Distinguishing between Occupation, Purposeful Activity and Activity, Part 1: Review and Explanation

1998 ◽  
Vol 61 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Janet Golledge
Keyword(s):  
Occupational Therapy ◽  
Literature Review ◽  
Professional Practice ◽  
Occupational Therapists ◽  
Personal Reflection ◽  
Occupational Therapy Students ◽  
Purposeful Activity

Part 1 of this article explores how occupational therapists use the terms occupation, purposeful activity and activity. A literature review of the topic is presented, followed by a personal reflection and definition. It is hoped that this will provide an illustrative example of how the terms could be used and may assist occupational therapy students and occupational therapists to appreciate the potential differences. It is suggested that the terms occupation and purposeful activity should be used to reflect more accurately what occupational therapists do in their professional practice.

scholarly journals O evento de extensão “I encontro de estágio curricular da UFRJ” e a formação profissional de terapeutas ocupacionais no Rio de Janeiro/"I curricular training meeting of UFRJ" and the vocational training of occupational therapists in Rio de Janeiro

2018 ◽  
Vol 2 (3) ◽  
pp. 668-684
Author(s):  
Monica Villaça Gonçalves ◽  
Juliana Pedroso Bauab
Keyword(s):  
Occupational Therapy ◽  
Professional Practice ◽  
Vocational Training ◽  
Rio De Janeiro ◽  
Professional Training ◽  
Occupational Therapists ◽  
Experience Report ◽  
Occupational Therapy Students ◽  
Production Experience ◽  
Practical Reflection

O Curso de Terapia Ocupacional da Universidade Federal do Rio de Janeiro (UFRJ), Brasil, teve a creditação de atividades de extensão, previstas pelo Ministério da Educação do Brasil (MEC) aprovada. Desta forma será obrigatória a participação de alunos em 360 horas de atividades de extensão ao longo dos 4 anos de graduação. Esse trabalho tem como objetivo discutir a prática profissional na formação de estudantes de Terapia Ocupacional, a partir dos resultados de um evento de extensão realizado pelo Curso de Terapia Ocupacional da Universidade Federal do Rio de Janeiro. Utiliza como metodologia o relato de experiência da organização do evento, apresentando o processo de trabalho e de organização do I Encontro de Estágio Curricular da UFRJ e seus resultados. Diante da integração e da participação do público atingido, foi possível proporcionar um espaço privilegiado de aprofundamento e reflexão teórico-prática.  A experiência dos alunos extensionistas envolvidos na produção desta proposta gerou conhecimentos sobre a elaboração de um evento científico, em que puderam vivenciar a importância de uma ação de extensão voltada à comunidade e ao Curso de graduação em Terapia Ocupacional da UFRJ. AbstractThe Occupational Therapy Graduation of the Rio de Janeiro Federal University  (UFRJ), Brazil, had the accreditation of it's extension activities, provided by the Brasilian Educational Ministry (MEC) approved. So, the students participation on 360 hours of traineeship will be required over the 4 years of graduation. The objective of this paper is to discuss professional practice in the training of Occupational Therapy students, based on the results of an event promoted by the Occupational Therapy Course of UFRJ. It uses as a methodology the experience report of the organization of the event, presenting all the process of work and organization of the I Curricular Training Meeting of UFRJ and it results, as a way. During the event, given the integration and participation of the affected public, we have the opportunity of a theorical-practical reflection. The students involved in the production experience generated knowledge about the elaboration of a scientific event and they experienced the importance of an extension event focused on community and the Occupational Therapy graduation course. Keywords: Professional training; Congresses as topic; Internships; Occupational therapy; Universities.

Distinguishing between Occupation, Purposeful Activity and Activity, Part 2: Why is the Distinction Important?

1998 ◽  
Vol 61 (4) ◽  
pp. 157-160 ◽  
Author(s):  
Janet Golledge
Keyword(s):  
Health Care ◽  
Occupational Therapy ◽  
Health Care Professionals ◽  
Occupational Therapists ◽  
Multidisciplinary Teams ◽  
Work Settings ◽  
Occupational Therapy Students ◽  
Core Skills ◽  
Purposeful Activity ◽  
Unique Core

Part 2 of this article stresses the importance of noting the distinctions between the terms occupation, purposeful activity and activity. Both occupational therapists and occupational therapy students need to be able to articulate to others exactly what they do in their individual work settings. This includes acknowledging both shared core skills and unique core occupational therapy skills. It is important that occupational therapists employ these unique core skills in their day-to-day work to highlight their distinction from other health care professionals, who may legitimately use activity within their own interventions. Additionally, if purchasers are negotiating contracts for services from multidisciplinary teams, they need to be able to discern the differences between the input of the different health care professionals. In light of this, current political influences within health care and professional concerns are briefly explored.

