scholarly journals A formação graduada de terapeutas ocupacionais para o campo da educação em Belém(PA)/Undergraduation of occupational therapists to educational services in Belém (PA)

2020 ◽  
Vol 4 (6) ◽  
pp. 911-932
Author(s):  
Débora Ribeiro da Silva Campos Folha ◽  
Ewerlin Bruna Neves Gomes Tavares ◽  
Maely Sacramento de Souto
Keyword(s):  
Occupational Therapy ◽  
National Curriculum ◽  
Occupational Therapists ◽  
Exploratory Research ◽  
Occupational Therapy Education ◽  
Curriculum Guidelines ◽  
Qualitative Descriptive ◽  
Study Participants ◽  
Therapy Education ◽  
Educational Field

Introdução: A formação graduada em Terapia Ocupacional, ao longo dos anos, tem se deparado com a necessidade de capacitar os profissionais para atuarem na multiplicidade que envolve os campos da saúde, social, da cultura e da educação. Objetivo: Este estudo objetivou identificar e analisar como vem ocorrendo a formação do terapeuta ocupacional para o campo da educação nas IES públicas de Belém (PA). Metodologia: Pesquisa qualitativa, descritiva e exploratória, da qual participaram 12 concluintes dos cursos de Terapia Ocupacional das duas IES públicas que ofertam o Curso na cidade de Belém (PA). Foram utilizadas entrevistas e grupos focais para a coleta dos dados, que passaram por análise temática. Resultados: Os resultados apontaram para a necessidade de promover o contato, na formação graduada, com conteúdos e práticas que capacitem os terapeutas ocupacionais em formação para a compreensão do campo educacional, visto que os participantes do estudo, predominantemente, tiveram contato com o campo educacional em atividades extracurriculares, quando tiveram. Conclusões: Cabe estimular os Cursos de Terapia Ocupacional de Belém a inserir conteúdos e práticas voltadas ao campo em seus currículos prescritos e vividos. Do mesmo modo, sugere-se a atualização das Diretrizes Curriculares Nacionais de Terapia Ocupacional, com a inclusão de competências que remetam à interface Terapia Ocupacional e Educação.Palavras-chave: Terapia Ocupacional. Educação. Formação Profissional. Graduação.AbstractIntroduction: The initial training in Occupational Therapy, over the years, has been faced with the need to train professionals to act in the multiplicity that involves the fields of health, social, culture and education. Objective: This study aimed to identify and analyze how the occupational therapist training for the field of education has been taking place in public HEIs in Belém (PA). Methodology: Qualitative, descriptive and exploratory research, which was attended by 12 graduates of the Occupational Therapy courses of the two public HEIs offering the Course in the city of Belém (PA). Interviews and focus groups were used to collect the data, which underwent a thematic analysis. Results: The results pointed to the need to promote contact, in graduate education, with contents and practices that enable occupational therapists in training to understand the educational field, since the study participants, predominantly, had contact with the educational field in activities extracurricular, when they had. Conclusions: It is appropriate to encourage the Occupational Therapy Courses in Belém to insert contents and practices aimed at the field in their prescribed and lived curricula. Likewise, it is suggested to update the National Curriculum Guidelines for Occupational Therapy, with the inclusion of skills that refer to the Occupational Therapy and Education interface.Keywords: Occupational Therapy. Education. Professional qualification. Undergraduation.ResumenIntroducción: La capacitación inicial en Terapia Ocupacional, a lo largo de los años, ha enfrentado la necesidad de capacitar a profesionales para trabajar en la multiplicidad que involucra los campos de la salud, social, cultural y educativo. Objetivo: Este estudio tuvo como objetivo identificar y analizar cómo se ha llevado a cabo la capacitación de terapeutas ocupacionales para el campo de la educación en las IES públicas de Belém (PA). Metodología: Investigación cualitativa, descriptiva y exploratoria, en la que participaron 12 graduados de los cursos de Terapia Ocupacional de las dos IES públicas que ofrecen el curso en la ciudad de Belém (PA). Se utilizaron entrevistas y grupos focales para recopilar los datos, que se sometieron a análisis temáticos. Resultados: Los resultados señalaron la necesidad de promover el contacto, en la educación de posgrado, con contenidos y prácticas que permitan a los terapeutas ocupacionales en capacitación comprender el campo educativo, ya que los participantes del estudio, predominantemente, tuvieron contacto con el campo educativo en las actividades. extracurricular, cuando tenían. Conclusiones: es necesario alentar a los cursos de Terapia Ocupacional en Belém a insertar contenidos y prácticas dirigidas al campo en sus planes de estudio prescritos y vividos. Asimismo, se sugiere actualizar las Pautas Curriculares Nacionales para la Terapia Ocupacional, con la inclusión de habilidades que se refieran a la interfaz de Terapia Ocupacional y Educación.Palabras clave: Terapia ocupacional. Educación. Formación profesional. Graduado universitario.

