Occupational Therapy Graduates Research Articles

Exploring occupational therapy graduates’ conceptualisations of occupational justice in practice: Curriculum implications

Background. The concept of occupational justice was derived from a social justice perspective in response to a renewed commitment by the occupational therapy profession to address the occupational needs of individuals, groups and communities who experience social injustice. Accordingly, it is acknowledged that education with regard to occupational justice has the deliberate intention of preparing graduates, who would be change agents as critical practitioners. Nonetheless, while occupational therapy education programmes may seek to instil broader professional values, theory covered in the curriculum may not always assure congruent practice. Objective. To explore how occupational therapy graduates’ conceptualisations of occupational justice, as instilled by the occupational therapy curriculum of the University of the Western Cape, South Africa, manifested in their practice while undergoing community service. Methods. Seven occupational therapy graduates were selected to participate in the study through purposive sampling. A descriptive case study of their practice was generated through qualitative methods. Semi-structured interviews, document review and participant observation were used as data collection methods, analysed through a process of inductive thematic analysis. Results. The findings revealed that while the participants conceptualised occupational justice as broader social change through occupational enablement, they encountered several constraints related to structural and systemic power issues in their practice contexts. Conclusion. The study supports the utilisation of transformative learning and inter-professional education in developing critical competencies such as agency and political proficiency to assist graduates in dealing with the complexities of practice during community service.

Perceived Stressors and Coping in Junior, Senior, and Graduate Occupational Therapy Students

Abstract Date Presented 4/9/2016 This study aimed to identify perceived stressors and coping strategies among 167 occupational therapy (OT) students. Students completed two questionnaires, and data were analyzed with SPSS and Excel software. Results may have implications to enhance OT students’ academic performance. Primary Author and Speaker: Jessica Soja Additional Authors and Speakers: Martha Sanders, Katherine Haughey

Graduate perspectives of fieldwork placements in developing countries: Contributions to occupational therapy practice.

Fieldwork placements are central to occupational therapy programmes. A variety of placements assists occupational therapy students by increasing their exposure to a range of experiences. Placements in developing countries extend and offer alternative learning opportunities and can enable unique personal and professional competencies. However, it is unknown how placement experiences of occupational therapy students in developing countries have made an impact on their practice as graduates. This exploratory investigation aimed to identify the perceptions of occupational therapy graduates about the experiences and outcomes of fieldwork placements they had completed in developing countries. Nine occupational therapy graduates who had completed a fieldwork placement in a developing country were recruited. Qualitative data were gathered using semi-structured interviews and were analysed to code and construct relationships and highlight key categories. Being immersed outside of personal comfort zones was a primary mechanism to produce lasting benefits after placement. The process of overcoming challenges was supported and fuelled by personal characteristics and environmental features of the placement. The experience resulted in gains of personal qualities, professional skills and insights, which translated to practice as graduates. Unique outcomes were gleaned from placements in developing countries as students that contributed personally and professionally to current and future practice as graduates. A larger national or international study would provide further evidence to inform education providers and future students about the value of placements in developing countries for student learning and development, and graduate outcomes.

Factors that bring meaning to mementos created by elders

ABSTRACTObjectives: Reminiscing activity groups are commonly seen in various elder care settings This study addresses the impact of reminiscence activity groups, specifically a program where group members create their own mementos, on healthy Jewish elders’ sense of satisfaction and meaning. In particular, this research focused on the specific factors involved in creating the mementos themselves.Method: In this mixed methods study, occupational therapy graduate students synthesized relevant aspects of commonly used activity analysis forms into a matrix to analyze the activities. From a pool of 30 activities, students chose seven representing many factors and levels of complexity. With a matrix composed of a Likert scale and open-ended questions, students and Jewish elders explored the elders’ perceptions of factors significantly related to their experiences when creating the seven mementos.Results: Memento-making was most satisfying when elders were replicated in some way, such as with hand casting. Least satisfying activities were those that could lead to talents being appraised, such as painted self-portraits. Unanticipated factors such as social participation and educating others appeared to be as important as making the mementos themselves.Conclusion: While the research questions were partially answered, factors such as meaning and creativity were difficult constructs to measure because they lacked clear definitions. However, this preliminary exploration supports the concept that the use of an activity analysis matrix can enable activities directors and occupational therapists to systematically ascertain which factors positively impact well-being and social participation to meet the unique needs of aging client populations.

