Perceived Impacts of Confucianism on Placement Experiences of Hong Kong Pre-Registration Occupational Therapy Students in the United Kingdom
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| Title: | Perceived Impacts of Confucianism on Placement Experiences of Hong Kong Pre-Registration Occupational Therapy Students in the United Kingdom |
|---|---|
| Language: | English |
| Authors: | Hin Yuet Li, Sarah Louise McGinley, Rachel Dadswell, Rachel Houewling |
| Source: | Journal of Occupational Therapy Education. 2026 10(1). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Occupational Therapy, Allied Health Occupations Education, Cultural Influences, Asian Culture, Confucianism, College Students, Social Status, Student Placement, Teacher Student Relationship, Barriers, Cultural Differences, Student Attitudes |
| Geographic Terms: | United Kingdom, Hong Kong |
| ISSN: | 2573-1378 |
| Abstract: | This study explored the views of Hong Kong pre-registration occupational therapy (OT) students in the United Kingdom (UK) about how Chinese culture influenced their practice placement experiences. Students from diverse cultural backgrounds may encounter various challenges during OT placements, but little is known about how OT students from Hong Kong--where Confucianism traditionally shapes workplace expectations and the hierarchical teacher‑student relationship--experience placements in the UK. Two online focus groups to collect qualitative data were conducted in November 2022 with four participants who were UK-based OT students from Hong Kong (N=8 in total), two facilitators (OT students from Hong Kong, based in UK), and one silent observer (research supervisor). Findings indicated that participants held a vertical hierarchical mindset with an awareness of social positions. They interacted with placement educators using the expected bottom-up attitude and behaviors. While their participation in discussions reflected eagerness to learn in UK placements, participants defined respect as not challenging or rejecting their superiors. Students described challenges in relationships with supervisors associated with differences between common UK work practices and the traditional Confucianism teachings. However, exposure to supportive and collaborative placement environments also facilitated adaptation, fostering confidence, communication, and professional development. Learning experiences and academic outcomes of Hong Kong OT students were significantly impacted--positively and negatively--by Confucian work culture. While students described challenges rooted in cultural differences, exposure to supportive UK placement environments also promoted professional and personal growth. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502737 |
| Database: | ERIC |
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