12 research outputs found
Interprofessional Education Implementation in Occupational Therapy and the Health Sciences
No full textAbstract
Date Presented 3/31/2017
Integration of interprofessional education (IPE) at the student level is necessary to ensure an understanding of integrated health care. This study assessed IPE programming in occupational therapy education. IPE programming should focus on immersion in direct experiences, and faculty should receive more support from academic institutions.
Primary Author and Speaker: Dominique Lemire-Ross
Additional Authors and Speakers: Rebecca Hewit Pickel, Terri Bugelholl
Contributing Authors: Leamor Kahanov, Elaina DaLomba</jats:p
The effects of sensory abnormalities and maladaptive behaviors in young children with disabilities on parent participation: A correlation study
No full textThe World Health Organization (WHO) defines participation as central to health. Occupational therapy views participation as both the means and end to health (AOTA, 2013). Family members are interdependent and their abilities to participate affect one another (Sameroff & Fiese, 2000). Therapists assess each family member s ability to participate when they intervene in a child s life (AOTA, 2008). Children with various developmental delays demonstrate sensory abnormalities and maladaptive behaviors that cause parental stress (Baker, Blacher, Crnic & Edelbrock , 2002; Schaaf et al., 2011; Tomcheck & Dunn, 2007). Occupational therapy holds that maladaptive behaviors result from sensory processing abnormalities (Ayres, 1971; Dunn, 1997). Some literature supports these theories (Ashburner, Ziviana & Rodger, 2008; Lane, Baker & Angley, 2010). Other literature finds no relationship between sensory abnormalities and behavior (Hoehn, & Baumeister, 1994; Rogers and Ozonoff, 2005). This dissertation explored the effects of abnormal sensory processing and maladaptive behaviors of young children with disabilities on their parent s ability to participate. It further explored the relationship between abnormal sensory processing and maladaptive behavior. These relationships were explored through correlation and regression analyses with three tools: the Life Participation For Parents (LPP), The Infant Toddler Sensory Profile (ITSP), and the Child Behavior Checklist 1.5-5 (CBCL) on parent reports on 43 children. Correlations between LPP and ITSP constructs showed no significant relationships. Correlations between LPP and CBCL 1.5-5 constructs revealed weak inverse relationships between Anxious/Depressed, Sleep Problems, Aggressive Behaviors and parent participation. Correlations between ITSP and CBCL 1.5-5 constructs showed weak inverse relationships between Low Registration and Anxious/Depressed Behavior and moderate inverse relationships between Low Registration and Withdrawn, Attention Problems, and Aggressive Behavior. Sensation Seeking showed weak inverse relationships with Emotionally Reactive, and a moderate inverse relationship with Attention Problems. Sensory Sensitivity had weak inverse relationships with Sleep and Avoiding, and moderate inverse relationships with Emotionally Reactive, Anxious/Depressed, Somatic, and Aggressive Behavior. Sensation Avoiding showed moderate inverse relationships with Emotionally Reactive, Anxious/Depressed, Somatic and Withdrawn between LPP and CBCL 1.5-5 constructs. Predictive relationships between Low Registration and Sensory Sensitivity characteristics and Internalizing Behaviors only were found. Maladaptive behaviors were weakly related to lower parent participation however there was no predictive nature to these relationships in this sample of children. Relationships between behavior and sensory processing constructs are stronger and some predictive relationships were found. This supports theories that suggest that behavior is related to sensory processing experiences.Baxter, Mary F.Hersch, GayleO'Donnell, Ann
Occupational Adaptation as a Construct: A Scoping Review of Literature
No full textBackground: This study integrates research on practice applications of the construct of occupational adaptation with occupational therapy and occupational science literature.
Method: Using Arksey and O’Malley’s 5-step Scoping Study Framework (2005), we conducted a scoping review of 74 articles from five online databases and literature hand-searching and performed quantitative and thematic analyses.
Results: The Occupational Adaptation model (Schkade & Schultz, 1992; n = 74) and the Model of Human Occupation (Kielhofner, 2008; n = 37) were the most frequently cited literature influences. Occupational adaptation has been defined as a process (n = 49), an outcome (n = 37) and both a process and outcome (n = 12) of occupational participation. Four qualitative themes emerged to support the definitions of occupational adaptation from the literature. Occupational adaptation was defined as (a) a product of engagement in occupation, (b) a transaction in the environment, (c) a response to change and life transitions; and (d) a formation of a desired sense of self.
Discussion: Evidence of occupational adaptation as a viable construct warrants further research to operationalize practice and outcomes
Healthcare Students’ Approaches to Studying in Association with Self-Efficacy and Mental Health: Repeated Cross-Sectional Analysis
No full textBackground In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. Methods A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. Results The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: ‘student engagement in research’, ‘curriculum improvement regarding EBP’, ‘EBP teaching’ and ‘journal club’, where ‘EBP teaching’ was most frequently identified. Conclusions Findings from this scoping review suggest that ensuring students’ competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students’ basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students
Changes in study approaches, self-efficacy, and mental health in allied healthcare students during the COVID-19 crisis
No full textThere is growing concern about student mental health, particularly during the COVID-19 crisis. Mental
health factors impact self-efficacy and study behaviors, thus there is a need to explore changes in these
factors during the pandemic. The aim of this study was to explore changes in allied healthcare students’
approaches to studying, self-efficacy and positive mental health before and during the COVID-19 crisis.
