Occupational Therapy Students' and Graduates' Satisfaction with Professional Education and Preparedness for Practice

2007 ◽  
Vol 74 (3) ◽  
pp. 148-160 ◽  
Author(s):  
Sandra Hodgetts ◽  
Vivien Hollis ◽  
Ollie Triska ◽  
Steven Dennis ◽  
Helen Madill ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Professional Education ◽  
Limited Attention ◽  
University Of Alberta ◽  
Telephone Interviews ◽  
Occupational Therapy Students ◽  
Preparedness For Practice ◽  
Recent Graduates ◽  
Practice Methods ◽  
The University

Background. Occupational therapy students' and graduates' perceptions of their professional education have received limited attention. Purpose. This paper presents the perspectives of occupational therapy students and graduates regarding satisfaction with their professional education and preparedness for practice. Methods. Students and graduates provided feedback as part of an occupational therapy educational program evaluation at the University of Alberta, Edmonton, Canada. Data were collected through surveys, focus groups, and telephone interviews. Results. Both students and recent graduates reported that they felt they lacked technical, intervention skills. Longer-term graduates were comfortable with their knowledge and skills, especially their ability to provide individualized intervention. Overall, students and graduates were satisfied with their education; however, it appeared to take between six months and two years of clinical practice for therapists to feel clinically competent. Implications. The results of this evaluation may have important implications for educational programs, students, graduates, fieldwork supervisors, and employers.

Levels of Psychological Distress among Occupational Therapy Students

1996 ◽  
Vol 59 (8) ◽  
pp. 365-371 ◽  
Author(s):  
Jeanne Tyrrell ◽  
Howard Smith
Keyword(s):  
Psychological Distress ◽  
Occupational Therapy ◽  
Professional Education ◽  
General Health ◽  
Peer Group ◽  
General Health Questionnaire ◽  
Health Questionnaire ◽  
Psychiatric Symptomatology ◽  
Occupational Therapy Students ◽  
The University

This study measured levels of psychological distress among a sample of Irish occupational therapy students. Students from all four undergraduate classes (n=102) were surveyed, using the General Health Questionnaire (GHQ-28). Over 40% of the students scored as having a ‘just significant clinical disturbance’ on the GHQ-28. Mean GHQ scores (or symptom levels) varied throughout the 4-year course and were highest just before examinations and during fieldwork placements. Students who had unhealthy diets or who smoked had significantly higher levels of psychiatric symptomatology. The prevalence of psychological distress among occupational therapy students was similar to that found in students from four other disciplines; however, the university students had much higher levels of symptomatology than the non-university peer group. The article concludes with some suggestions for dealing with stressful aspects of professional education and some recommendations for further research.

scholarly journals The Importance of the Community of Practice in Identity Development

2006 ◽  
Author(s):  
Janis Davis
Keyword(s):  
Identity Development ◽  
Occupational Therapy ◽  
Professional Identity ◽  
Community Of Practice ◽  
Professional Relationships ◽  
Professional Identity Development ◽  
Occupational Therapy Students ◽  
Multiple Case ◽  
Practice Methods ◽  
Cross Case Analysis

Purpose: The purpose of this study was to examine what processes facilitate, temper, or impede occupational therapy identity development in a community of practice. Methods: A multiple case design organized data collected from five in-depth interviews with occupational therapy students on level II fieldwork. A cross-case analysis was used to arrive at multiple case themes. Results: Themes emerged as responses to participation in a community of practice: a) professional relationships; b) supervision types; and c) responsibility for professional identity development. Results suggest that communities of practice have unique characteristics that either inhibit students from adopting professional identity or draw them closer to the center of the profession. Conclusions: Responsibility for professional identity development lies with both student and community of practice. These findings suggest attention must be paid to the quality of the community of practice if students are to experience a successful trajectory into the profession of occupational therapy.

scholarly journals The meaning that undergraduate Occupational Therapy students at the University of KwaZulu-Natal attach to the Occupation of dance

