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Entry-Level Occupational Therapy Student Perceptions of Occupational Balance in Graduate School: A Qualitative Study Public Deposited

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Bachman, Stephanie. Entry-level Occupational Therapy Student Perceptions of Occupational Balance In Graduate School: A Qualitative Study. . 0427. https://uindy.hykucommons.org/concern/etds/bdaea9a7-44f7-4e73-a091-377bf410cd36?locale=en

APA citation style

Bachman, Stephanie. (0427). Entry-Level Occupational Therapy Student Perceptions of Occupational Balance in Graduate School: A Qualitative Study. https://uindy.hykucommons.org/concern/etds/bdaea9a7-44f7-4e73-a091-377bf410cd36?locale=en

Chicago citation style

Bachman, Stephanie. Entry-Level Occupational Therapy Student Perceptions of Occupational Balance In Graduate School: A Qualitative Study. 0427. https://uindy.hykucommons.org/concern/etds/bdaea9a7-44f7-4e73-a091-377bf410cd36?locale=en

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Abstract
  • Objective: The objective of this study was to examine how entry-level graduate occupational therapy (OT) students incorporate strategies to manage occupational balance, or a person’s combination of activities in self-care, work, and leisure. Methods: Grounded theory methodology was used to develop a theory of the occupational balance of entry-level graduate OT students. Twenty-six students were recruited using convenience and maximum variation sampling. Open-ended interviews were conducted through videoconferencing. Data analysis through constant comparison of transcripts, field notes, and memos consisted of open, axial, process, and selective coding. A storyline narrative with diagrams displayed relationships among concepts while providing evidence to support inductively derived theoretical propositional statements. Results: Students in OT programs progressed through a continuous cycle of three phases of occupational balance during graduate school: occupational balance, balance disruptions, and return to occupational balance. A disruption in occupational balance resulted in students implementing strategies to return to occupational balance. Strategies included developing an individualized plan for organization, sharing experiences with cohort peers, and scheduling time for self-care. Internal contexts, including personal values, and external contexts, including COVID-19, shaped students’ use of strategies to manage an occupational balance disruption. Conclusions: Entry-level students in OT described cyclical phases of occupational balance experienced throughout the graduate program. The specific contexts, such as COVID-19 externally and personal values internally, influenced the occupational balance cycle and the strategies for return to occupational balance. Keywords: occupational balance, graduate school, occupational therapy student
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Date
Type
Rights
Degree
  • Doctor of Health Science
Level
  • Doctoral
Discipline
  • Health Science
Grantor
  • University of Indianapolis

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