLUSION