Skill Development Through Geriatric Research: Perspectives of Occupational Therapy Students

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.

Download Full-text

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.

Download Full-text

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.

Download Full-text

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

Download Full-text

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.

Download Full-text

Has undergraduate education prepared occupational therapy students for possible practice in palliative care?

Australian Occupational Therapy Journal ◽

10.1111/j.1440-1630.2009.00836.x ◽

2010 ◽

Vol 57 (4) ◽

pp. 224-232 ◽

Cited By ~ 14

Author(s):

Pamela Joy Meredith

Keyword(s):

Palliative Care ◽

Occupational Therapy ◽

Undergraduate Education ◽

Occupational Therapy Students

Download Full-text

How Occupational Therapy Students Choose Their First Posts

British Journal of Occupational Therapy ◽

10.1177/030802268504800701 ◽

1985 ◽

Vol 48 (7) ◽

pp. 196-198 ◽

Cited By ~ 9

Author(s):

Roger Bentley

Keyword(s):

Occupational Therapy ◽

Success Rate ◽

Job Preferences ◽

Occupational Therapy Students ◽

Job Offers

This paper reports the results of two surveys conducted among final year students at St Loye's School of Occupational Therapy, Exeter, to examine the process through which they obtain their first professional employment. As well as identifying students' job preferences, the surveys evaluate their success rate in terms of interviews and job offers, and examine their destination on completion of training.

Download Full-text

The Feasibility of a Stroke Rehabilitation Educational Program for Occupational Therapy Students and Practitioners (Preprint)

10.2196/preprints.35637 ◽

2021 ◽

Author(s):

Valerie Newcomer ◽

Megan Metzinger ◽

Sydney Vick ◽

Caroline Robertson ◽

Taylor Lawrence ◽

...

Keyword(s):

Occupational Therapy ◽

Knowledge Translation ◽

Feasibility Study ◽

Educational Program ◽

Occupational Therapy Students ◽

Feedback Questionnaire ◽

Educational Modules ◽

Task Oriented ◽

Pilot Feasibility Study ◽

Stroke Assessment

BACKGROUND Gaps in knowledge translation of current evidence-based practice regarding stroke assessment and rehabilitation delivered through teletherapy can prevent occupational therapy students and practitioners from implementing current research findings to obtain the best possible results in practice. The purpose of this pilot feasibility study was to create an educational program to translate knowledge into practice about the remote delivery of stroke assessment and rehabilitation to occupational therapy students and practitioners. This study examined knowledge gained from specific educational modules and feedback of delivery with regards to design, feasibility, acceptability, and usability. Four areas of focus were addressed in the educational program including: knowledge translation (KT), task-oriented training (TOT), stroke assessments, and telerehabilitation. OBJECTIVE The purpose of this pilot feasibility study was to create an educational program to translate knowledge into practice about the remote delivery of stroke assessment and rehabilitation to occupational therapy students and practitioners. This study examined knowledge gained from specific educational modules and feedback of delivery with regards to design, feasibility, acceptability, and usability. Four areas of focus were addressed in the educational program including: knowledge translation (KT), task-oriented training (TOT), stroke assessments, and telerehabilitation. METHODS Two feasibility studies were conducted to assess knowledge gained via pretests and posttests of knowledge, followed by a System Usability Scale (SUS) and general feedback questionnaire. Participants in Study 1 were five current occupational therapy practitioners and one occupational therapy assistant. Initial recruitment of participants in Study 2 included ten current occupational therapy students, however only nine students participated in the modules. Four, one-hour modules were emailed weekly to participants over the course of four weeks, with each module covering a different topic (KT, TOT, stroke assessments, and telerehabilitation). Preliminary results were reviewed with median comparisons and nonparametric analyses of pretests and posttests of knowledge for each module. Descriptive statistics from the SUS and a general feedback questionnaire were used to gain overall comments regarding the educational program. RESULTS This study revealed statistically significant results related to increased scores of knowledge through a Wilcoxon Signed-Ranks Test for students, practitioners, and combined. The stroke assessments module for the practitioner study and the stroke assessments and telerehabilitation modules for the student study were found to be statistically significant for increases in knowledge. Task-oriented training, stroke assessments, and telerehabilitation were statistically significant for the combination of the two studies. The task-oriented training module for students and practitioners, and the knowledge translation and telerehabilitation modules for practitioners also demonstrated a notable trend towards significance. The majority of the educational modules had an above average score regarding feasibility as well as positive feedback for the educational program as a whole from the participants. CONCLUSIONS Overall, the results of this pilot study indicate that an online educational program is a feasible, informational method of increasing the translation of knowledge in the remote delivery of stroke assessment and rehabilitation. Occupational therapy students and practitioners found the information presented to be valuable and relevant to their future profession and current practice.

Download Full-text