2021 ◽  
Vol 51 (2) ◽  
Author(s):  
Thanalutchmy Lingah ◽  
Juwairiyya Paruk
Keyword(s):  
Occupational Therapy ◽  
Personal Growth ◽  
Occupational Engagement ◽  
Structured Interviews ◽  
Beneficial Effects ◽  
Occupational Therapy Students ◽  
Qualitative Research Design ◽  
Kwazulu Natal ◽  
The Individual ◽  
The University

ABSTRACT INTRODUCTION: Occupational Engagement is an inextricable component of life and is considered essential to human survival. Doing an occupation that is positively perceived (such as dance) can lead to the experience and expression of meaning which then enhances quality of life. This study aimed to explore the meaning that undergraduate Occupational Therapy students studying at the University of KwaZulu-Natal attach to dance as an occupation METHOD: The study followed an exploratory qualitative research design with purposive sampling. Focus groups and semi-structured interviews were utilized to collect data which were analysed thematically RESULTS: Five themes emerged: Centre stage (an exploration of factors motivating engagement); On Pointe (beneficial effects of dance); My Solo Dance Experience (the individual's journey whilst engaging); It Takes 2 to Tango (exploring the role of relationships) & Dancing to the Beat (exploring time available for engagement). The hidden complexities of 'meanings' attached to the occupation of dance emerged which were experienced as subjective and multi-dimensional CONCLUSION: The study revealed that the meanings attached to dance were based on individual experiences with the occupation, others and the environment. Engagement in the occupation of dance (doing) enhances personal growth (becoming) and becomes a part of the individual (being Keywords: doing; being; becoming; belonging; occupational engagement; occupational balance; occupation; dance; meaning

Occupational Therapy Theory Development: Knowledge and Values Held by Recent Graduates

1981 ◽  
Vol 1 (1) ◽  
pp. 79-93 ◽  
Author(s):  
Julia Van Deusen Fox
Keyword(s):  
Occupational Therapy ◽  
Professional Education ◽  
Personal Development ◽  
Theory Development ◽  
Occupational Therapists ◽  
Chi Square ◽  
Certificate Programs ◽  
Wide Range ◽  
Recent Graduates ◽  
Chi Square Analysis

A random sample of recently certified occupational therapists was surveyed regarding their value positions. Results indicated that personal development of occupational therapy theory held low priority relative to other aspects of occupational therapy. Chi square analysis showed that those therapists who obtained their basic professional education in masters' or certificate programs valued theory development significantly more than their baccalaureate educated peers. Results also showed that newly certified occupational therapists did not have knowledge of a wide range of occupational therapy theorists and that such knowledge was unrelated to value position toward theory development.

Private Practice: Benefits, Barriers and Strategies of Providing Fieldwork Placements

2003 ◽  
Vol 70 (1) ◽  
pp. 42-50 ◽  
Author(s):  
Kym Sloggett ◽  
Nancy Kim ◽  
Debra Cameron
Keyword(s):  
Occupational Therapy ◽  
Private Practice ◽  
Formal Education ◽  
Occupational Therapists ◽  
Structured Interviews ◽  
Clinical Placements ◽  
Health Care Professions ◽  
Practice Methods ◽  
The University ◽  
Implementing Strategies

Background. Occupational therapists are entering private practice in ever increasing numbers. In order to gain the skills to practice in this area, students should have the opportunity to experience private practice fieldwork placements. However, the number offered in private practice settings continues to be limited. The purpose of this exploratory qualitative study was to identify the benefits, the barriers, and the strategies associated with providing fieldwork opportunities in private practice. Methods. Data were obtained through semi-structured interviews with six occupational therapists in private practice. Results. Results indicated that participating in fieldwork education affords benefits to the profession of occupational therapy, to the clinician, and to the facility. Potential barriers included student characteristics, cost, time, travel and legalities. Involvement from the university and the private setting were considered necessary for providing and implementing strategies. Clinical Implications. The findings have implications for increasing private practice placements for future students in occupational therapy and other health care professions offering clinical placements as a component of their formal education.

