Wheelchair skills training for occupational therapy students: comparison of university-course versus “boot-camp” approaches

2018 ◽  
Vol 14 (6) ◽  
pp. 595-601 ◽  
Author(s):  
Paula W. Rushton ◽  
Geneviève Daoust
Keyword(s):  
Occupational Therapy ◽  
Skills Training ◽  
Boot Camp ◽  
Occupational Therapy Students ◽  
University Course

scholarly journals PRACTICAL SKILLS OF MEDICAL REHABILITATION AND OCCUPATIONAL THERAPY STUDENTS ASSESSED BY THEIR MENTOR’S STANDARDS

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 174-179
Author(s):  
V. Ivanova ◽  
R. Paskaleva ◽  
V. Pavlova
Keyword(s):  
Occupational Therapy ◽  
Skills Training ◽  
Medical Rehabilitation ◽  
Physical Factors ◽  
Practical Skills ◽  
Professional Skills ◽  
Medical Specialists ◽  
Occupational Therapy Students ◽  
Care Facilities ◽  
Real Patients

The aim of the present study is to assess the professional skills of the Medical Rehabilitation and Occupational Therapy students at the Practical skills training care facilities of the Faculty of Medicine, Trakia University. The study involved 10 mentors and 53 medical specialists from the Practical skills training care facilities for the period 2017-2018. The majority of mentors and specialists included in the study assigned a very good (30%) and good (52.3%) grade of the trainees as regards the mastery of kinesiotherapy forms and methods and their application when treating real patients. Over 80% of the students were found to have a good command of specialized kinesiotherapy techniques and methods and of natural and preformed physical factors and were observed to actively participate in the training of patients in ADLs (Activities of day living).

The Impact of Counselling Skills Training on the Interpersonal Skills of Undergraduate Occupational Therapy Students

1997 ◽  
Vol 60 (9) ◽  
pp. 395-400
Author(s):  
Bridget Jeffery ◽  
Carolyn Hicks
Keyword(s):  
Occupational Therapy ◽  
Interpersonal Skills ◽  
Skills Training ◽  
First Year ◽  
Health Care Professions ◽  
Occupational Therapy Students ◽  
Interpersonal Performance ◽  
Training Courses ◽  
The Impact

A considerable emphasis has been placed on the role of social and communication skills within the health care professions. As a result, many pre-registration education and training courses now include counselling skills modules, on the basis that these will ultimately enhance a range of interpersonal skills within clinical practice. In order to test this assumption, a study was carried out to assess whether completion of counselling skills assignments had an impact upon a range of interpersonal skills in occupational therapy. Using 36 first-year undergraduate occupational therapy students, the study investigated two related hypotheses. The first hypothesis compared the interpersonal skills performance on placement between those students who had completed the counselling skins assignment and those students who had completed an alternative. An unrelated t-test produced a non-significant result (t = 1.386, df = 34, p>0.05), which suggested that undertaking a counselling skills assignment had no effect on social skills. The second hypothesis was concerned with the relationship between interpersonal performance and the grade obtained for the counselling assignment. A Pearson's product moment correlation was carried out which also produced a non-significant result (r = 0.008, df = 34, p>0.05). This suggested that no relationship existed between performance on the counselling skills module and interpersonal skills in the clinical domain. These results challenge existing assumptions about the value of including counselling skills modules within pre-registration occupational therapy courses, and highlight the need to seek more effective alternatives for enhancing essential interpersonal skills.

Evolution of professional identity in Iranian occupational therapy students and new graduates: A comparative study

2021 ◽  
pp. 030802262110177
Author(s):  
Seyed Alireza Derakhshanrad ◽  
Emily F Piven ◽  
Bahareh Zeynalzadeh Ghoochani
Keyword(s):  
Occupational Therapy ◽  
Professional Identity ◽  
Identity Formation ◽  
Qualitative Inquiry ◽  
Professional Attitudes ◽  
Future Career ◽  
New Graduates ◽  
Professional Attitude ◽  
Occupational Therapy Students ◽  
Over Time