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.

The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?

2016 ◽  
Vol 83 (5) ◽  
pp. 306-316 ◽  
Author(s):  
Ted Brown ◽  
Jeffrey L. Crabtree ◽  
Joe Wells ◽  
Keli Mu
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
The United States ◽  
Occupational Therapy Education ◽  
Clinical Doctorate ◽  
Entry Level ◽  
Key Issues ◽  
Pros And Cons ◽  
Therapy Education

Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed.

The Requirement for Ethical Reasoning in Occupational Therapy Education

1992 ◽  
Vol 55 (11) ◽  
pp. 419-422 ◽  
Author(s):  
Lorraine Pinnington ◽  
Avril Bagshaw
Keyword(s):  
Occupational Therapy ◽  
Ethical Issues ◽  
Ethical Reasoning ◽  
Occupational Therapists ◽  
Learning Opportunities ◽  
Occupational Therapy Education ◽  
The Past ◽  
The Subject ◽  
Screening Procedures ◽  
Therapy Education

This first article outlines how student research projects have developed over the past 10 years, resulting in the subsequent need to expand the subject of ethical reasoning in the education of occupational therapists. The literature is examined in respect of providing learning opportunities on ethical matters for the student, particularly in the preparation of an investigative study, the formation and administration of ethical screening procedures with in a school of occupational therapy are described as a means of providing an experiential understanding of ethical issues for students. In a second article, the implications and outcome of this initiative are discussed.

College of Occupational Therapists: Degree and Diploma Awards 1997

1997 ◽  
Vol 60 (11) ◽  
pp. 508-509
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
The United Kingdom ◽  
The Future ◽  
Therapy Education ◽  
September Issue

Congratulations to the following who have achieved the qualifications in occupational therapy indicated. The Journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. The list contains the names of successful candidates who qualified after 15 August 1997 from all occupational therapy education centres in the United Kingdom approved by the College of Occupational Therapists and the Occupational Therapists Board of the Council for Professions Supplementary to Medicine. The names that were missing from or were incorrect in the September issue are also included.

Alcohol Teaching within Occupational Therapy Courses: a Case for Larger Measures

1994 ◽  
Vol 57 (9) ◽  
pp. 354-356 ◽  
Author(s):  
Peter G Booth ◽  
Cheryl J Mulligan
Keyword(s):  
Occupational Therapy ◽  
Significant Proportion ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Professional Qualification ◽  
Care Workers ◽  
Screening Assessment ◽  
Therapy Education ◽  
And Training

The ubiquity of alcohol abuse problems encountered by practising health care workers is not reflected by the scale of training input into professional qualification courses. The present survey found this to be the case within occupational therapy education and training. Practising occupational therapists were aware of basic health information about alcohol. However, they were reluctant and lacked confidence to engage in screening assessment or basic treatment with the problem drinkers, whom they perceived as a significant proportion of their caseload. Enhanced training in alcohol and substance misuse would reinforce both the inevitable involvement with these clients and the legitimate role of the occupational therapist in their management.

Spirituality in Occupational Therapy Practice According to New Graduates

2018 ◽  
Vol 39 (4) ◽  
pp. 197-203 ◽  
Author(s):  
Anna Misiorek ◽  
Edyta Janus
Keyword(s):  
Occupational Therapy ◽  
Quantitative Methods ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
New Graduates ◽  
Qualitative And Quantitative Methods ◽  
Process And Outcome ◽  
Definition Of ◽  
Therapy Education ◽  
Occupational Therapy Practitioners

Occupational therapy practitioners consider spirituality to be significant in affecting the process and outcome of occupational therapy; however, many therapists voice confusion and concern about its application within their practice. This study aimed to describe the personal definition of spirituality of young occupational therapy practitioners and their perspectives on its application to their practice. Thirty-five young occupational therapists, engaged in a postprofessional master’s degree, were interviewed using a self-prepared questionnaire, which included open and close-ended questions. The data was analysed using qualitative and quantitative methods. Most participants defined spirituality as a driving force, which shapes many aspects of life. More than half of the participants considered spirituality as crucial in forming therapeutic relationships. The findings suggest that inclusion of spirituality within occupational therapy education warrants further research.

