Integrating Service-Learning and Student-Led Research: Exploring its Impact on Occupational Therapy Doctorate Students

Document Type (Journals)

Original Research

Abstract

The ability to communicate, critically think, and build confidence in delivering occupational therapy services is essential for occupational therapy students. Service-learning has been found to assist with translating abstract concepts to concrete interactions with real-life situations. A mixed-method pedagogical study was conducted to examine the student experience of leading a research project using service-learning pedagogy and changes in student confidence in their use of occupation. Qualitative themes of Confidence in Occupation; Communication to Build a Partnership; Thinking on Your Feet; and Service-Learning Promotes Growth were revealed. Additionally, student confidence pre-/post-ratings indicated a statistically significant increase in confidence, further supporting qualitative themes. Using a service-learning educational perspective, students were able to build their belief in occupation, communication abilities, professional reasoning to adapt in the moment, and overall confidence through self-reflection. Students developed the ability to converse, listen, and build a therapeutic partnership while remaining calm and adaptable throughout an intervention session. Using a service-learning approach fostered student transformation of abstract concepts to successful interactions with diverse community participants.

Biography

Laura Bray, PhD, OTR/L is an Assistant Professor of Occupational Science and Occupational Therapy in the College of Health Sciences at Eastern Kentucky University in Richmond, KY. She is a licensed occupational therapist in KY with research interests in literacy and occupation-based practice.

Camille Skubik-Peplaski, PhD, OTR/L FAOTA is a Professor of Occupational Science and Occupational Therapy in the College of Health Sciences at Eastern Kentucky University in Richmond, KY. She is a licensed occupational therapist in KY with research interests in occupation-based practice.

Shirley P. O’Brien, Ph.D, OTR/L, FAOTA is a Foundation Professor of occupational therapy at Eastern Kentucky University. She has successfully completed advanced online training through the Instructional Development Center at EKU and is viewed as a visionary in online professional education, policy and leadership.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Bray, L., Skubik-Peplaski, C., & O'Brien, S. P. (2026). Integrating Service-Learning and Student-Led Research: Exploring its Impact on Occupational Therapy Doctorate Students. Journal of Occupational Therapy Education, 10 (3). Retrieved from https://encompass.eku.edu/jote/vol10/iss3/3