Evaluation of a simulation clinic for improving occupational therapy students’ perceptions of interaction with parents and infants

2017 ◽  
Vol 81 (1) ◽  
pp. 51-58 ◽  
Author(s):  
Elizabeth Springfield ◽  
Michael Honnery ◽  
Sally Bennett
Keyword(s):  
Occupational Therapy ◽  
Clinical Intervention ◽  
First Year ◽  
Perceived Knowledge ◽  
Occupational Therapy Education ◽  
Graduate Entry ◽  
Occupational Therapy Students ◽  
Child And Youth Services ◽  
Quasi Experimental ◽  
Parent Interactions

Introduction Occupational therapy education programmes need to graduate students who can confidently and safely deliver child and youth services. This study explores whether a simulation clinic could increase student perceived knowledge and confidence and decrease student anxiety to better prepare them for professional child and youth practice. Method This study used a pre–post quasi-experimental design. Second-year undergraduate and first-year graduate entry master's level occupational therapy students participated in the simulation clinic as a component of an occupational therapy child and youth course. Students completed pre- and post-simulation questionnaires to measure perceived knowledge, confidence, and anxiety related to infant and parent interactions. Findings A sample of 100 students reported significant improvements for perceived knowledge (all p < 0.001) and confidence (all p < 0.001) across all four skills targeted for development in this simulation: Communication, Information Gathering, Information Sharing, and Clinical Intervention Skills. Students reported a significant decrease in anxiety for parental ( p < 0.001) and infant ( p < 0.001) interaction, and felt the experience to have been highly valuable and realistic. Conclusion Findings indicate that simulation is a valuable tool for preparing occupational therapy students to work with infant and parent interaction. Further research investigating the effect of simulation on student competence is recommended.

scholarly journals Using Accreditation of Prior Experiential Learning (APEL) to Replace a Practice Placement: A Controversial Option?

2007 ◽  
Vol 70 (9) ◽  
pp. 389-392 ◽  
Author(s):  
Stephanie Tempest ◽  
Kevin Cordingley ◽  
Christine Craik
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Group Discussion ◽  
Learning Opportunities ◽  
Nominal Group ◽  
First Year ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Therapy Education

The Accreditation of Prior Experiential Learning (APEL) is established in higher education, but there are no studies on its use in occupational therapy. Brunel University wanted to investigate whether APEL could enable occupational therapy students meeting certain criteria to be exempt from the first-year practice placement, and so devised an APEL proposal. Practice placement educators and students were invited to give their opinion on the proposal through a questionnaire; additionally, the students attended a nominal group discussion. Three themes emerged from the six practice placement educators who agreed to participate: logistics, student experience and learning opportunities. The three students who participated valued APEL for confirming and recognising learning from previous experience. The low response impedes establishing any definite views on the topic, but could suggest that APEL is not a controversial option to practice placement educators and students. Further study is required on the adoption of APEL in occupational therapy education.

Biological Sciences in Occupational Therapy Education: A Review Carried Out at One Occupational Therapy School

1986 ◽  
Vol 49 (9) ◽  
pp. 285-287 ◽  
Author(s):  
Barbara Tyldesley
Keyword(s):  
Biological Sciences ◽  
Occupational Therapy ◽  
Significant Relationship ◽  
First Year ◽  
Occupational Therapy Education ◽  
Anatomy And Physiology ◽  
Occupational Therapy Students ◽  
Therapy Education

This paper looks at pre-entry examination passes in the biological sciences at ‘O’ and ‘A’ level and the effect that these have on occupational therapy students' performance in anatomy and physiology in the first year of the course at the Liverpool College of Occupational Therapy. Results suggest that there was no significant relationship between the two in six out of the seven years studied (1977–1984).

scholarly journals Occupational Balance: What Tips the Scales for New Students?

