9319 research outputs found
Sort by
Independent Mediation: A Restorative Justice Approach to Conflict Resolution Among College Roommates
No full textFactors Influencing Occupational Therapy Doctorate Program Offer Acceptance Across Student Demographics
No full textThis research study aimed to identify key factors influencing Doctor of Occupational Therapy (OTD) students\u27 acceptance of program offers. An online survey was developed based on relevant literature and study objectives and validated through expert review. A total of 281 students, including a sub-set of students from underrepresented backgrounds (n=70), across the United States completed the survey. Quantitative data was analyzed using descriptive statistics, cross-tabulations, Chi-square tests with Bonferroni correction, and multinomial logistic regression including demographic variables and factors moderately to strongly influencing program acceptance. Qualitative responses were analyzed using content analysis. Key findings reveal geographic location, application process, cost of program, “I got in,” accreditation, curriculum, faculty expertise, and faculty-to-student ratio were important factors. Many demographic characteristics were significantly associated with these factors, but only safety within and around campus was predicted by race and ethnicity, marital status, primary language, and religion (81.9, p=0.025). Open-ended responses revealed: 1) practical considerations (e.g., financial factors, geographic proximity and relocation, and work-life balance), 2) academic and program specific factors, including program structure and curriculum, hands-on learning experiences (international trips, fieldwork opportunities), faculty and institutional reputation, cohort factors, such as “being the first cohort and [having] an influence on shaping the program” or “class size,” and admission factors (timing of program start), 3) campus environment and resources, and 4) personal influences, such as alumni and family. Findings suggest that OTD programs can enhance their appeal by simplifying applications, recruiting expert faculty, maintaining small class sizes, and advocating for reduced tuition. Integrating these suggestions can ultimately contribute to more informed decision-making for program development and student engagement
Navigating the Future of OT Education: Student Insights on Integrating Course-Specific AI Chatbots
No full textThe integration of artificial intelligence (AI) in higher education has garnered much attention, prompting educators to thoughtfully examine its implementation within their curricula. This study explores the perceptions of occupational therapy (OT) students regarding the future integration of a novel, course-specific Anatomy AI chatbot: an innovative tool uniquely developed by our internal team to provi¬¬¬de personalized support and resources tailored specifically to the anatomy curriculum. The researchers sought to understand the desired features of a course-specific Anatomy AI chatbot and the factors that influenced student willingness to adopt this technology in their learning experience. Findings revealed that 79% of participants believed the integration of an Anatomy AI chatbot would enhance their learning. Key desired features identified by participants included the ability to generate practice questions, display images, and provide reliable output. However, concerns regarding the accuracy of AI-generated information, academic integrity, and the potential for over-reliance on technology were also prevalent. This research highlights the importance of addressing concerns and ethical considerations surrounding AI integration in OT education. By understanding these insights, this study aims to inform the development of an effective educational tool that enhances student learning experiences and course-specific knowledge. Ultimately, this study contributes to the growing dialogue on the significance of ethical considerations and best practices for effectively implementing AI in academic settings
Naming the Invisible: Exploring Implicit Design Thinking in Occupational Therapy Curricula
No full textOccupational therapy inherently involves the application of design and co-design skills within professional practice, yet there is limited evidence about how these skills are taught to students. This study used a qualitative descriptive design to explore the perspectives of occupational therapy educators in Australia and New Zealand on how and where design and co-design skills are integrated within occupational therapy curricula. Educators were purposively sampled from the Australian and New Zealand Council of Occupational Therapy Educators (ANZCOTE), with additional participants recruited through snowball sampling. Eight semi-structured interviews were conducted with occupational therapy educators. Interviews were conducted and analyzed using the Qualitative Analysis Guide of Leuven (QUAGOL). Four themes emerged from the semi-structured interviews; 1. Cultivating creativity, 2. Bridging the gap between education and practice, 3. Integrating design and co-design within occupational therapy curricula exists on a spectrum, and 4. Equipping future therapists. This study contributes to occupational therapy education by highlighting educators’ perspectives on the value of design and co-design skills for students, identifying challenges to explicit integration, and emphasizing aspirations for future professional development in design and co-design within tertiary education
