Affiliations: Department of Occupational Therapy, Rangos School of
Health Science, Duquesne University, 600 Forbes Avenue, Pittsburgh, PA 15282,
USA. Tel.: +1 412 396 5451; Fax: +1 412 396 4343; E-mail: [email protected]
Abstract: OBJECTIVE: This article presents a service learning pedagogy whereby
students develop the skills of an evidence-based practice scholar committed to
occupational justice as a means to transform occupational therapy practice,
their clients, themselves and the world. PARTICIPANTS: Fifty-four fourth year occupational therapy students
in a five-year master's program. METHODS: During a two-semester course in clinical reasoning,
occupational therapy students participate in service learning with marginalized
and vulnerable populations. During the fall semester, students spend time each
week observing the population and staff, and conducting a needs assessment. At
the end of the fall semester, students propose a ten-week evidence-based,
occupation-focused program. During the spring semester, students carry out this
project with an occupational justice lens. RESULTS: Through qualitative analysis of guided reflections and a
final service-learning report students identify links between clinical
reasoning and occupational justice theories and practice in a community context
and carryout an advocacy plan to promote justice. CONCLUSIONS: Given the opportunity to learn new skills in a natural
context with a vulnerable population, students demonstrate an understanding of
occupational injustices and advocate for the rights of those they serve,
witnessing the resulting changes in policies and practice within the community
agency and beyond.
Keywords: Occupational justice, occupational therapy, service learning, practice scholarship, advocacy