A pilot study of the Nutrition and Exercise for Wellness and Recovery (NEW-R): A weight loss program for individuals with serious mental illnesses.

This purpose of this study was to evaluate the Nutrition and Exercise for Wellness and Recovery (NEW-R) weight loss intervention. Using a pretest/posttest design, 18 participants recruited from a community-based mental health program were assessed at baseline, immediately following the intervention (8 weeks), and at 6-month follow-up. The intervention was delivered by an occupational therapist and occupational therapy graduate students and consisted of 8 weekly sessions lasting 2 hr. Outcomes included changes in weight, and levels of knowledge about nutrition and exercise. Participants lost an average of 3 pounds at immediate postintervention, and lost an average of 10 pounds at the 6-month follow-up. Participants also demonstrated significant increases in their knowledge about nutrition and physical activity. The results of this study provide preliminary support for the impact of the NEW-R intervention on weight loss and knowledge about diet and exercise.

New graduates’ experience of evidence-based practice: An action research study

Introduction The aim of this project was to explore how occupational therapy graduates in New Zealand engaged with evidence-based practice. Method The study adopted an action research approach. Five new graduates were recruited and worked with the researcher to identify practical problems related to using evidence-based practice and to propose solutions. Surveys, email and discussion groups were used to collect data over three action research cycles. Findings The main findings from this study were that new graduates are more likely to use research evidence when prompted to do this by their supervisor (or another external source) and that senior occupational therapists are identified as essential to both demonstrate and motivate evidence-based behaviours. New graduates used evidence to justify their practice to others, increase self-confidence and to inform themselves. The evidence used was commonly based on the expertise of senior therapists. Conclusion For new graduates the tasks of searching and evaluating evidence are secondary to developing and clarifying their clinical knowledge and skills. The expectations of the workplace and the partnership between new graduate and experienced clinician are highly influential in establishing regular habits related to evidence-based practice.

Impact of a Curricular Change on Perceived Knowledge, Skills, and Use of Evidence in Occupational Therapy Practice: A Cohort Study.

We evaluated the impact of a curriculum revision that emphasized experiential use of evidence in clinical environments on occupational therapy graduates' attitudes, perceived knowledge and skill, and use of evidence in practice. We used a retrospective cohort design to compare two curriculum cohorts of recent graduates exposed to different evidence-based practice (EBP) educational approaches. Responses on a validated survey of attitudes, knowledge/skill, and use of evidence in practice were compared using t tests and Mann-Whitney U tests for Cohort 1 (n = 63) and Cohort 2 (n = 62) graduates. Findings suggest similar attitudes and use of evidence between cohorts; Cohort 2 reported statistically greater perceived knowledge of and skill in EBP. Emphasis on experiential learning in school with reinforcement of skills in clinical learning environments is not sufficient to change graduates' use of evidence. Although the curriculum revision improved perceived knowledge/skill, our study suggests systems or other factors may influence use after graduation.

Perspectives on the Use of Standardized Parents to Teach Collaboration to Graduate Occupational Therapy Students

Pediatric occupational therapy practitioners interview parents on a daily basis to gain important patient information and develop collaborative intervention goals. A standardized parent experience was developed to help master's-level occupational therapy students gain the skills needed to interview parents after their child's traumatic injury. This article describes the pedagogical approach used to develop the standardized parent experience and reports the students' general perspectives related to this assignment. Outcome data were collected through focus groups (n = 9) and document review (n = 12) and then analyzed for themes. Two main themes emerged from the data: It felt real and It helped me to think deeper. A standardized parent experience may help occupational therapy students develop the habits of mind associated with collaboration.

Learning Styles as Predictors of Fieldwork Performance and Adaptability of Graduate Occupational Therapy Students

Abstract Date Presented 4/17/2015 This retrospective, mixed-methods study assessed the learning styles, relationship to fieldwork performance, and learning adaptability of graduate, nontraditional occupational therapy students. Implication of findings for teaching, self-regulated learning, and fieldwork are discussed.