Limitations on Participation and Their Relation to Social Determinants of Health Among Occupational Therapists and Occupational Therapy Students During Coronavirus Lockdown

2021 ◽  
Vol 75 (6) ◽  
Author(s):  
Nuria Menéndez Álvarez ◽  
Emiliano Diez Villoria ◽  
Estíbaliz Jimenez Arberas ◽  
Ana María Castaño Pérez ◽  
Antonio León García Izquierdo
Keyword(s):  
Occupational Therapy ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Occupational Therapists ◽  
Determinants Of Health ◽  
World Health ◽  
International Classification Of Functioning ◽  
Occupational Therapy Students ◽  
The Impact ◽  
The Relationship

Importance: For the first time in recent history, people worldwide have faced severe restrictions in occupations because of the measures adopted by governments to contain the coronavirus disease 2019 (COVID-19) crisis. Objective: To determine the limitations on participation of occupational therapists and occupational therapy students during “lockdown” and their impact on social determinants of health. Design: A cross-sectional, descriptive study conducted via an online survey. Participants: A total of 488 occupational therapists and occupational therapy students in North America, South America, and Europe. Outcomes and Measures: A questionnaire consisting of the World Health Organization Disability Assessment Schedule 2.0 of the International Classification of Functioning, Disability and Health and items developed to assess the impact of lockdown on daily life was emailed to occupational therapy professional associations, organizations, and universities between April and June 2020. It was available in English, Spanish, and Portuguese and met all the parameters listed in the Declaration of Helsinki. Results: The roles and routines of people across the developed world have been affected by lockdown measures. The study shows marked differences between participants in the domains of getting along and life activities, as well as influence on the environment. Moreover, South American participants experienced these difficulties to a greater extent than European participants. Conclusions and Relevance: This study quantifies the limitations in the participation of occupational therapists and occupational therapy students and the relationship of occupation to social determinants of health. What This Article Adds: The results of this research corroborate the relationship between health and occupation and highlight elements, such as the environment and context, that are important in occupational therapy. Therapists’ ability to analyze occupation in relation to contextual and cultural factors will benefit clients.

‘Positive Preparation’: Educational Input on HIV/AIDS in British Occupational Therapy Schools

1994 ◽  
Vol 57 (3) ◽  
pp. 76-78
Author(s):  
Sue Rugg
Keyword(s):  
Occupational Therapy ◽  
Small Group ◽  
Occupational Therapists ◽  
Postal Survey ◽  
Occupational Therapy Students ◽  
Group Settings ◽  
Hiv Aids

This article presents the results of a national postal survey to determine the type and amount of educational input on HIV/AIDS received by British occupational therapy students. All respondents (18/25 courses, 72%) indicated that they currently provided such input, with an average of 11.9 hours of course time being devoted to it. The majority of presenters were occupational therapists, although colleagues from many other backgrounds were also involved. Much of the material was considered in small group settings, with the content being balanced among a range of aspects. The article concludes that most British occupational therapy students are ‘positively prepared’ to work with clients with HIV/AIDS.

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.

Age as a Factor in the Classroom Verbal Participation of Occupational Therapy Students: Part 1, Literature Review

1992 ◽  
Vol 55 (4) ◽  
pp. 134-136
Author(s):  
Catherine F Paterson
Keyword(s):  
Occupational Therapy ◽  
Literature Review ◽  
Occupational Therapy Students ◽  
Mature Students ◽  
Wide Range ◽  
Verbal Participation ◽  
Effect Of Age

This literature review forms the first of two articles on a study to determine the effect of age on the verbal participation of occupational therapy students in the classroom. The literature was reviewed to establish the relevance of studying the implications of having students of a wide range of age and experience in the same classroom; to examine what already has been studied in relation to adult and mature students; to establish the importance of discussion to learning; and, finally, to identify the factors that affect students' participation.

Code of Ethics and Professional Conduct for Occupational Therapists

1997 ◽  
Vol 60 (1) ◽  
pp. 33-37 ◽  
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Professional Practice ◽  
Code Of Ethics ◽  
Good Practice ◽  
Occupational Therapists ◽  
Professional Conduct ◽  
The United Kingdom ◽  
Statutory Requirement ◽  
The Status

The Professions Supplementary to Medicine Act 1960 bestows the status of a profession on occupational therapy which automatically carries the statutory requirement to regulate professional practice for the protection of clients. The Code of Ethics and Professional Conduct (hereinafter referred to as ‘the Code’) is produced by the College of Occupational Therapists (hereinafter referred to as ‘the College’) for, and on behalf of, the British Association of Occupational Therapists, the central organisation for occupational therapists throughout the United Kingdom. The College of Occupational Therapists is the subsidiary organisation, with delegated responsibility for the promotion of good practice and the prevention of malpractice.

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 Final Year Students’ Knowledge on Basic Manual Wheelchair Provision: The State of Occupational Therapy Programs in Colombia

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
María L. Toro-Hernández ◽  
Liliana Alvarez ◽  
María C. Vargas-Chaparro ◽  
Mary Goldberg
Keyword(s):  
Occupational Therapy ◽  
Core Competencies ◽  
Occupational Therapists ◽  
World Health ◽  
Human Right ◽  
Personal Mobility ◽  
Mobility Impairments ◽  
User Training ◽  
Occupational Therapy Students ◽  
Health Organization

Access to personal mobility is a human right and as such, it implies the provision of wheelchair services for those with mobility impairments that need one. Lack of appropriately trained personnel is a major contributor to the gap in access to wheelchairs. Assistive technology provision is one of the core competencies of occupational therapists. The goal of this study was to assess the current wheelchair provision knowledge of final year occupational therapy students in Colombia as measured by the International Society of Wheelchair Professionals Basic Wheelchair Service Knowledge Test. A total of 83 students from 7 universities took the test. None of the students met the 70% passing threshold. The highest scores were in the assessment domain while the lowest in the fitting and user training domains. These results suggest that the current wheelchair provision education received in these programs do not meet the World Health Organization guidelines on appropriate wheelchair provision. The implementation of strategies to improve current wheelchair provision education in Colombian occupational therapy programs is granted.

Sign in / Sign up

Export Citation Format

Share Document