Knowledge about Pain among Newly Graduated Occupational Therapists: Relevance for Curriculum Development

1999 ◽  
Vol 66 (5) ◽  
pp. 221-228 ◽  
Author(s):  
Jenny Strong ◽  
Leigh Tooth ◽  
Anita Unruh
Keyword(s):  
Occupational Therapy ◽  
Undergraduate Students ◽  
Occupational Therapists ◽  
Postal Survey ◽  
Further Education ◽  
Pharmacological Management ◽  
New Graduates ◽  
Occupational Therapy Students ◽  
Pain Knowledge ◽  
The University

In recent years there has been a growing awareness amongst health professionals of the need to prepare undergraduate students more adequately for practice with clients who have pain. Occupational therapists have a central role in enabling such clients to have productive lives despite pain. In this study, an examination was made of the adequacy of preparation for pain practice in graduates from one Australian occupational therapy curriculum. Recent occupational therapy graduates from the University of Queensland, Australia, who responded to a postal survey, obtained an overall 53% correct response rate to a 69-item pain knowledge and attitudes questionnaire. Results indicated the need for further education in this area, especially in the areas of pharmacological management, and pain assessment and measurement. These results were comparable to those obtained from final year occupational therapy students at Dalhousie University in Halifax, Nova Scotia prior to undertaking an elective course about pain. Follow-up interviews with a number of new graduates supported the inclusion of an elective pain course in the undergraduate occupational therapy curriculum at the University of Queensland in Australia.

scholarly journals A New Tool for Assessment of Professional Skills of Occupational Therapy Students

Healthcare ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1243
Author(s):  
Dulce Romero-Ayuso ◽  
Araceli Ortiz-Rubio ◽  
Paz Moreno-Ramírez ◽  
Lydia Martín-Martín ◽  
José Matías Triviño-Juárez ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Psychometric Properties ◽  
Clinical Skills ◽  
Three Dimensions ◽  
Practical Training ◽  
Training Methods ◽  
Professional Skills ◽  
Occupational Therapy Students ◽  
New Instrument ◽  
The University

The assessment of the acquisition of professional skills is an essential process in occupational therapy students. Until now, there has been no standardized and validated instrument for evaluating these skills in Spanish occupational therapy students. This study reports the development and testing of the psychometric properties of the professional skills in students of occupational therapy during their practical training. Methods: A new instrument was developed to assess the professional skills of occupational therapy students, called CPTO. A total of 69 occupational therapists participated in evaluating 295 occupational therapy students from the University of Granada, between the 2018 and 2021 academic years. Results: Of a total of 79 items, the factor analysis yielded a final solution of 33 items, which explains 70.22% of the variance with the following three dimensions: (1) self-appraisal and professional responsibility (α = 0.951); (2) communication skills and delivering intervention (α = 0.944); and (3) clinical reasoning for assessing and planning the intervention (α = 0.947). The instrument allows students with low, medium, high and excellent clinical skills to be differentiated according to the cutting points established by the quartiles. Conclusion: the instrument has good psychometric properties, and is a useful tool to assess professional competencies in occupational therapy students during their practice placement education.

The Pre-Admission Interview as a Predictor of Academic Grades and Fieldwork Performance

1986 ◽  
Vol 53 (4) ◽  
pp. 211-215 ◽  
Author(s):  
James W. Vargo ◽  
Helen M. Madill ◽  
Philip R. Davidson
Keyword(s):  
Occupational Therapy ◽  
Work Performance ◽  
Clinical Performance ◽  
Field Work ◽  
University Of Alberta ◽  
Canadian Association ◽  
Admission Interview ◽  
Academic Measures ◽  
Academic Grades ◽  
The University

Data from 139 graduates, of the Bachelor of Science program in Occupational Therapy at the University, of Alberta were analyzed, to determine the relationship among pre-admission required courses, grads point average in each of four years, and clinical performance as measured by ratings, on the Report of Clinical Fieldwork from the Canadian, Association of Occupational, Therapy (CAOT Form) and by the Field, work Performance Report from, the American. Occupational Therapy Association (AOTA Form). Relationships between pre-admission interview ratings and both measures of clinical performance were lower, than relationships of the clinical measures with four of the eight academic measures in the case of the CAOT Form, and five of the eight academic measures in the case of the AOTA Form. Results are discussed in terms of admission criteria for occupational therapy programs in general and? the University of Alberta program in particular.

