Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education: Student Perspectives

2015 ◽  
Vol 69 (Supplement_2) ◽  
pp. 6912185070p1 ◽  
Author(s):  
Marie-Lyne Grenier
Keyword(s):  
Occupational Therapy ◽  
Student Perspectives ◽  
Education Student ◽  
Barriers To Learning ◽  
Facilitators And Barriers

scholarly journals Exploring Occupational Therapy Student Stress: Professor and Student Perspectives

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Jessica Grab ◽  
Meghan Green ◽  
Julianna Norris ◽  
Kristen Pilchik ◽  
Grace S. Fisher
Keyword(s):  
Occupational Therapy ◽  
Student Perspectives ◽  
Student Stress

scholarly journals Student Perspectives of the Effective Behaviors of Occupational Therapy Level II Fieldwork Educators

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Leah S Dunn ◽  
Stephanie Arias ◽  
Alexa Beyer ◽  
Elizabeth Hermes ◽  
Sydney Radcliff
Keyword(s):  
Occupational Therapy ◽  
Student Perspectives ◽  
Level Ii

scholarly journals An Evaluation of a Scottish Higher Education ‘Student Transitions’ Enhancement Theme: Stakeholders’ Perceptions and Recommendations for Future Activities

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Ashley Dennis ◽  
Lisi Gordon ◽  
Stella Howden ◽  
Divya Jindal-Snape
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Learning Experience ◽  
Phase 1 ◽  
Lessons Learned ◽  
Education Student ◽  
Quality Assurance Agency ◽  
Facilitators And Barriers ◽  
The Impact ◽  
Student Transitions

The Quality Assurance Agency Enhancement Themes identify specific development themes to enhance the student learning experience in Scottish higher education (HE). This evaluation explored the second year of the ‘Student Transitions’ theme through the questions: How do stakeholders perceive the impact of the ‘Student Transitions’ work and, what are the facilitators and barriers to the successful development of projects? Data were collected during two overlapping phases. In Phase 1, 30 individuals, with national or institutional leadership roles associated with the current Enhancement Theme participated in semi-structured telephone interviews. In Phase 2, 43 online questionnaires were completed by institutionally nominated individuals. Professional, support and academic staff, and student representatives from all 19 Scottish Universities participated. Data were analysed using a thematic framework approach and descriptive statistics. Themes developed were: perceived impact; facilitators and barriers, such as support, engagement and sustainability. These themes were explored across institutions and sector wide. Participants felt ‘Student Transitions’ work was fundamental for Universities. Participants considered that Theme work had enhanced reflection on, and engagement with transition issues. Capturing direct impact was challenging for participants and it was proposed that it may take several years to evidence the outcomes of the work at the level of student experience. Broadly, participants reported that the sector was supportive and collaborative where ideas and resources for the ‘Student Transitions’ work had been openly shared. Challenges to advancing Enhancement Theme activities include limited time and other agendas competing for limited resources e.g. the Teaching Excellence Framework (TEF). The findings highlight the complexity of integrating the Theme within institutions and broadly across the sector. Key recommendations and lessons learned surround 1) defining and measuring impact; 2) enhancing engagement; 3) and Theme integration.

Was a global pandemic needed to adopt the use of telehealth in occupational therapy?

Work ◽  
2020 ◽  
pp. 1-8
Author(s):  
Viktoria Hoel ◽  
Claudia von Zweck ◽  
Ritchard Ledgerd ◽  
Keyword(s):  
Occupational Therapy ◽  
Online Survey ◽  
Occupational Therapists ◽  
World Federation ◽  
Free Text ◽  
Global Pandemic ◽  
Traditional Service ◽  
Facilitators And Barriers ◽  
The Impact

BACKGROUND: An analysis of data from an international survey was undertaken to determine the impact of the COVID-19 pandemic on telehealth practice in occupational therapy worldwide, in addition to facilitators and barriers in utilising this form of service delivery. METHOD: The global online survey was circulated in the occupational therapy community by the World Federation of Occupational Therapists (WFOT) between April and July 2020, collecting responses to closed-ended questions, in addition to free-text comments. Descriptive statistics and bivariate analyses were used to assess relationships between respondent characteristics and the utilisation of telehealth. Thematic statement analysis provided further insight regarding factors impacting telehealth use. RESULTS: Findings revealed a significant increase in the use of telehealth strategies with the onset of the pandemic among survey respondents, with many reported benefits. Bivariate analyses indicated telehealth users were more likely to score higher feelings of safety and positive work morale, as well as perceive employer expectations to be reasonable. Restricted access to technology, limitations of remote practice, funding issues and slow pace of change were identified as barriers for some respondents for use of telehealth. Facilitators included availability of supportive policy, guidelines and strategies, in addition to education and training. CONCLUSION: This study advances the understanding of the current scope of occupational therapy telehealth practice in the context of the ongoing COVID-19 pandemic. Although results suggest long-term potential for telehealth use as an adjunct to traditional service provision, important considerations were identified regarding factors influencing integration of such strategies.

scholarly journals Accessibility Matters: Universal Design and the Online Professional Practice Doctorate

2021 ◽  
Vol 6 (3) ◽  
pp. 1-6
Author(s):  
Lindsey A. Chapman ◽  
Amanda M. Jackson
Keyword(s):  
Online Learning ◽  
Professional Practice ◽  
Universal Design ◽  
Doctoral Programs ◽  
Student Perspectives ◽  
Pedagogical Practices ◽  
Barriers To Learning ◽  
Online Doctoral Programs ◽  
Practice Doctorate ◽  
Doctoral Programming

Online doctoral programming geared toward working professionals can provide unprecedented flexibility in terms of time and place that affords greater access to a broader student demographic. At the same time, online learning poses its own unique set of challenges and limitations for students with and without disabilities. Universal Design (UD) is a framework built around the idea of proactively identifying and removing barriers to learning in the environment, pedagogical practices, and materials. In this essay, we highlight the necessity and relevance of UD to online doctoral programs and share insights related to its use in our program from faculty and student perspectives.

scholarly journals Student perspectives on self-directed learning

2014 ◽  
pp. 13-25 ◽  
Author(s):  
Carolinda Douglass ◽  
Sherrill R. Morris
Keyword(s):  
Focus Groups ◽  
Undergraduate Student ◽  
Learning Processes ◽  
Student Perspectives ◽  
Self Directed Learning ◽  
Factors Associated ◽  
Directed Learning ◽  
Specific Factors ◽  
Facilitators And Barriers ◽  
Faculty And Administrators

Abstract:  Undergraduate student perspectives regarding specific factors associated with self-directed learning were collected through eight focus groups. A total of 80 upperclassmen provided input revealing three emergent themes in the focus groups responses: (1) Student-Controlled, (2) Faculty-Controlled, and (3) Administration-Controlled Facilitators and Barriers to promoting self-directed learning.  Students acknowledged much of their learning was within their control.  However, they did note that faculty and administrators have a significant impact on their desire and ability to learn.  In an effort to empower students to direct their own learning processes the results of this study have been integrated into campus assessment initiatives including the development of a student organization to provide a consistent, student-led forum for students to voice their opinions and concerns about their learning processes and assessment.

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