Enhancing Intraprofessional Collaboration: A Quantitative Study on the Impact of Paired Learning in OT and OTA Programs
Full text linkThis study investigated the impact of pairing 112 occupational therapy (OT) and 66 occupational therapy assistant (OTA) students in small groups over a 13-week clinical skills class. Students worked together in the weekly 2-hour class to practice various clinical skills and had the option to attend an additional weekly 2-hour open lab. A repeated measures design was used to evaluate students’ perceived importance and ability to engage in intraprofessional collaboration based on the Kirkpatrick model. The Intraprofessional Collaborative Practice Survey (ICPS) was administered at three time points: the beginning (T1), the middle (T2), and the end of the trimester (T3) for four intraprofessional collaboration competencies: Teamwork, Roles/Responsibilities, Communication, and Values/Ethics. Friedman’s ANOVA and Wilcoxon signed-rank tests revealed that both OT and OTA students maintained a high perceived importance of intraprofessional collaboration from T1 through T3. The OT and OTA students demonstrated different learning curves in perceived ability. Significant improvements were observed from T1 to T2 for OT students, and from T2 to T3 for both OT and OTA students, with moderate and small effect sizes across different intraprofessional collaboration competencies. Overall, the paired learning provided a valuable experience and enhanced both OT and OTA students’ perceived ability of intraprofessional partnership possibilities. The findings emphasized the value of collaborative learning in OT education and offered insights for future intraprofessional collaboration curriculum development. This study highlighted the benefits of structured, paired learning experiences in fostering professional growth and effective teamwork
Redefining Resistance: Las Madres de la Plaza de Mayo echoes of trauma and memory in Argentina
No full textArgentina\u27s Dirty War (1976–1983) stands as one of the darkest and most painful periods in the nation’s history. During these years, the military dictatorship, known as the Proceso de Reorganización Nacional, implemented a systematic campaign of state terrorism, targeting suspected political protesters, activists, intellectuals, and ordinary citizens. Widespread kidnappings, illegal detentions, and forced disappearances became routine, with an estimated 30,000 people vanishing without a trace. Families were left in despair, searching for answers that the government refused to provide. In response, a group of determined mothers, known as “Las Madres de la Plaza de Mayo”, formed a powerful movement demanding justice for their missing children. Beginning in 1977, they gathered every Thursday in the Plaza de Mayo, courageously marching with white head scarves embroidered with their children\u27s names. Their peaceful yet persistent protests captured international attention, making them enduring symbols of resistance, human rights advocacy, and the fight for truth. Though the dictatorship ended in 1983, the struggle for justice remains ongoing. Many perpetrators have been prosecuted, yet challenges persist in ensuring full accountability. This proposal examines the evolution of Las Madres, the obstacles they faced, and their continued fight to honor the memory of the disappeared and seek justic
Occupational Therapy Practitioner Perspectives on Leadership in Everyday Practice: A Descriptive Qualitative Study
Full text linkBackground: Leadership is a topic of interest for rapidly evolving healthcare professions and a cornerstone of the American Occupational Therapy Association (AOTA) Centennial Vision. The history of leadership in the profession has a robust foundation and yet calls to action for leadership in the profession remain focused on traits, behaviors and transformative processes. Occupational therapy practitioners (OTPs) are positioned to be leaders of change with the use of leadership influence however, practitioner views on their enactment of leadership in everyday practice are sparse in the literature.
Purpose: The purpose of this qualitative descriptive study was to capture the perspectives of practicing clinicians on how they perceive and enact leadership in their daily practice. The study aimed to answer the research question; How do OTPs view their leadership in everyday practice in Washington State?