The Use of Hermeneutics in a Mixed Methods Design

Combining methods in a single study is becoming a more common practice because of the limitations of using only one approach to fully address all aspects of a research question. Hermeneutics in this paper is discussed in relation to a large national study that investigated issues influencing the ability of international graduates to work as occupational therapists in Canada. Using methods that reflect different ontological and epistemological beliefs was necessary to attain a comprehensive view of enablers and barriers that influence workforce integration. Hermeneutics proved to be a credible and flexible strategy for combining methods to create a deep understanding of acculturation issues for international occupational therapy graduates wishing to work in Canada.

Sustaining professional identity in practice following role-emerging placements: Opportunities and challenges for occupational therapists

Introduction Role-emerging placements are increasingly being used to help prepare occupational therapy graduates for practice in a changing health and social care climate. However, while the literature on such placements is increasing, few longitudinal studies have explored their impact on graduates’ professional practice and identity. Method Interpretative phenomenological analysis was used to gain an understanding of the ways in which five occupational therapy graduates felt their role-emerging placement influenced their professional identity and practice once qualified. In-depth interviews were carried out with the graduates once they had been working as occupational therapists for a minimum of 6 months. Results In the absence of other occupational therapists, students on placements created professional identities of their own making and generated visions of the type of therapist they wanted to become. Once qualified, however, there were mixed experiences concerning the extent to which this identity could be sustained in practice. Particular difficulty was encountered by those working in National Health Service settings, where graduates questioned whether their practice was congruent with the professional understandings and ways of being they had developed on placement. Conclusion Role-emerging placements acted as a catalyst for participants’ personal and professional development. Further research on the long-term influence of role-emerging placements is required.

Preparation for an uncertain world: Professional agency and durability in the practice preparation of mental health in occupational therapy

INTRODUCTION: This article presents the findings from a cross contextual pilot study, which investigated how the occupational therapy pre-registration programme prepares occupational therapy graduates for contemporary mental health practice. In particular occupational therapy graduates in their first post were asked for their perspectives about how the curriculum had equipped them to be visible, agented and influential therapists, fit for practice for contemporary mental health METHOD: Using case study methodology, 11 graduates from a South African and a UK university were interviewed and the data thematically analysed and interpreted FINDINGS / RESULTS: Four key themes are presented, namely: 'identity and relationship to the profession'; 'informing personal attributes and characteristics'; 'professional knowledge and knowing'; and 'capacity, desire and durability to be, do, and act in practice' CONCLUSION: The findings revealed that the challenge for professional education in occupational therapy mental health lies in developing graduates as agented therapists with a strong professional identity and ability to creatively implement occupation-focused practice. Moreover, graduates need to be durable therapists, equipped in promoting professional perspectives amidst complex multi-agency organisational dynamics in the changing environment of practice Key words: education, mental health, graduate, practice

A home-based individualized information communication technology training program for older adults: a demonstration of effectiveness and value

Purpose: To demonstrate the effectiveness and value of a home-based information communication technology (ICT) training program for older adults. Methods: Thirteen older adults were provided in-home ICT training by graduate occupational therapy students using an iPad. The breadth and frequency of ICT use, perspectives on technology, and perceived independence were recorded at baseline, during the 3-month training and at follow-up, along with an end-of-study questionnaire. Non-parametric Friedman analysis was conducted to verify trends in the outcome measures. The qualitative data were examined by content analysis. Results: Participants’ breadth of ICT activities showed a significant trend across 6 months. Leisure accounted for the significant increase, while health management and social connections activities increased modestly. A positive trend in participants’ perspectives on technology was evident along with a marginal increase in perceived independence. Participants’ perspectives were thematically categorized as technology experiences, interactions with coach, training approach, and specific activities. As reflection of the training program’s value, 12 of the 13 participants took ownership of the iPad at the end of the study. Conclusion: Building capacity of older adults to utilize the multifaceted potential of ICT is critical in addressing declines in health, impending disabilities, and social isolation.Implications for RehabilitationA one-on-one home-based individualized information communication technology (ICT) training program for older adults could result in a progressive increase in the breadth of online activities carried out by them.Specifically, the increase in their usage of ICT could be expected in leisure-based online activities.Individualized training programs designed based on needs, priorities, and learning style of older adults could have a positive impact on their technological perspectives and intrinsic motivation to adopt ICT.

