Personal and professional transformation: occupational therapy students’ perspectives on education about client sexual expression

Abstract

The purpose of this study was to capture occupational therapy students’ experiences and perspectives as they embarked on a learning journey while studying the role of occupational therapy in relation to client sexual expression in a final year university module, and then applied this knowledge while on practice placements. With transformative learning theory and the ecological model of professional reasoning underpinning this educational module, students took part in a six-week module consisting of three hour workshops each week, covering topics including the review of sexual anatomy and physiology, sexual diversity, sexual disorders and illnesses, client centred and holistic practice, and the occupational therapy role in addressing client sexual expression. The experiences and perspectives of twenty-one occupational therapy students were gained through two qualitative surveys, one written reflection and one in-depth semi structured interview. The surveys, written reflection and interview were conducted over a nine-month period to include perspectives and experiences of students throughout their learning pathway both on campus and afterwards on their practice placements. Reflexive thematic analysis of the data was conducted within each student data set and across the data sets to tell the story of the data. Reflexive thematic analysis revealed experiences of challenge and confrontation as students learnt about new perspectives and the importance of sexual expression for people with health challenges or disability. All students experienced transformation towards more open and inclusive attitudes, values and beliefs. Four learning pathways were generated that differentiated students experiences of transformation: (i) From Concerned and Cautious to Challenged and Changed; (ii) From Untrained but Interested to Equipped with Knowledge; (iii) From Comfortable and Curious to Compliant to Context; and (iv) From Excited and Aware to Confident Conversations. Within each learning pathway, three unique themes were developed providing detail about students’ experiences within each pathway. These themes related to their personal transformation, learning and reasoning processes, and their transformation and application of knowledge and skills into practice. When students were supported to learn to address client sexual expression in practice, they felt equipped and comfortable and undertook a personal and professional transformation. Therefore, the education of occupational therapy students can better prepare them to assist people with health challenges or disability in the area of sexual expression.

Date of Thesis submission	2021
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Rosalind Bye (Supervisor)