The World Federation of Occupational Therapists (WFOT) requires occupational therapy (OT) students to successfully complete 1,000 hours of clinical practice experience (ENOTHE, 2000). To fulfill this requirement is a challenge for OT education programs, which are in their pioneering stage of development. A limited number of qualified occupational therapists poses a problem for the supervision of OT students during their practice placement service. This doctoral project proposes a training program for on-site health and education professionals who will mentor OT students. The training program can be applied to any role-emerging fieldwork sites for occupational therapy and other health professions. The contents of the training program are based on the needs of the environment. Evidence indicates that there is a lack of understanding of OT by the general and professional public in Kosovo (Bllaca, 2015; Krasniqi, 2016; Jakupi, 2017). Based on the review of evidence-based research, it is difficult to place students in role-emerging placements because of a lack of qualified direct on-site supervisors (Vermeulen, de Jongh and Hess, 2012); and that there is a need to develop on-site placement mentor training programs (Cooper & Raine, 2009). With adequate training, on-site placement supervisors can assess the professional development of OT students (Levy et al., 2009; Allison & Turpin, 2004). Based on the needs in Kosovo, the mentor training program will include education about occupational therapy, placement mentoring, OT practice competencies, communication strategies and documentation methods. The goals of the mentor training program are: 1. to qualify on-site practice mentors to assess the professional skills and behaviors of the OT student, 2. to provide students with effective direct guidance from a mentor during their fieldwork experience, 3. to raise awareness of the OT profession within the health and education professions, and 4. to increase the quality of health care services for individuals in the community through the provision of OT services by the students.

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.