A Conceptual Model for the Development of Professional Behaviours in Occupational Therapists

The ever-changing, dynamic practice environment coupled with increased consumer needs and awareness create an atmosphere that requires optimal professionalism from occupational therapists. Professionalism requires specific knowledge, attitudes, and values — all manifested by professional behaviours. The authors assume that professional behaviours mature through a natural developmental process; a process that requires careful nurturing on the part of educators and clinical supervisors. Based on this assumption, the authors propose this conceptual model based on Erikson's life cycle stages. The model implies that occupational therapy professional behaviours develop sequentially through stages that begin during the educational process of occupational therapists, and progress throughout their career. The purpose of this model is to provide a framework for educators and supervisors to nurture professional behaviours in students and novice clinicians, and to continue their own professional growth.

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A Worthwhile Collaboration: Integrating Optometry and Occupational Therapy in the Treatment of Children

Vision Development & Rehabilitation ◽

10.31707/vdr2020.6.3.p221 ◽

2020 ◽

pp. 221-236

Keyword(s):

Occupational Therapy ◽

Professional Growth ◽

Interprofessional Collaboration ◽

Pediatric Population ◽

Occupational Therapists ◽

The Body ◽

Collaborative Practice ◽

Primary Data ◽

Visual Deficits ◽

Vision Deficits

Background: Vision deficits are highly prevalent in children with neurodevelopmental disorders including those with motor delays, learning and reading difficulties, and maladaptive behaviors. These deficits can interfere with their participation and performance in everyday life activities and therefore, require a comprehensive approach to therapy. As such, optometrists and occupational therapists are an optimal team to provide interprofessional collaborative care, reported in research as best practice, in the treatment of these children. However, little is known about the long-called-for collaboration between these professions. The purpose of this study was to explore factors and implications associated with a collaborative practice between optometrists and occupational therapists in the co-management of vision deficits in the pediatric population. Methods: A qualitative, descriptive design was employed to explore perceptions of collaborative practice among teams of optometrists and occupational therapists in the remedial care of children with visual deficits. Following IRB approval, co-located optometrists and occupational therapists were recruited for this study. Semistructured interviews served as the primary data collection tool to investigate the factors and implications of collaborative practice. Results: Eleven professionals provided informed consent and took part in this study, including five occupational therapists and six optometrists. Following thematic analysis, four overarching themes emerged including 1) professional boundaries, 2) co-located, integrated practice, 3) professional growth, and 4) improved patient care. Participants indicated that although barriers exist, exercising humility, upholding patient-centered focus, maintaining mutual respect, communicating frequently, and co-location were factors that enable collaboration. Positive outcomes related to both the provider and the patient were further highlighted supporting the interprofessional collaboration between these professionals. Conclusions: The findings of this qualitative study add to the body of evidence underpinning interprofessional collaborative practice. Furthermore, this study supports the coordination of care, through optometry and occupational therapy collaboration, in the treatment of visual deficits in children with special needs.

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Canadian Journal of Occupational Therapy: A Reflection of Professional Growth

Canadian Journal of Occupational Therapy ◽

10.1177/000841748305000507 ◽

1983 ◽

Vol 50 (5) ◽

pp. 165-169 ◽

Cited By ~ 6

Author(s):

Marilyn Ernest

Keyword(s):

Professional Development ◽

Occupational Therapy ◽

Canadian Journal ◽

Professional Growth ◽

Occupational Therapists

The Canadian Journal of Occupational therapy (CJOT) is the only Canadian refereed professional publication reflecting the views and professional development of occupational therapists in Canada. A study of all issues of CJOT published during three five-year periods was carried out to see if CJOT could be said to be improving in terms of reflecting professional trends. Some areas examined were quantity of articles, type of articles, references, authors and citations. It was found that although CJOT did reflect professional growth in many areas, there were a number of areas needing improvement before CJOT could be considered to be the primary professional publication for occupational therapists in Canada.

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The Study of Occupational Therapy Teaching Resources in the United Kingdom

British Journal of Occupational Therapy ◽

10.1177/030802268004300102 ◽

1980 ◽

Vol 43 (1) ◽

pp. 3-6 ◽

Cited By ~ 3

Author(s):

Averil M. Stewart

Keyword(s):

United Kingdom ◽

Occupational Therapy ◽

Educational Development ◽

Occupational Therapists ◽

Future Issue ◽

Medicine Price ◽

Teaching Resources ◽

Clinical Supervisors ◽

The United Kingdom ◽

Training Schools

This paper was presented at a Conference on December 17th by the C.P. S.M's. Educational Development Officer, Mrs. Averil M. Siewert. Participants discussed her report on the study of occupational therapy teaching resources and also heard views from representatives of the College of Occupational Therapists, the Council of Heads of Training Schools, Clinical Supervisors and the Tutors' Group. These views will be reported in a future issue. The report is available from the Council for Professions Supplementary to Medicine, price £2.40.