Investigation of the Use of Manual Muscle Testing in Occupational Therapy

1988 ◽  
Vol 55 (3) ◽  
pp. 126-134
Author(s):  
Lynn Hammett ◽  
Karen Harburn ◽  
Steve Trujillo
Keyword(s):  
Occupational Therapy ◽  
Physical Therapists ◽  
Occupational Therapists ◽  
University Teaching ◽  
Manual Muscle Testing ◽  
Strength Assessment ◽  
Occupational Therapy Students ◽  
Muscle Testing ◽  
Physical Treatments ◽  
The University

Undergraduate occupational therapy students learn the theory and mechanics of functional strength assessment and manual muscle testing in order to measure the effectiveness of their physical treatments and to ascertain the functional level of their patients. However, it is important to determine how practicing therapists are actually assessing strength. This information would help both in directing curriculum teaching efforts at the undergraduate level and in assessing the needs of the profession in the use of clinical strength measurement systems. The present study sought to determine the therapy areas and extent of use of functional and manual muscle tests by occupational therapists across Canada. Information was also gained about the factors related to the use of manual muscle testing by practicing clinicians. The results of the survey indicated that occupational therapists do use manual muscle testing, but to a lesser extent than functional assessments. A large number of therapists stated they relied on other co-workers, such as physical therapists, to perform manual muscle tests on their patients. Though they did not perform the manual muscle tests themselves, occupational therapists thought that occupational therapy students should have a thorough knowledge of manual muscle testing in order to work effectively as a team member in the clinic. The study also found that University of Manitoba graduates used manual muscle testing with the greatest percentage of their patients than any of the other Canadian graduates surveyed. Of interest is the finding that manual muscle testing use increased when instruction occurred on the job in addition to the University teaching of the skill.

Profile of 1 year of fieldwork experiences for undergraduate occupational therapy students from a large regional Australian university

2017 ◽  
Vol 41 (5) ◽  
pp. 582
Author(s):  
Lynette Mackenzie ◽  
Gjyn O'Toole
Keyword(s):  
Occupational Therapy ◽  
Health Professional ◽  
Professional Education ◽  
Descriptive Analysis ◽  
World Federation ◽  
Cross Sectional ◽  
Student Placement ◽  
Occupational Therapy Students ◽  
Fieldwork Experience ◽  
Future Practice

Objective Fieldwork experience is a significant component of many health professional education programs and affects future practice for graduates. The present study used self-reported student data to produce a profile of undergraduate student placement experiences. Methods Cross-sectional surveys exploring placement location, setting and client types, models of supervision, interventions and financial costs were completed by students following each placement. Data were analysed using descriptive analysis. Results Placements were predominantly conducted outside capital cities (69.8%; n = 184), with 25.8% (n = 68) in rural settings. Students experienced predominantly public health in-patient settings and community settings, with only 15% experiencing private settings. Conclusions The placement profile of undergraduate occupational therapy students appeared to be consistent with workforce reports on occupational therapy professional practice. What is known about the topic? Fieldwork experienced by health professional students is critical to preparing new graduates for practice. Although the World Federation of Occupational Therapy provides guidance on what is required for occupational therapy fieldwork experience, little is known about what students actually experience during their fieldwork placements. What does this paper add? The present study is the first to document the range of fieldwork experienced by occupational therapy students in one program over 1 year, and provides the basis for comparison with other occupational therapy programs, as well as other disciplines nationally and internationally. What are the implications for practitioners? Occupational therapy students experienced few opportunities in private practice or speciality services, and had mostly one-on-one supervision. To provide a future workforce that is able to address the changing health system, it is vital that students are exposed to a range of fieldwork experiences and supervision styles that replicate the demands of future practice.

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