Theoretical Framework. A constructivist philosophical world view was used to explore and describe the perceptions of occupational therapy practitioner views on leadership as interpreted by the Person Environment-Occupation-Performance (PEOP) model and the Transformational frame of reference.
Methods. A qualitative descriptive design was selected to discover the meaning of leadership for occupational therapy practitioners in everyday practice in Washington State through use of convenience and snowball sampling. Two focus group sessions were convened, and one make up session was conducted. Six occupational therapists and two occupational therapy assistants participated in the study. A focus group guide and questions were followed in order to discover practitioners’ views on leadership in their daily practice. Validity and study rigor were addressed in the session facilitation steps to promote capturing the participant voices. Data collection included the use of a reflective journal, secure laptop, Zoom recording, verbatim transcription followed by the development of codes and themes. Rich participant descriptions provided greater validity and conceptual heterogeneity with multiple voice perspectives to reinforce credibility. Saturation was attained. Reflexivity measures, member checks and maintaining an audit trail added to the rigor of the study to enhance trustworthiness.
Results. Data from the focus groups yielded four key themes which emerged from the voices of the study participants which related to leadership in daily practice: 1. Leadership…who me? The extrinsic factors of leadership dynamics were conveyed with a need for professional development for leadership as being essential. 2. Leadership…maybe someday. Practitioner satisfaction and innovation were expressed as intrinsic factors that would enhance leadership in daily practice. 3. Conversations and relationships matter. The importance of interpersonal relations that create influence for engagement in meaningful participation in life occupation were important to leadership in daily practice. 4. Money talks. Foundational decisions impacting practice were revealed to be essential for the evolution of the profession.
Conclusions: The AOTA Centennial Vision can be impacted by addressing the cornerstone of leadership in daily practice. Each of the themes identified relate to the cornerstones of the profession for accessibility, collaboration, diversity, effectiveness and leadership. The call to action by the legacy leaders of the profession are validated in the voices of practitioners as health care change is envisioned for all practitioners to be leaders of the professio
Effect of an Elective on Preparation for Fieldwork in an Acute Care Setting
Full text linkThe current study evaluated the effect of an eight-day elective course on preparedness for the acute care setting. The course was offered to Master of Science in occupational therapy students before their second Level II fieldwork experience and focused on developing necessary skills for success in acute care. Course content was based on feedback from previous students, fieldwork educators in acute care, and faculty experiences in that setting. Specifically, the course combined case-based and skills-based simulations to help students develop skills and to build confidence. Small group activities involving role-playing communication scenarios were also included, where students played the role of other members of the healthcare team, patients, or families and caregivers. This intensive eight-day elective was offered in summer 2023, and 12 students participated. Students rated their confidence with six skills in a classroom/lab setting and in a supervised clinical setting before and after the course using an anonymous electronic survey. Each survey also included qualitative questions to evaluate student perceptions of the course. Rated scores of the six skills improved significantly for 11 of the 12 questions after the course (p \u3c .05). Qualitative responses supported those results. Overall, results of the current study suggested students had increased confidence in a range of skills after the eight-day acute care elective course. Students also indicated that the skills assessed during the course were perceived to be necessary for success in acute care fieldwork
Moving Discussion Off the Discussion Boards: A Method for Enhancing Student Engagement
Full text linkThe instructor of the online, asynchronous managerial public health course recognized that skill development occurs better in real-time. Discussion board assignments were replaced with groups of students working through structured prompts in recorded Zoom meetings. Remote learners’ needs were met while they practiced course concepts
Engaging Students Learning Across Disciplines: Hosting a TEDx Event on Campus
Full text linkLed by faculty, staff, students, and community members, TEDxBellarmineU has hosted an annual TEDx conference since 2019. The event allows students to showcase skills in a manner benefiting the community and university. This paper features the roles of TEDxBellarmineU members, highlighting their contributions to the TEDx experience in Louisville, Kentucky