Dissertations and Theses @ UNI

Availability

Dissertation (UNI Access Only)

Abstract

Occupational therapy practitioners help clients recover from injury and disability by identifying ways for clients to engage in occupations and form an occupational identity (AOTA, 2020b). As future occupational therapy practitioners engage in occupational therapy coursework, they develop a professional identity (Krishnagiri et al., 2019). Because practitioners must be ready to enter practice quickly, ways must be found to assist students in forming a professional identity (Murray et al., 2020). If ways are not identified for students to form a professional identity, they risk struggling as they transition into the field. Additionally, preparing students with a strong professional identity before transitioning out into practice prepares them to advocate for the profession and ensures the profession stays relevant (Walder et al., 2022). The current study explored professional identity formation in occupational therapy assistant students during the academic portion of their program. Using Wenger’s (1998) social learning theory, student perspectives on professional identity formation concerning the learning environment and instructors’ influence on formation were explored. Using the framework of a community of practice assisted in exploring how student professional identity formation was influenced by engaging and meaning-making (Wenger-Trayner & Wenger-Trayner, 2015). A case study was used, with one site being explored in depth. The following themes emerged during analysis: (a) relationships assisting in professional growth, (b) experiences impacting growth, and (c) the way something is taught matters. Insights from the current study suggest that relationships matter in the formation of professional identity. The impact of instruction and program curriculum was noted as influencing professional identity development and suggests that the way something is taught matters. The impact of critical program and life experiences was also noted as a finding of this study.

Year of Submission

2026

Degree Name

Doctor of Education

Department

Department of Educational Leadership and Postsecondary Education

First Advisor

David Schmid

Date Original

2026

Object Description

1 PDF file (xi, 113 pages)

Language

en

File Format

application/pdf

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