scholarly journals Play and play occupation: a survey of paediatric occupational therapy practice in Ireland

2018 ◽  
Vol 46 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Alice Moore ◽  
Helen Lynch
Keyword(s):  
Occupational Therapy ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Occupational Therapists ◽  
Assessment Practices ◽  
Skills Acquisition ◽  
Cross Sectional ◽  
Content Type ◽  
Childhood Play ◽  
Primary Focus

Purpose Play occupation has been identified as an essential part of children’s lives, and it subsequently features in paediatric occupational therapy. However, few studies address the current place of play and play occupation in occupational therapy practice. This study aims to address this gap in knowledge by exploring paediatric occupational therapists’ perspectives on the place of play and play occupation in occupational therapy practice in Ireland. Design/methodology/approach A cross-sectional online survey was conducted to gather data about the current use of play in the occupational therapy for children under 12 years. Convenience sampling and snowball recruitment techniques were used to recruit paediatric occupational therapists. Data were analysed using descriptive statistics and qualitative content analysis. Findings In total, 65 therapists responded to the survey (estimated response rate, 32%). Results are organised into four sections: demographics and practice context, play assessment practices, use of play in practice and perceived barriers to play-centred practice. Respondents reported that they valued play as a childhood occupation. However, the survey findings identified that the primary focus was on play as a means to an end. Lack of education on play (research, theory and interventions) and pressures in the workplace have been identified as barriers to play-centred practice. Research limitations/implications Findings indicate that there is a mismatch between therapists valuing play as an occupation and how play is used in occupational therapy practice. Unless clarifications are made about play occupation as being different to skills acquisition in childhood, play occupation will continue to get overlooked as an authentic concern of occupation-centred practice. Thus, play as occupation deserves further attention from educators, researchers and practitioners as a means of strengthening occupation-centred practice, in particular play-centred practice in the paediatric context. Originality/value Play has been described as an important occupation in childhood, and consequently, it features in paediatric occupational therapy. However, little is known about the current place of play in occupational therapy practice. This study addresses this gap by considering the current place of play in occupational therapy practice in Ireland.

Workplace mental health: Current practice and support needs of Ontario occupational therapists

2018 ◽  
Vol 85 (5) ◽  
pp. 408-417
Author(s):  
Sandra E. Moll ◽  
Caitlin M. Heino ◽  
Alison H. LeBlanc ◽  
Lydia B. Beck ◽  
Laura M. Kalef
Keyword(s):  
Mental Health ◽  
Occupational Therapy ◽  
Online Survey ◽  
Occupational Therapists ◽  
Cross Sectional Study ◽  
Support Needs ◽  
Cross Sectional ◽  
Related Services ◽  
Work Related ◽  
Workplace Mental Health

Background. Workplace mental health (WMH) is an important and expanding practice area for occupational therapists. Purpose. This cross-sectional study explores the current practices and support needs of Ontario-based occupational therapists in WMH. Method. Registrants from the provincial association who provide mental health and/or work-related services were invited to participate. Ninety-three therapists completed an online survey; 10 participated in follow-up focus groups. Analysis involved descriptive statistics of the survey data and content analysis of the focus group data. Findings. Return to work, reactivation, and functional cognitive assessment were the most commonly reported services. Key challenges were limited funding and training and lack of awareness of the occupational therapy role. Therapists emphasized the importance of raising the competence, credibility, and profile of occupational therapy in WMH. Implications. Defining the role of occupational therapy, developing training and resources, and advocacy are needed to advance occupational therapy practice within this rapidly changing field.

scholarly journals Assessing fitness to drive after stroke

2018 ◽  
Vol 46 (2) ◽  
pp. 106-129
Author(s):  
Aisling Helen Stack ◽  
Orla Duggan ◽  
Tadhg Stapleton
Keyword(s):  
Occupational Therapy ◽  
Clinical Guidelines ◽  
Best Practice ◽  
Online Survey ◽  
Occupational Therapists ◽  
Fitness To Drive ◽  
Therapy Evaluation ◽  
Content Type ◽  
Evaluation Practices ◽  
Education Training

