The introduction of anti-retroviral treatment has shifted the management of Human Immunodeficiency Virus (HIV) infection from acute palliative care to chronic supportive care. This shift has highlighted the need for rehabilitation care for people living with HIV (PLWH) or Acquired Immunodeficiency Syndrome (AIDS) and the potential role of occupational therapy (OT). Role-emerging placements are now a popular way to promote the potential role of OT in different emerging areas. Recognizing the importance of OT for PLWH has led to the possibility of promoting and integrating OT services in AIDS Service Organizations (ASOs) through role-emerging placements. Placements of five student occupational therapists (SOTs) took place in ASOs for an eight week of the period. This qualitative study investigated the benefits and challenges of role-emerging placements from the perspectives of students, ASO staff, an OT preceptor, and PLWH. Results highlighted the following benefits and challenges, Benefits: 1) reinforcing professional skills of SOTs, 2) developing competencies of SOTs to foster rehabilitation services for PLWH, 3) shining a light on OT‟s roles, 4) empowering ASO services, and 5) surprising role of OT, and Challenges: 1) challenge of starting from grounding work, and 2) challenge of building relationships. This study demonstrated the value that role emerging placements have in introducing the role of OT in a new area and practice, and in increasing competencies of the learners. Recommendations for future placements in ASOs are provided / Thesis / Master of Science Rehabilitation Science (MSc)

Yes / Sourcing healthcare practice placements continues to present a challenge for higher education institutions. Equally, the provision of clinical placements by healthcare providers is not at the forefront of their agenda. In view of this, the historic and traditional models of clinical placements is becoming more difficult to provide. In light of this, new models of clinical placements are being explored. Aims: This literature review explores the differing models of clinical placements in use and examines the merits and limitation of each. Methods: A mixed-methods literature review with a pragmatic approach has been used. Findings: Several placement models were described, including the traditional 1:1 model as well as 2:1, 3:1. The hub and spoke, capacity development facilitator, collaborative learning in practice and role emerging placement models were also discussed. Conclusion: There is a considerable paucity of high-quality evidence evaluating differing placement modules. Further research is required to evaluate the differing placement models from a students, clinical educators and service user’s perspective.