Understanding Self-Directed Learning Development in Occupational Therapy Students: A Mixed Methods Approach

Document Type (Journals)

Original Research

Abstract

Occupational therapy students enter graduate school at different stages of self-directed learning (SDL) readiness, and SDL skills must be explicitly taught. However, limited consensus exists on how SDL skill development should be incorporated into educational experiences. A retrospective parallel convergent mixed methods study was conducted to elicit an understanding of SDL development in a single cohort of master’s level occupational therapy students (n = 29) who participated in weekly SDL labs during their graduate education. The SDL labs were designed using Knowles’ (1975) seminal definition of SDL related to individuals taking the initiative to determine their needs, goals, strategies, and resources for learning. Changes in SDL readiness were assessed using the Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE; Fisher & King, 2010), and SDL Lab Prep Forms were analyzed qualitatively. Qualitative themes indicated that SDL labs may have contributed to the development of executive skills like planning and organization, collaborative peer relationships, and intentional development of metacognitive learning skills as occupational therapy students prepared for future clinical experiences. Regular engagement in SDL processes may contribute to the growth of SDL skills among students.

Biography

Adrianne Osmundson, OTD, MA, OTR/L is Assistant Professor in the Occupational Therapy Department at the College of St. Scholastica. Her research focuses on supporting self-directed learning development in occupational therapy students through curriculum design. Dr. Osmundson completed her Post-Professional Occupational Therapy Doctorate Capstone project under Dr. Heffron’s supervision.

Jenna Heffron, PhD, OTR/L, ADAC is Associate Professor in the Occupational Therapy and Occupational Science Department at Towson University. Her research aims to build communities of care and accessibility in rehabilitation and education spaces. Dr. Heffron served as faculty advisor for Dr. Osmundson’s Post-Professional Occupational Therapy Doctorate Capstone project.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Osmundson, A., & Heffron, J. (2026). Understanding Self-Directed Learning Development in Occupational Therapy Students: A Mixed Methods Approach. Journal of Occupational Therapy Education, 10 (4). Retrieved from https://encompass.eku.edu/jote/vol10/iss4/11