Introduction The development of professional attitude evolves over time and contributes to the formation of professional identity. This study tracked formation of professional identity by comparing professional attitudes of three cohorts: new graduates, final-year, and first-year students of occupational therapy. Method The online survey, including a 5-point Likert scale 17-item questionnaire and one qualitative inquiry using an incomplete statement, revealed the perception and future career prospects of 144 novice practitioners and students of occupational therapy. Written statements were compared to each other to provide insight about the participants’ perspectives during the three time periods. Findings One-way ANOVA indicated that there were significant differences in professional attitudes among the three cohorts (F (2, 141) = 14.32, p < 0.0001), demonstrating a downward trend in professional identity formation. The comparison analysis of statements confirmed the quantitative results and highlighted an issue of negative professional identity through indicating great concerns over the future career prospects. Conclusion Despite increased awareness of occupational therapy over time, these participants seemed to have had trouble developing a sound sense of professional identity. Possible sources and solutions for this issue were discussed, to better facilitate a clear sense of professional identity in occupational therapy students and practitioners.

The effectiveness of a combination of Occupational Therapy and Social Skills Training in people with schizophrenia: A rater-blinded randomized controlled trial

2021 ◽  
pp. 030802262110229
Author(s):  
Selma Ercan Doğu ◽  
Hülya Kayıhan ◽  
Ahmet Kokurcan ◽  
Sibel Örsel
Keyword(s):  
Social Skills ◽  
Occupational Therapy ◽  
Social Participation ◽  
Social Skills Training ◽  
Clinical Symptoms ◽  
Training Group ◽  
Skills Training ◽  
Occupational Performance ◽  
The Social ◽  
Skills Training Group

Introduction This study aimed to assess the impact of a holistic combination of Occupational Therapy and Social Skills Training on occupational performance, social participation, and clinical symptoms in people with schizophrenia. Method 60 people with schizophrenia were randomly assigned to two groups. One group received standardized Social Skills Training once a week for a total of 10 sessions, while the other group received a combination of Occupational Therapy and Social Skills Training once a week for a total of 16 sessions. Results A greater increase was determined in the scores of COPM total performance/satisfaction and the Community Integration Questionnaire in the Occupational Therapy and Social Skills Training group. Furthermore, these achievements were sustained in the Occupational Therapy and Social Skills Training group compared to the Social Skills Training group at the 6-month follow-up. Conclusion The clients received the combination of Occupational Therapy and Social Skills Training showed a better improvement compared to the Social Skills Training group in terms of occupational performance, social participation, and severity of clinical symptoms. The use of Occupational Therapy in a holistic approach in psychosocial rehabilitation of people with schizophrenia can increase their functionality and social participation. Further studies are needed to assess long-term effects of Occupational Therapy in schizophrenia.

scholarly journals Positive Psychology for Mental Wellbeing of UK Therapeutic Students: Relationships with Engagement, Motivation, Resilience and Self-Compassion

2021 ◽  
Author(s):  
Yasuhiro Kotera ◽  
Pauline Green ◽  
David Sheffield
Keyword(s):  
Mental Health ◽  
Positive Psychology ◽  
Occupational Therapy ◽  
Poor Mental Health ◽  
Mental Wellbeing ◽  
Psychological Constructs ◽  
Occupational Therapy Students ◽  
Self Compassion ◽  
The Relationship

AbstractThis study aimed to examine the relationships between mental wellbeing and positive psychological constructs in therapeutic students (psychotherapy and occupational therapy students). The number of therapeutic students has increased recently; however, they suffer from poor mental health, which may be improved by potentiating their positive psychological constructs, bypassing mental health shame. Therapeutic students (n = 145) completed measures regarding positive psychological constructs, namely mental wellbeing, engagement, motivation, resilience, and self-compassion. Resilience and self-compassion predicted mental wellbeing, explaining a large effect. Self-compassion partially mediated the relationship between resilience and mental wellbeing. This study highlights the importance of positive psychological constructs, especially resilience and self-compassion, for mental wellbeing of therapeutic students.

scholarly journals A Q-method approach to perceptions of professional reasoning in occupational therapy undergraduates

