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ERIC Number: EJ1111119
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 16
Toward a Caring Curriculum: Can Occupational Therapy Be Taught in a Caring Context?
International Journal of Teaching and Learning in Higher Education, v28 n2 p265-270 2016
Caring is often cited as the central component of many health care professions. It is also identified as an equally important factor in patient physical and emotional recovery. In examining health care education, however, curriculum is becoming increasingly focused on the development of technical competence and skill with little focus on the affective aspects of providing care in a caring context. In the field of occupational therapy, little is written regarding facilitation of caring behaviors in occupational therapy students. Through examination of the educational philosophies of Paulo Freire and Nel Noddings, a framework for a caring curriculum can be developed. Through use of signature pedagogies in occupational therapy, the author utilizes fundamental aspects of a caring curriculum put forth by Freire and Noddings to develop a curriculum that not only develops the individual's technical skill, but makes them emotionally competent as well. Though the work of Freire and Noddings was not explicitly intended for higher learning or health care professional education, the principles put forth are not only relevant but provide a viable framework for the development of caring professionals. The benefit of this proposal will ultimately be to patients whom these emotionally competent occupational therapists serve.
Descriptors: Caring, Occupational Therapy, Medical Education, Medical Students, Curriculum Development, Affective Objectives, Social Theories, Emotional Experience, Service Learning, Experiential Learning, Praxis
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A