A Study of the Development of Traits of Entry-Level Occupational Therapy Students

1995 ◽  
Vol 49 (7) ◽  
pp. 703-709 ◽  
Author(s):  
M. V. Donohue
Keyword(s):  
Occupational Therapy ◽  
Entry Level ◽  
Occupational Therapy Students

scholarly journals Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Bryan M. Gee ◽  
Jane Strickland ◽  
Kelly Thompson ◽  
Lucy Jane Miller
Keyword(s):  
Occupational Therapy ◽  
Sensory Processing ◽  
Response Assessment ◽  
Learning Objects ◽  
Average Score ◽  
Positive Finding ◽  
Entry Level ◽  
Online Module ◽  
Occupational Therapy Students ◽  
E Learning

The purpose of this study was to explore the effectiveness of a series of online, module-based instructional reusable learning objects (RLOs) targeted at entry-level, 1st year, Master of Occupational Therapy students. The content of the RLOs addressed knowledge and implementation of A SECRET, a parental reasoning approach for children with a sensory processing disorder, specifically sensory over responsiveness. Nine RLOs were developed and embedded within a commonly used learning management system. Participants (n=8) were evaluated regarding their ability to discriminate between appropriate and inappropriate A SECRET strategies using a selected-response assessment. The participants’ overall average score was 68%, a positive finding given the novelty of the instruction, assessment, and the content.

Skill Acquisition during Fieldwork Placements in Occupational Therapy

1992 ◽  
Vol 59 (1) ◽  
pp. 28-39 ◽  
Author(s):  
Cheryl Missiuna ◽  
Helene Polatajko ◽  
Marilyn Ernest-Conibear
Keyword(s):  
Occupational Therapy ◽  
Skill Acquisition ◽  
Clinical Competence ◽  
Optimal Choice ◽  
Entry Level ◽  
Occupational Therapy Students ◽  
Core Skills ◽  
Occupational Profile ◽  
New Graduate ◽  
Study Student

A critical shortage of occupational therapy fieldwork placements has led therapists to pose the question: how many hours of fieldwork are actually required in order for a student to acquire the breadth and depth of clinical competence required for entry level practice? In this study, student scores on the Performance Evaluation of Occupational Therapy Students, gathered over a four year period, were utilized to address this question. The level of competence expected of a new graduate on the CAOT Occupational Profile (Bridle, 1981) was used as the criterion against which student scores were judged. Statistical analyses were performed to determine the level of acquisition of occupational therapy skills and techniques, by item and by groups of items; to identify “core” and “specialty” items; and to determine whether 1200 hours of fieldwork is the optimal choice for students to be able to demonstrate clinical competence in the field. Results indicate that, while most students attain many of the skills and techniques pertinent to occupational therapy, competence is reached only on those core skills which are frequently encountered and which have actually been experienced by the student across a number of placements. Recommendations include a re-examination by the profession of the expectations which have been set for an entry-level graduate.

Evidence-Based Practice Behaviours: A Comparison amongst Occupational Therapy Students and Clinicians

2012 ◽  
Vol 79 (2) ◽  
pp. 96-107 ◽  
Author(s):  
Aliki Thomas ◽  
Alenoush Saroyan ◽  
Laurie M. Snider
Keyword(s):  
Occupational Therapy ◽  
Professional Education ◽  
Evidence Based Practice ◽  
Reference Model ◽  
Evidence Based ◽  
Entry Level ◽  
Occupational Therapy Students ◽  
Clinical Educators ◽  
History Of ◽  
Support Students

Background. Occupational therapy graduates are expected to demonstrate entry-level competencies in evidence-based practice. To support students during the course of professional education in developing the knowledge, skills, and attitudes for integrating scientific findings into clinical practice, educators must identify the process by which these competencies are developed. Purpose. To identify the differences in evidence-based practice decisions amongst occupational therapy students and experienced clinicians. Methods. Using a vignette depicting an older client with a history of falls, participants' evidence-based practice decisions were compared to a reference model. Results. In the initial steps of the process, knowledge of evidence-based practice concepts appeared to be dependent upon formal instruction, whereas expert-like behaviours in the integration of evidence for decision-making seemed to be a function of clinical experience. Implications. Academic and clinical educators can use identified gaps in knowledge and synthesis of concepts to update the evidence-based practice content in occupational therapy curricula and fieldwork.

scholarly journals The Effects of a Single Event Interprofessional Education (IPE) Experience on Occupational Therapy Students

2014 ◽  
Author(s):  
Jodi Schreiber ◽  
Anthony Goreczny ◽  
Melissa Bednarek ◽  
Susan Hawkins ◽  
Mark Hertweck ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Professional Education ◽  
Interprofessional Education ◽  
Student Attitudes ◽  
Clinical Care ◽  
Entry Level ◽  
Occupational Therapy Students ◽  
Participant Response ◽  
Health Care Professional Education ◽  
The Impact

Purpose: The purpose of the study was to evaluate the impact of a single interprofessional education (IPE) seminar on student attitudes toward interprofessional education (IPE) at a small northeastern university that housed an entry-level Master in Occupational Therapy (MOT) program. Method: Investigators used the Readiness for Interprofessional Learning Scale (RIPLS) to determine attitudes of thirty-six MOT students after attending an interprofessional seminar.Results: Participant response rate of MOT students was 88.9% percent. The analysis of data revealed no significant differences between MOT student attitudes toward IPE pre and post IPE seminar. Conclusion: Several factors are discussed that may have contributed to the lack of statistical differences. Growing interest in IPE related to clinical care warrants explorations into various issues raised by this study regarding implications for health care professional education, training, and patient care.

Outcomes of Simulation Hospital Experience for Entry-Level Occupational Therapy Students

2016 ◽  
Vol 70 (4_Supplement_1) ◽  
pp. 7011510214p1
Author(s):  
Anissa McGee ◽  
Jacqueline Denton ◽  
Adam Rawson ◽  
Lou Jensen
Keyword(s):  
Occupational Therapy ◽  
Entry Level ◽  
Occupational Therapy Students ◽  
Hospital Experience

The Development of Client-Centredness in Student Occupational Therapists

2013 ◽  
Vol 76 (5) ◽  
pp. 217-224 ◽  
Author(s):  
Jacquie Ripat ◽  
Pamela Wener ◽  
Kendra Dobinson
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapists ◽  
Structured Interview ◽  
Research Literature ◽  
Relationship Building ◽  
Student Perspective ◽  
Entry Level ◽  
Occupational Therapy Students ◽  
Power And Control ◽  
Therapy Programme

Introduction: While the occupational therapy profession emphasizes the importance of a client-centred approach, the student perspective on development of client-centredness has been absent in the research literature. The purpose of this grounded theory study was to gain an understanding of occupational therapy students' perceptions of the curricular and practice experiences that contributed to their client-centred development. Method: Study participants were recruited from three cohorts (n = 29) of an entry-level Canadian occupational therapy programme: students from two separate years of an occupational therapy programme, and graduates from the programme who were 1 year into practice. Researchers conducted six focus groups using a semi-structured interview guide; focus group transcripts were reviewed to develop a coding scheme. Emergent categories were collapsed to develop overarching themes. Findings: Six developmental themes were constructed: Internalizing client-centredness; Relationship building; Who is the client?; Systems influences; Academic/practice discrepancy; and Power and control. Each theme was of greater or lesser emphasis at different points, and participants revisited and expanded upon themes throughout their academic programme. Conclusion: Academic and placement educators can use the findings of the study to understand how student occupational therapists develop client-centredness. Educators can use this understanding to implement strategies to intentionally foster client-centred development in students at opportune times.

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