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Luis-Javier Márquez-Álvarez ◽  
José-Ignacio Calvo-Arenillas ◽  
Estíbaliz Jiménez-Arberas ◽  
Miguel-Ángel Talavera-Valverde ◽  
Ana-Isabel Souto-Gómez ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Q Methodology ◽  
Subjective Experience ◽  
Learning Assessment ◽  
Probabilistic Sampling ◽  
Occupational Therapy Students ◽  
Undergraduate University Students ◽  
Firm Basis ◽  
Methods Of Learning ◽  
Number Of Citations

Abstract Background Professional reasoning provides a firm basis for the development of teaching and assessment strategies to support the acquisition of skills by healthcare students. Nevertheless, occupational therapy educators should use diverse methods of learning assessment to examine student learning outcomes more fully with an evaluation that supports the overall complexity of the process, particularly learners’ subjective experience. The aim of this article is to identify the range of perspectives among occupational therapy undergraduates regarding terms or concepts that are key for improving their professional reasoning. Methods Q-methodology was used to address the aim of the study. A concourse relating to a series of ideas, phrases, terminology, and concepts associated with various studies on professional reasoning in occupational therapy, specifically on students in this field, was generated. The terms that had the clearest evidence, the most relevance or the greatest number of citations in the literature were collected (n = 37). The P-set was assembled by non-probabilistic sampling for convenience. It comprised undergraduate university students in occupational therapy. Factor analysis was conducted using Ken-Q Analysis v.1.0.6, reducing the number of Q-sets to smaller groups of factors representing a common perspective. Results Through statistical analysis of the Q-sorts of 37 occupational therapy students, 8 default factors were identified. The four factors in accordance with the selection criteria were rotated by varimax rotation to identify variables that could be grouped together. Each viewpoint was interpreted, discussed and liked to different aspects of professional reasoning in occupational therapy. Conclusions The observed perceptions were linked to the various aspects of professional reasoning that have been widely discussed in the occupational therapy literature. For most of the students, there was a strong correspondence between the narrative, interactive and conditional aspects of the various components.

The impact of ‘Generation Y’ occupational therapy students on practice education

2011 ◽  
Vol 59 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Caroline Hills ◽  
Susan Ryan ◽  
Derek R. Smith ◽  
Helen Warren-Forward
Keyword(s):  
Occupational Therapy ◽  
Generation Y ◽  
Occupational Therapy Students ◽  
The Impact ◽  
Practice Education

scholarly journals Managing Older Adults With Cognitive Impairment: An Interprofessional, Standardized Patient Approach

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 10-10
Author(s):  
Shaun Varrecchia ◽  
Carol Maritz ◽  
Colleen Maher ◽  
Megan Strauss
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Occupational Therapy ◽  
Interprofessional Education ◽  
Professional Organizations ◽  
Standardized Patient ◽  
Geriatric Population ◽  
Roles And Responsibilities ◽  
Interprofessional Teams ◽  
Occupational Therapy Students

Abstract Several professional organizations have called for increased preparation of health professionals capable of working with older adults, including those with cognitive impairment. Standardized patients (SP) are often used in interprofessional education (IPE) in the health professions, but limited data exists to support their use when teaching about the care and management of older adults with cognitive impairment. The purposes of this project were to: 1) develop, implement, and assess an interprofessional standardized patient exercise involving physical and occupational therapy students and 2) to evaluate students’ perceptions of a SP encounter on relevance and utility to patients with cognitive impairment. 88 students representing physical therapy (DPT) and occupational therapy (DrOT) were assigned to interprofessional teams to evaluate an SP portraying an older adult with cognitive impairment. At the conclusion of the session the SP provided the group formative feedback. Student teams then completed an assignment to develop a collaborative intervention plan and addressed questions about roles and responsibilities and communication/teamwork. Pre-/post- surveys focusing on the knowledge of roles and responsibilities, communication, and teamwork were completed by all students. Students also completed an evaluation about the SP experience. Results demonstrated student agreement to understanding the role of the other’s profession improved 28.67%; being comfortable communicating with the geriatric population improved 27.31%; and working in interprofessional teams can improve geriatric patient care improved 32.11%. These findings demonstrate that use of SPs has several advantages in teaching students how to work and communicate with individuals with cognitive impairments as an interprofessional team.

Sign in / Sign up

Export Citation Format

Share Document