From student to therapist: Follow up of a first cohort of Bachelor of Occupational Therapy students

2009 ◽  
Vol 56 (5) ◽  
pp. 341-349 ◽  
Author(s):  
Georgina Doherty ◽  
Karen Stagnitti ◽  
Adrian M. M. Schoo
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapy Students

scholarly journals Changes in flow experience among occupational therapy students: a 1-year longitudinal study

2014 ◽  
Vol 11 ◽  
pp. 14
Author(s):  
Kazuki Hirao
Keyword(s):  
Longitudinal Study ◽  
Occupational Therapy ◽  
Daily Life ◽  
Further Education ◽  
Flow Experience ◽  
Occupational Therapy Students ◽  
Baseline Values ◽  
The Mean ◽  
International University

Purpose: The purpose of this 1-year longitudinal study is to investigate the change in flow experience among occupational therapy students (OTS). Methods: In December 2012, we prospectively recruited 97 OTS from the Department of Occupational Therapy, Kibi International University. To assess flow experience in daily life, we used the Flow Experience Checklist. Results: The dataset included 87 OTS, of which 75 participated in the assessment at 1 year (follow-up rate, 86.2%). The mean age at baseline of 45 male and 30 female OTS was 19.59±1.1 years (range, 18 to 24 years). A comparison of the ‘frequency of flow experience’ showed significant differences between baseline values and those after 1 year (December 2013) among male OTS (P<0.05). Conclusion: The present results indicate that, for male OTS, the frequency of flow was significantly reduced after 1 year compared with baseline values. This finding suggests the need for further education to increase the frequency of flow among male OTS.

scholarly journals The Course of Self-Efficacy for Therapeutic Use of Self in Norwegian Occupational Therapy Students: A 10-Month Follow-Up Study

2018 ◽  
Vol 2018 ◽  
pp. 1-5 ◽  
Author(s):  
Kathrin Schwank ◽  
Tove Carstensen ◽  
Farzaneh Yazdani ◽  
Tore Bonsaksen
Keyword(s):  
Occupational Therapy ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Therapeutic Use ◽  
Use Of Self ◽  
Repeated Measures Anova ◽  
Follow Up Study ◽  
Occupational Therapy Students ◽  
Interpersonal Characteristics

Background. Occupational therapy students need to develop self-efficacy for managing the therapeutic relationship in practice. This study examined the 10-month trajectories of Norwegian students’ self-efficacy for use of self. Methods. Eighty-nine students completed self-efficacy questionnaires related to the use of self after a workshop and at 3- and 10-month follow-up. Changes on the three outcome measures (self-efficacy for therapeutic mode use, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events) were analyzed with repeated measures ANOVA. Results. Across the follow-up period, the students improved their self-efficacy for therapeutic mode use (partial η2 = 0.44, p<0.001), for recognizing clients’ interpersonal characteristics (partial η2 = 0.81, p<0.001), and for managing interpersonal events (partial η2=0.32, p<0.001). Conclusion. The increased self-efficacy for use of self that was found at 3-month follow-up was maintained at 10-month follow-up. The results indicate that students may experience a boost in self-efficacy for therapeutic use of self after a brief workshop and that these changes can be sustained over time.

scholarly journals Short-term changes in occupational therapy students’ self-efficacy for therapeutic use of self

2018 ◽  
Vol 81 (5) ◽  
pp. 276-284 ◽  
Author(s):  
Ratna A Hussain ◽  
Tove Carstensen ◽  
Farzaneh Yazdani ◽  
Brian Ellingham ◽  
Tore Bonsaksen
Keyword(s):  
Occupational Therapy ◽  
Outcome Measures ◽  
Self Efficacy ◽  
Therapeutic Use ◽  
Use Of Self ◽  
Short Term ◽  
Factors Associated ◽  
Occupational Therapy Students ◽  
Dependent Samples

Introduction Self-efficacy concerned with the therapeutic use of self is important for occupational therapists, and students need to develop the skills and the self-efficacy required to meet interpersonal challenges in practice. This study examined short-term changes in occupational therapy students’ self-efficacy for using therapeutic modes, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events. Factors associated with such changes were also examined. Method A sample of 89 Norwegian occupational therapy students from two universities was used, and the students completed three questionnaires 2–3 weeks after a workshop and at 3 months’ follow-up. Changes on the outcome measures were analyzed with t-tests for dependent samples, and factors associated with the outcome changes were analyzed with linear regression analyses. Results During the follow-up period, the students improved their self-efficacy scores on all three outcome measures. Higher age was associated with more improvement on two of the outcome measures. Conclusion The occupational therapy students improved their self-efficacy for therapeutic use of self during the brief follow-up period. Thus, the time in education, either university-based or practice-based, seems to add to students’ self-efficacy for clinical skills in this area. Higher age appears to be a resource for gaining more self-efficacy from attending educational courses.

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.

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
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