The Approaches and Study Skills Inventory for Students, General Self-efficacy scale, Mental Health
Continuum – Short Form were given to graduate students (n=26) prior to, and one year into the pandemic.
Repeated measures analyses of variance were performed. General self-efficacy scores increased with
large effect size, while no significant change pattern was observed for mental health scores. The
decrease in strategic study approach scores had a large effect size. The changes in deep and surface
study approach scores across time were not statistically significant. While students sustained their
mental health and increased their self-efficacy, students may benefit from assistance in organizing daily
academic routines and fostering community support during times of crisis
Exploring graduate occupational and physiotherapy students’ approaches to studying, self-efficacy, and positive mental health
No full textThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.Background
Occupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Data on student study skills, self-efficacy, and mental health is limited. This study explored relationships between students’ self-efficacy, mental health factors, and approaches to studying.
Method
A cross-sectional study was designed. Seventy-three students completed the Approaches and Study Skills Inventory for Students-Short Form, General Self-Efficacy Scale, and Mental Health Continuum-Short Form. Associations between predictors (education program, general self-efficacy and mental health) and ratings on the study approach scales were analyzed with multiple linear regression.
Results
Multiple regression models revealed associations between higher self-efficacy and higher ratings on the deep (β = 0.49, p < 0.01) and strategic (β = 0.34, p < 0.05) scales, and lower ratings on the surface scale (β = − 0.29, p < 0.01). Compared to OT students, PT students had higher surface approach ratings (β = − 0.36, p < 0.001). Poorer mental health scores were associated with higher surface approach ratings (β = − 0.41, p < 0.001).
Conclusions
To support productive study strategies among occupational and physical therapy students it may be useful to promote their general self-efficacy and positive mental health.publishedVersio
Replication Data for: Predictors of students’ participation in a learning environment survey with annual follow-ups
No full textThe data are based on a longitudinal study of occupational therapy students in Norway. Students were invited to respond to a survey in each of the three study years. This study analysed predictors of consistent study participation; that is, responding to the survey in each of the study years. The data allows for replicating the study results.Study abstract:Background: Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students’ consistent participation in data collection conducted over three years of their professional program.Method: A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students’ perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys.Results: Annual response rates varied between 55.1 %, and 65.6 %, and consistent participation was observed among 49.2 %. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p Conclusions: Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.</p
Differences in approaches to learning between occupational therapy students in the USA and Norway
No full textStudents approach learning in different ways, and this study aimed to examine and understand differences in learning approaches between occupational therapy students in Norway and the USA. A total of 321 students, from two universities in the USA and six higher education institutions in Norway, completed the short version of the Approaches and Study Skills Inventory for Students. The data were analyzed with linear regression analyses.
U.S. students had substantially higher scores on the strategic approach and higher scores on the deep approach, compared to the Norwegian students. Differences may be due to different national regulations and levels of education required for entering the programs, or personal factors such as predisposition for learning.publishedVersio
Pennsylvania Occupational Therapy Fieldwork Educator Practices and Preferences in Clinical Education
No full textThe shortage of clinical education fieldwork sites coupled with a concern over the quality of the required fieldwork experience poses an unintended outcome for the recent changes in the health care system and an increasing number of occupational therapy students. While the Accreditation Council for Occupational Therapy Education (ACOTE) issues standards for fieldwork education, the quality of the experience is known to vary. The present study employed a mixed methods concurrent nested design with a quantitative online survey alongside qualitative individual semi-structured online interviews to examine the practices and preferences of fieldwork educators in Pennsylvania ACOTE accredited programs. From the 49 quantitative online survey participants, 10 practices and preferences considered important when supervising fieldwork students emerged. Another five themes related to a quality fieldwork experience were garnered from the six qualitative semi-structured interviews. The results suggest that fieldwork educators understand the value of clinical education and intend to continue to supervise students in the future. However, while fieldwork educators value their role as an educator, they often lack the time and resources necessary to feel effective. Therefore, future research into resource use and ways in which academic programs and professional associations can support fieldwork educators is necessary
The Use of an Embedded Librarian to Enhance Student Information Literacy Skills: A Pilot Study
No full textThis pilot study explored an embedded librarian (EL) intervention to enhance occupational therapy student information literacy skills development. The EL provided computer laboratory and in-class instruction, online presence in the classroom website, and extensive office hours to assist students in the identification of information needed, determination of how and where to find scholarly information needed, and assessment and utilization of information retrieved to meet assignment requirements. Participants were 46 third-year (junior) occupational therapy students. Three tools were used to assess skills pre and post intervention: the Student Assessment of Information Literacy Skills, the Student Perception of Literacy Skills-Q (SPIL-Q), and database tracking of frequency, kind (in-person versus email), and topic (citation formatting, database search term development, etc.) of student visits. These were analyzed via percentage of change and compared with course grade via Pearson r correlation tests. Results: Students showed limited improvement on the quantitative SAILS test (2%), but 31% (n=14) perceived increase in overall information literacy skills on the SPIL-Q, particularly in finding information needed for assignments. Correlation analyses revealed a moderate, positive correlation (r = .600, p \u3c .05) between those who made in-person inquiries to the EL related to defining the need for information and overall course grade. Responses to the question of why students accessed/did not access the librarian outside of class were grouped into general themes. Results suggest occupational therapy educators and students might benefit from explicit instruction and in-person modeling of identification of information needed and database search techniques to locate best evidence for practice decisions and to emphasize this as a lifelong requirement of client-centered care