Occupational Therapy Education in Canada: The Facts and Figures

1979 ◽  
Vol 42 (5) ◽  
pp. 116-119 ◽  
Author(s):  
Helen M. Madill ◽  
E. Sharon Brintnell
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapists ◽  
Tabular Form ◽  
Educational Model ◽  
Occupational Therapy Education ◽  
The Past ◽  
Canadian Association ◽  
Therapy Education

Over the past five years (1973–78) the Canadian educational model for occupational therapy has undergone considerable revision. The role of the Canadian Association of Occupational Therapists in this development is reviewed. Implications for the 1980's are discussed in light of the recent Symposium on Occupational Therapy (Toronto, 1978). Data augmenting this review are presented in tabular form.

scholarly journals Occupational Therapists’ Perceived Confidence in the Management of Concussion: Implications for Occupational Therapy Education

2019 ◽  
Vol 2019 ◽  
pp. 1-5
Author(s):  
Christina Finn
Keyword(s):  
Social Media ◽  
Occupational Therapy ◽  
Continuing Education ◽  
Occupational Therapists ◽  
Discussion Forums ◽  
Chi Square ◽  
Training And Education ◽  
Occupational Therapy Education ◽  
Chi Square Analysis ◽  
Therapy Education

The purposes of this study were to examine occupational therapists’ perceived confidence in the treatment and assessment of patients who have sustained concussion, to determine what factors are associated with higher versus lower levels of confidence, and to determine if concussion was a topic covered in occupational therapy curricula. This study utilized an electronic questionnaire sent out to occupational therapists in all areas of practice through social media, AOTA discussion forums, and through a continuing education company. Results indicate that there is variability in occupational therapists’ perceived confidence in evaluation and treatment for individuals who have sustained concussion. Chi-square analysis indicates that higher levels of perceived confidence are associated with more clinical experience and greater amounts of continuing education in the area of concussion. Occupational therapists may benefit from additional training and education in the area of concussion.

Newly Qualified Occupational Therapists 2002

2002 ◽  
Vol 65 (9) ◽  
pp. 431-434
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
The United Kingdom ◽  
The Future ◽  
Therapy Education

Congratulations to the following who have achieved the qualifications in occupational therapy indicated. The Journal wishes them every success in the future and hopes that their careers will be both interesting and rewarding. The list contains the names of successful candidates who qualified between February and August 2002 from all occupational therapy education centres in the United Kingdom, notified to the College of Occupational Therapists prior to 31 August this year. A further list will be published in the January 2003 issue. *With Distinction **Merit

College of Occupational Therapists: Position Statement on Lifelong Learning

2002 ◽  
Vol 65 (5) ◽  
pp. 198-200 ◽  
Keyword(s):  
Occupational Therapy ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Workforce Planning ◽  
Occupational Therapists ◽  
Position Statement ◽  
Periodic Review ◽  
Occupational Therapy Education ◽  
Health And Social Care ◽  
Therapy Education

This document outlines the College of Occupational Therapists' position on lifelong learning for occupational therapy personnel. It contains minimum standards for pre-registration education and continuing professional development. The Position Statement was endorsed at the April 2002 meeting of the Council of the College of Occupational Therapists. The principles embodied in these statements will now be incorporated into the Standards, Policies and Procedures for the Validation and Periodic Review in Occupational Therapy Education (JVC 1997), a new lifelong learning strategy and the forthcoming revision of the Curriculum Framework Document for Occupational Therapy Education (COT 1998). The Position Statement is intended to support members in a shifting policy environment with the modernisation of both education and the delivery of health and social care. It is recommended that it be read in conjunction with the relevant College of Occupational Therapists' documents and papers that describe United Kingdom wide Government intentions in relation to workforce planning, education and regulation as part of a system of quality assurance. Some are given as references and further reading at the end of this document.

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