Purpose The assessment of fitness to drive after stroke is an emerging area of occupational therapy practice in Ireland. Despite this, little is known about occupational therapists’ evaluation practices, and there are no internationally agreed clinical guidelines to inform best practice. The purpose of this paper is to investigate occupational therapy evaluation practices for fitness to drive after stroke in Ireland. Design/methodology/approach This is a cross-sectional study design targeting occupational therapists working with people after stroke using an online survey. Summary and descriptive statistics were used to analyse the returned surveys. Findings In total, 47 occupational therapists participated. Off-road driving assessment was completed by 68 per cent of respondents. Functional assessment and non-driving-specific assessments were most widely used and perceived to be the most useful in informing the off-road assessment. A total of 89 per cent referred clients for on-road assessments; however, some referred without first completing an off-road assessment. The therapists who completed formal post graduate education/training in driving assessment reported greater confidence and competence in their skills and ability to assess fitness to drive. A vast majority of participants agreed that clinical guidelines regarding best practice in this area would be beneficial. Research limitations/implications A majority of occupational therapists are assessing fitness to drive after stroke in Ireland with non-driving-specific assessments and functional observations; however, there are many gaps and wide variations between services. Education/training in evaluating fitness to drive after stroke is recommended. The development of clinical guidelines to inform practice would facilitate a consistent approach nationally. Originality/value This is the first study completed in Ireland to investigate occupational therapy evaluation practices for fitness to drive after stroke.

scholarly journals A Survey of Occupational Therapists on a New Tool for Sensory Processing

2020 ◽  
Vol 2020 ◽  
pp. 1-11
Author(s):  
Caroline J. Mills ◽  
Elisabeth Michail ◽  
Rosalind A. Bye
Keyword(s):  
Content Analysis ◽  
Occupational Therapy ◽  
Sensory Processing ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Occupational Therapists ◽  
Descriptive Statistics ◽  
Planning Tool ◽  
Processing Differences ◽  
Further Development

Occupational therapy is the leading profession with regard to supporting children who experience difficulties with occupations as a result of sensory processing differences. However, there are mixed reports with regard to the efficacy of various sensory interventions and approaches, leaving little clear guidance for occupational therapists supporting children with these difficulties. The Sensory Form is a planning tool developed in 2017 to guide occupational therapists in their professional reasoning for assessment and intervention of sensory processing differences. To date, no research has been conducted on its use. Researchers introduced the tool to 20 occupational therapists with relevant experience and conducted an online survey of their perceptions about The Sensory Form. Findings were analysed using descriptive statistics and qualitative content analysis. Therapists reported that they found the tool acceptable for use, described key strengths and weaknesses of The Sensory Form, and outlined changes to improve the tool. The Sensory Form may have an application in guiding the practice of therapists supporting children with sensory processing differences. Further development of associated resources may be warranted.

Canadian Occupational Therapists’ Use of Technology With Older Adults: A Nationwide Survey

2020 ◽  
pp. 153944922096134
Author(s):  
Aline Aboujaoudé ◽  
Nathalie Bier ◽  
Maxime Lussier ◽  
Christine Ménard ◽  
Mélanie Couture ◽  
...  
Keyword(s):  
Older Adults ◽  
Occupational Therapy ◽  
Online Survey ◽  
Occupational Therapists ◽  
Nationwide Survey ◽  
Cross Sectional ◽  
Factors Associated ◽  
Use Of Technology ◽  
Information And Communication ◽  
Barriers To Use

As rehabilitation specialists, occupational therapy practitioners play a gateway role regarding recommendation of various technologies for homecare. However, no study has investigated current occupational therapy practices concerning information and communication technology (ICT) for older adults in Canada. The objective of this study was to identify Canadian occupational therapists’ (OTs) knowledge and practices of ICT with older adults as well as factors associated with its recommendation. A Canada-wide, cross-sectional, online survey was conducted. Of 387 OTs, only 12.4% reported recommending ICT in practice. ICTs supporting communication and cognition were the main types recommended. The reported barriers to use in practice differed between ICT familiar users and nonusers. Multivariate logistic regression analyses showed that clinicians with more years of clinical experience were more likely to recommend ICT. Clinicians’ services, work environments, and client diagnosis were also factors associated with ICT recommendation. Additional research is needed to understand how to overcome barriers to ICT recommendation in OT practice.

