作業療法学生は作業科学授業をどのように受け止めたか—職業的アイデンティティに及ぼす影響

How occupational therapy students perceive occupational science education : The effects on professional identity

要旨：本研究は，作業科学を基盤とし作業を中心に据えた授業の学生の反応を明らかにし，授業が職業的アイデンティティの構築に及ぼす影響を探るものである．対象は，作業科学特別授業を受講した作業療法学生141名であり，学生の記した授業の感想を，質的研究法を用いて分析したところ，作業や作業療法の概念や価値観に関連した3つのカテゴリーと7つの下位カテゴリーが抽出された．アイデンティティの構築には，「作業という概念の理解を深める」，「作業療法独自の視点や価値観を培う」，「作業の幅広い影響力を実感する」，「自らのいる場所を批判的に見つめる」，「信頼される専門職としての感覚を持つ」などの影響を及ぼすことが推察された．

　The purpose of this study was to understand the impact of occupational science education, and to explore its effects on occupational therapy students' professional identity. Feedback notes written by 141 occupational therapy students were collected upon completion of the course and were analyzed using the grounded theory methods. Three categories and seven sub-categories emerged. The effects on professional identity were identified as "an increase in the understanding of the concepts involved in occupation", "nurturing the unique perspectives and values of occupational therapy", "understanding the power of occupations", "reflecting on ones own status as an occupational therapist", and "acquiring a sense of authentic profession".