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SYSTEMATIZATION OF SOCIO-PSYCHOLOGICAL METHODS OF MANAGEMENT ACCORDING TO THE LIFE CYCLE OF THE EMPLOYEE

International scientific journal Internauka Series Economical Sciences ◽

10.25313/2520-2294-2021-7-7449 ◽

2017 ◽

Author(s):

Liana Chernobay ◽

◽

Yuliia Shyron ◽

Keyword(s):

Life Cycle ◽

Personal Growth ◽

Personal Development ◽

Professional Growth ◽

Developed Countries ◽

Modern Concept ◽

Continuous Training ◽

Life Cycle Stages ◽

Growth Of Knowledge ◽

Special Value

The main resource of the modern economy, which represents today a significant share of the national wealth of developed countries, is human capital and its readiness for the personal and professional growth. Continuous training and improvement of employees, which is defined by the modern concept of lifelong learning (LLL) is considered a defining prerequisite for ensuring competitiveness in the current economic conditions, in which people become "new oil". An employee’s labor activity is a process that consists of a series of successive interdependent stages, starting from the first hiring and ending the last dismissal (or retirement). According to the concept of periodization of the employee’s labor activity and the selected stages there was proposed a clarified interpretation of the employee's life cycle. Each cycle is completed with a transition to a new level, associated with a change of the position, profession or the employee's place of work by starting his own business and so on. Throughout life it is repeated many times. The obligatory condition of implementing the concept of LLL is the transition of employee to a new level of the life cycle, accompanied by the growth of knowledge and skills, and, consequently, the resulting indicators of the socio-economic system as a whole. Motivating employees to certain actions, including personal growth, occurs with the number of tools, among which the application of socio- psychological methods of management acquires special value, taking into account the stages of the employee's work. The effective influence of social and psychological methods of management on personal development as well as on the employee’s performance in the article was noted. Based on the analysis of literature sources, according to the proposed employee’s life cycle stages the main socio- psychological methods of management were systematized, which provides management with an effective practical tool for the influence of the ruling system on the managed.

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Vision and hearing impairment and occupational therapy education: Needs and current practice

British Journal of Occupational Therapy ◽

10.1177/0308022616684853 ◽

2017 ◽

Vol 80 (6) ◽

pp. 384-391 ◽

Cited By ~ 6

Author(s):

Walter Wittich ◽

Jonathan Jarry ◽

Elizabeth Barstow ◽

Aliki Thomas

Keyword(s):

Occupational Therapy ◽

Occupational Therapists ◽

Educational Process ◽

Sensory Loss ◽

Sensory Impairment ◽

Curriculum Content ◽

Two Phase ◽

Occupational Therapy Education ◽

Course Content ◽

Related Information

Introduction It is unclear what sensory impairment screening content should be included in the core-educational process for occupational therapists. The purpose of this study was to identify what content is currently being taught with regard to screening for vision and hearing loss, and to gather recommendations from specialists in this field of practice in order to formulate recommendations to improve professional entry-level occupational therapy curriculum content. Method Using a mixed-methods design, the two-phase study investigated the perceptions of five curriculum chairs, as well as 10 occupational therapists specializing in sensory rehabilitation. Results Curriculum chairs reported minimal course content with regard to training in the sensory domain, a dearth that was corroborated by specialists working with individuals affected by sensory loss. While vision-related topics were well covered, hearing-related information was sparser, and dual sensory impairment was mostly absent. Conclusion Occupational therapists are well positioned to play an essential role with the population living with sensory loss. However, most clinicians are not adequately prepared to practice with this clientele, and most expertise is gained after graduation. There is a need for stakeholders to discuss the minimal acceptable curriculum content needed to ensure that graduates are prepared to work in this growing area

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Training of Occupational Therapists in Ukraine: Competencies and Criteria for their Evaluation (Experience of the French School)

Ukraïnsʹkij žurnal medicini bìologìï ta sportu ◽

10.26693/jmbs05.05.285 ◽

2020 ◽

Vol 5 (5) ◽

pp. 285-292

Author(s):

M. A. Mazepa ◽

◽

O. I. Tyravska ◽

N. O. Ivasyk ◽

O. A. Bas

Keyword(s):

Physical Therapy ◽

Occupational Therapy ◽

Professional Education ◽

Professional Training ◽

Professional Competence ◽

Occupational Therapists ◽

Occupational Therapist ◽

Educational Process ◽

Professional Competencies ◽

French School

Competence approach in the training of future occupational therapists makes it possible to determine the degree of readiness of students for purposeful professional activity. Assessment of the acquisition of competencies by university students remains a serious problem that requires discussion after the application of various assessment methods in the educational process. The purpose coverage of the component of professional competencies and criteria for their evaluation in the teaching of occupational therapy based on the French experience. Material and methods. In this paper we studied professional competencies of a French occupational therapist to obtain a state diploma "Occupational Therapist". We used the following methods: analysis, generalization and systematization of information of scientific and methodical literature. Results and discussion. Training in occupational therapy is carried out at the departments of physical therapy in the specialty 227 – "Physical Therapy, Occupational Therapy", which provides two specializations: 227.1 – "Physical Therapy" and 227.2 – "Occupational Therapy". Thus, the component of professional competence is a structural component of the educational program for the training of competent professionals who are able to use the acquired knowledge, skills and abilities in practice. In 2019, the Commission of Specialists at the Ministry of Education and Science of Ukraine developed a draft educational and professional training program for occupational therapists. In this project, professional competencies are divided into 5 professional competencies of the specialty and 14 professional competencies of the specialization. In order to receive a state diploma in occupational therapy, the Decree of the Ministry of Social Affairs and Health of France prescribes ten professional competencies that must be mastered by a future specialist. At the same time, this document contains criteria for assessing the student's acquisition of these competencies. This Decree contains the following criteria for assessing professional competencies: “What allows us to say that the skill has been mastered? What exactly do we want to check? What visible signs of a student's acquisition of competence can be observed? What are the signs of good results?” Conclusion. Professional competencies and criteria for their evaluation, which form the basis of training occupational therapists in France, can be considered a complex multidimensional education, which was formed in the process of acquiring professional education and is a powerful motivating factor for training competitive professionals, which direct the perception of goals, values, content, results and features of this activity. This experience of the French school can be useful for the preparation of educational and professional, syllabus and work programs in occupational therapy

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