2005 ◽  
Vol 68 (7) ◽  
pp. 319-323 ◽  
Author(s):  
Lesley Wilson ◽  
Ann Wilcock
Keyword(s):  
Occupational Therapy ◽  
Health Benefits ◽  
First Year ◽  
Written Responses ◽  
Health And Wellbeing ◽  
Educational Benefit ◽  
Occupational Therapy Students ◽  
New Students ◽  
Open Question

The open question, ‘What prevents you from reaching occupational balance?’, was posed within a questionnaire aimed at exploring the meanings of occupation, health and wellbeing with a cohort of first-year occupational therapy students during their initial few weeks at university. Their written responses to the question about occupational balance were analysed and are discussed in this paper. Not surprisingly, occupational balance appeared to be achieved by only a few and more by chance than design. People, time and money factors were identified as the main impediments to achieving occupational balance, with psychological and emotional pressures being at the forefront. Interestingly, despite these barriers, the overall educational benefit of considering the occupational balance question in this way raised the students' awareness of its relationship to health and wellbeing. This increased awareness might have longer-term health benefits, both personally and professionally, which would be worthy of further research.

scholarly journals Apprehension and interest

2017 ◽  
Vol 45 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Esther Linnane ◽  
Alison Warren
Keyword(s):  
Occupational Therapy ◽  
Learning Experience ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Content Type ◽  
Republic Of Ireland ◽  
Occupational Therapy Students ◽  
The Republic ◽  
Time Basis ◽  
Therapy Education

Purpose Role-emerging placements have been used internationally within occupational therapy education but are relatively new to Ireland. At times, there has been a debate in the profession regarding the use of this placement model. This paper aims to generate views from both occupational therapists and occupational therapy students on the use of role-emerging placements in the Republic of Ireland. Design/methodology/approach Electronic surveys were administered to occupational therapy students and occupational therapists in Ireland. Quantitative data were analysed using the SPSS Statistics software package and the content of the open question responses were analysed into themes. Findings Occupational therapists (n = 60) and occupational therapy students (n = 45) indicated that there were inconsistent views surrounding role-emerging placements. It is deemed as an effective method for student learning, but apprehension exists around inclusion within occupational therapy programmes in the Republic of Ireland. Preference was indicated towards inclusion of role-emerging placements on a part-time basis within formal occupational therapy education. Originality/value Both respondent groups viewed that role-emerging placements can positively influence new areas of occupational therapy practice and concern over the use of the placement model requires further exploration and debate. This study is from an Irish context, although there are similarities with other countries’ use of the placement model. There is a need for research through an in-depth exploration of the learning experience of undertaking role-emerging placements from the students’ perspective and identification of supports required to promote an optimal learning experience.

scholarly journals Medically Underserved Community Integrative Health Education And Interprofessional Practice Model With First Year Physician Assistant, Physical Therapy, And Occupational Therapy Students

2019 ◽  
Author(s):  
Barbra Beck ◽  
Karene Boos ◽  
Elizabeth Bright ◽  
Wendie Leveille ◽  
Amy Vega ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Health Education ◽  
Occupational Therapy ◽  
Physician Assistant ◽  
Medically Underserved ◽  
First Year ◽  
Interprofessional Practice ◽  
Integrative Health ◽  
Occupational Therapy Students ◽  
Underserved Community

Abstract Background This study presents a unique combined approach to integrative health education and interprofessional practice in primary care with first-year health science graduate students.Methodology Physician assistant, physical therapy, and occupational therapy students participated in an integrative health interprofessional curriculum and collaborated with Hispanic seniors in a medically underserved community while working on interprofessional teams. Impact on students’ knowledge and attitudes related to integrative health and interprofessional practice are assessed.Results Following exposure to the year-long curriculum, students demonstrated significant improvements in their knowledge of and attitudes towards integrative health and in their attitudes and perceived skills related to interprofessional practice.Conclusions Results suggest that the combined integrative health and interprofessional practice approach in a medically underserved community was successful in positively affecting related knowledge, attitudes, and skills. Further study related to longitudinal results is recommended.

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