The effect of DVD training on the competence of occupational therapy students in manual handling: A pilot study

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.

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Positive Psychology for Mental Wellbeing of UK Therapeutic Students: Relationships with Engagement, Motivation, Resilience and Self-Compassion

International Journal of Mental Health and Addiction ◽

10.1007/s11469-020-00466-y ◽

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.

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A Q-method approach to perceptions of professional reasoning in occupational therapy undergraduates

BMC Medical Education ◽

10.1186/s12909-021-02710-y ◽

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.

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The impact of ‘Generation Y’ occupational therapy students on practice education

Australian Occupational Therapy Journal ◽

10.1111/j.1440-1630.2011.00984.x ◽

2011 ◽

Vol 59 (2) ◽

pp. 156-163 ◽

Cited By ~ 25

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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Managing Older Adults With Cognitive Impairment: An Interprofessional, Standardized Patient Approach

Innovation in Aging ◽

10.1093/geroni/igaa057.033 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 10-10

Author(s):

Shaun Varrecchia ◽

Carol Maritz ◽

Colleen Maher ◽

Megan Strauss

Keyword(s):

Older Adults ◽

Cognitive Impairment ◽

Occupational Therapy ◽

Interprofessional Education ◽

Professional Organizations ◽

Standardized Patient ◽

Geriatric Population ◽

Roles And Responsibilities ◽

Interprofessional Teams ◽

Occupational Therapy Students

Abstract Several professional organizations have called for increased preparation of health professionals capable of working with older adults, including those with cognitive impairment. Standardized patients (SP) are often used in interprofessional education (IPE) in the health professions, but limited data exists to support their use when teaching about the care and management of older adults with cognitive impairment. The purposes of this project were to: 1) develop, implement, and assess an interprofessional standardized patient exercise involving physical and occupational therapy students and 2) to evaluate students’ perceptions of a SP encounter on relevance and utility to patients with cognitive impairment. 88 students representing physical therapy (DPT) and occupational therapy (DrOT) were assigned to interprofessional teams to evaluate an SP portraying an older adult with cognitive impairment. At the conclusion of the session the SP provided the group formative feedback. Student teams then completed an assignment to develop a collaborative intervention plan and addressed questions about roles and responsibilities and communication/teamwork. Pre-/post- surveys focusing on the knowledge of roles and responsibilities, communication, and teamwork were completed by all students. Students also completed an evaluation about the SP experience. Results demonstrated student agreement to understanding the role of the other’s profession improved 28.67%; being comfortable communicating with the geriatric population improved 27.31%; and working in interprofessional teams can improve geriatric patient care improved 32.11%. These findings demonstrate that use of SPs has several advantages in teaching students how to work and communicate with individuals with cognitive impairments as an interprofessional team.

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