The state of play in children's occupational therapy: A comparison between Ireland, Sweden and Switzerland

2017 ◽  
Vol 81 (1) ◽  
pp. 42-50 ◽  
Author(s):  
Helen Lynch ◽  
Maria Prellwitz ◽  
Christina Schulze ◽  
Alice H Moore
Keyword(s):  
Content Analysis ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
The State ◽  
Descriptive Statistics ◽  
European Countries ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Web Based ◽  
Primary Focus

Introduction Play is viewed as an important occupation in childhood and consequently in children's occupational therapy. However, few studies have explored the place of play in therapy practice. This study aimed to contribute to this knowledge gap by exploring play in occupational therapy in three European countries. Method A cross-sectional survey of occupational therapists in Ireland, Sweden and Switzerland was conducted to examine the use of play with children under 12 years old. A web-based survey was distributed to 935 occupational therapists, resulting in 338 returned surveys (36%). Responses were analysed using descriptive statistics and content analysis. Results Results were organised into three themes: (1) demographics and practice context; (2) play education and (3) use of play in practice. Respondents reported that although they valued play as an occupation, their primary focus was on play as a means to achieving other goals. Lack of education on play (research, theory and interventions) and pressures in the workplace were identified as barriers to play-centred practice. Conclusion Findings indicate that there is a mismatch between therapists valuing play as an occupation and how play is utilised in therapy practice. There is a need to strengthen education and research on play occupation to strengthen play-centred practice.

scholarly journals Occupational Therapy Services in School-Based Practice: A Pediatric Occupational Therapy Perspective from Ireland

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Carol O’Donoghue ◽  
Jennifer O’Leary ◽  
Helen Lynch
Keyword(s):  
Occupational Therapy ◽  
Service Delivery ◽  
Service Provision ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Evidence Based ◽  
Snowball Sampling ◽  
Cross Sectional ◽  
School Based ◽  
Therapy Services

Purpose. School is a primary setting for pediatric occupational therapy practice, yet little is known about the provision of school-based occupational therapy in many countries internationally. The purpose of this study was to explore current school-based occupational therapy practice for the first time in Ireland to gain insight into current and potential service provision and to identify new directions and potential pathways for development. Methods. This descriptive quantitative study utilized a cross-sectional online survey to gain the perspectives of the population of pediatric occupational therapists working regularly in schools across Ireland. Respondents were recruited through convenience and snowball sampling. Data were analysed through qualitative content analysis and descriptive statistics. Results. The survey elicited 35 responses, yielding a 21.2% estimated response rate. Findings demonstrated that respondents provided therapy services in schools most commonly on a weekly (28.6%) or monthly (34.3%) basis, with only 5.0% working in the same school on a weekly or fortnightly basis. The majority of respondents (54.3%) used a direct therapy approach with a child, rather than coaching or modelling, to primarily address sensory, hand function, or daily living needs. None used a whole class or whole school (universal or tiered) approach. While respondents (54.3%) generally viewed collaborative practice as a strength of school-based practice, they also identified barriers to collaboration in schools. A core barrier is related to how services are constructed across health and education, with differing philosophies of service provision. The majority of respondents (75.0%) reported that they had not received any training to deliver evidence-based practice in therapy provision specific to school-based practice. Implications for Practice. This study indicates that therapists require continual education on evidence-based school practice as it applies in an Irish context. Furthermore, clarification of school therapy roles and service delivery models are required in order to determine how they contrast with traditional clinic roles. This will enable therapists to strengthen the coordination of service delivery between health and educational services to maximize the outcomes of school-based practice.

scholarly journals Supervision in Practice Education and Transition to Practice: Student and New Graduate Perceptions

2016 ◽  
Author(s):  
Sophie Melman ◽  
Samantha Ashby ◽  
Carole James
Keyword(s):  
Occupational Therapy ◽  
Online Survey ◽  
Occupational Therapists ◽  
Undergraduate Curriculum ◽  
Cross Sectional ◽  
New Graduates ◽  
New Graduate ◽  
Perceptions And Expectations ◽  
Transition Into Practice ◽  
Practice Methods

Purpose: Transitioning into occupational therapy practice is a complex process in which new graduates develop their skills and professional identity. Evidence suggests this process requires guidance and support through supervision. This study investigated final year students’ and newly graduated occupational therapists’ perceptions and expectations of the role and efficacy of supervision as they transition into practice. Methods: A cross sectional online survey was sent to final year students and newly graduated occupational therapists within Australia and New Zealand, to explore experiences, perceptions, and the content of supervision received in practice. Results: Of 151 participants, 96% received supervision from an experienced occupational therapist and reported it facilitated skill development and enhanced quality of service to clients; however 4% reported they do not receive supervision in practice. The frequency of supervision decreased between students (63% weekly) and new graduates (41% monthly) and perceptions of supervision effectiveness changed over time. Conclusions: The transition to occupational therapy practice is complex and perceptions of the effectiveness of supervision change. Provision of education regarding supervision within undergraduate curriculum, and training for supervisors may alleviate associated stressors. Increasing the frequency of supervision and understanding the supervisory role may support transitioning into practice.

scholarly journals Occupational Therapy in Haiti: A Pilot Study to Identify Intervention Methods Used during Short-Term Medical Missions

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Sheelagh M. Schlegel ◽  
Kathleen Mathieson
Keyword(s):  
Occupational Therapy ◽  
Online Survey ◽  
Occupational Therapists ◽  
Cost Effective ◽  
Medical Missions ◽  
Client Outcomes ◽  
Short Term ◽  
Cross Sectional ◽  
Carry Over

Due to the shortage of occupational therapists (OTs) in Haiti and over 800,000 individuals with disabilities, most occupational therapy assessments and interventions are provided by OTs on short-term medical missions (STMMs). Learning which methods OT use to provide assessments and interventions during these STMMs is the first step to understanding how to facilitate follow-up and carry-over for clients and ensure longevity for STMMs in Haiti. This study used a cross-sectional, descriptive design to gather data on methods used by OTs. Thirty-three OTs, who travelled to Haiti on STMMs, completed a 16-question, online survey. The most common method provided by OTs was education to patients, caregivers, and local providers. Training of Haitian rehabilitation technicians was also prevalent. There was an association between the years of the OTs’ clinical experience and the effort of OTs to train local providers, but this result was not statistically significant. Further research should be implemented on specific methods that can be used in the absence or shortage of Haitian OTs to ensure follow-up for Haitian clients. The sharing of data regarding OT methods on STMMs will promote evidence-based, client-centered, and cost-effective therapy to enhance effective client outcomes.

Engaging leadership in the job demands-resources model

2015 ◽  
Vol 20 (5) ◽  
pp. 446-463 ◽  
Author(s):  
Wilmar B. Schaufeli
Keyword(s):  
Structural Equation ◽  
Work Performance ◽  
Online Survey ◽  
Job Demands ◽  
Well Being ◽  
Organizational Outcomes ◽  
Job Resources ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Content Type

Purpose – The purpose of this paper is to integrate leadership into the job demands-resources (JD-R) model. Based on self-determination theory, it was argued that engaging leaders who inspire, strengthen, and connect their followers would reduce employee’s levels of burnout and increase their levels of work engagement. Design/methodology/approach – An online survey was conducted among a representative sample of the Dutch workforce (n=1,213) and the research model was tested using structural equation modeling. Findings – It appeared that leadership only had an indirect effect on burnout and engagement – via job demands and job resources – but not a direct effect. Moreover, leadership also had a direct relationship with organizational outcomes such as employability, performance, and commitment. Research limitations/implications – The study used a cross-sectional design and all variables were based on self-reports. Hence, results should be replicated in a longitudinal study and using more objective measures (e.g. for work performance). Practical implications – Since engaged leaders, who inspire, strengthen, and connect their followers, provide a work context in which employees thrive, organizations are well advised to promote engaging leadership. Social implications – Leadership seems to be a crucial factor which has an indirect impact – via job demands and job resources – on employee well-being. Originality/value – The study demonstrates that engaging leadership can be integrated into the JD-R framework.

Demonstration of the relationship between MSD and online learning during the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kochu Therisa Karingada ◽  
Michael Sony
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Survey ◽  
Cross Sectional Study ◽  
The Body ◽  
Body Parts ◽  
Cross Sectional ◽  
Content Type ◽  
The Right ◽  
Almost All

PurposeThe COVID-19 pandemic lockdown has caught many educational institutions by surprise and warranted an abrupt migration from offline to online learning. This has resulted in an education change, without any time for due consideration, as regards its impact on musculoskeletal disorders (MSD) on students. The purpose of this study is to investigate MSD related to online learning during the COVID-19 pandemic lockdown.Design/methodology/approachA cross-sectional study was conducted on undergraduate students in India. In total, 261 students participated in this online survey.FindingsThe study finds that around 80% of students have reported some symptom in the head, neck and eyes since they started online learning. In total, 58% have reported MSD symptom in the right shoulder and 56% in the right hand fingers. Besides, more than 40 % of students experienced some MSD symptoms, in almost all the body parts studied, due to online learning. Correlation analysis is conducted between time spent on online learning per day and MSD symptoms.Originality/valueThis is the first study conducted on MSD and online learning during COVID-19 pandemic.

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