L25 The Role Of Occupational Therapy In The Care Of Individuals With Huntington's Disease

<h3>Background</h3> Huntington’s disease (HD) is a brain disease affecting an individual’s movement, cognition, and behaviours. This results in a progressive decline of their ability to perform activities of daily living. With this overall functional decline, occupational therapy has the opportunity to play a role in the management of symptoms and the maintenance of quality of life for individuals affected by Huntington’s disease and their families. <h3>Aim</h3> To identify the role of occupational therapy on a multidisciplinary team caring for individuals affected by HD. <h3>Method</h3> After a literature review on research related to occupational therapy and Huntington’s disease, relevant information was integrated into one comprehensive source for professionals working within the HD community. <h3>Conclusion</h3> Occupational therapists have the skills and tools necessary to be a part of the multidisciplinary team caring for individuals with HD at any stage of the disease. <h3>Disclosure</h3> Katharine Moser, OTD, OTR/L, is Manager of Advocacy and Patient Support at Lundbeck LLC (Deerfield, IL). The opinions expressed in this article are those of the author alone, independent of Lundbeck. The research reflected in this article was part of a capstone project of the author’s work in the Doctor of Occupational Therapy graduate program at Rocky Mountain University of Health Professions.

The Relationship between Admission Criteria and Fieldwork Performance in a Masters-Level OT Program: Implications for Admissions

Occupational therapy (OT) graduate programs strive to produce an effective OT workforce with competent and engaged OT practitioners. Admission into OT graduate programs is an increasingly competitive process, with most programs having more applicants than spaces available. Programs need to select applicants that will be the most successful in meeting graduation requirements, including both academic and clinical components. This pilot study was designed to examine the relationship between admission criteria and fieldwork (FW) performance. The study utilized a retrospective analysis with a convenience sample of 108 students with complete data from a private university in the Midwest. Independent variables of Graduate Record Examination (GRE) subscale scores (GRE-verbal, GRE-quantitative, and GRE-written) and undergraduate Cumulative Grade Point Average (CGPA) were included. The dependent variable was level II FW performance, as measured by the AOTA Fieldwork Performance Evaluation (FWPE). Results of this study found a significant correlation between CGPA and FWPE scores for level IIA FW experiences, and a significant correlation between GRE-written and FWPE scores for level IIB FW experiences. Regression models for FW IIB indicated that GRE-written was a significant predictor of FWPE scores for the FW IIB experience. This pilot study provides information that may be utilized during OT admission processes.

Leadership Style Preference of Undergraduate Occupational Therapy Students in Australia

Background Occupational therapy graduates are expected to assume leadership roles in a variety of contexts and capacities. Objective To investigate the leadership styles of undergraduate occupational therapy students. Methods First, second, third, and fourth year undergraduate occupational therapy students from one Australian university were asked to complete the What's My Leadership Style (WMLS) questionnaire. Results The total sample response rate was 86.3% (n = 182/211). Overall there was a statistically significant difference in students’ preference for the leadership styles (p &lt; .001). The two most preferred leadership styles were the Considerate and Spirited styles while the two least preferred were the Direct and Systematic leadership styles. There were no statistically significant differences in preference for any of the four leadership styles based on students’ sex, age, or year level of study. Conclusion The Considerate leadership style is characterised by creating comfortable working environments, following established procedures, and creating an easy work pace, while the Spirited leadership style is about inspiring people, generating excitement, turning work into play, and rallying people. It is recommended that leadership be integrated into occupational therapy curricula so as to adequately equip students for future professional practice.

Inter-Professional Role Perception and Communication of Preservice Students and Therapists in Schools and Early Intervention

Limited research is available examining inter-professional role perception or communication specific to school and early intervention practice settings. The purpose of this two-phase qualitative study was to describe the inter-professional role perception and communication among occupational therapy, physical therapy, and speech therapy graduate students in online courses and therapists working in schools or early intervention. Data were gathered via online discussions and an in-person focus group. Results demonstrated differences in therapist and student role perceptions and understanding of areas of practice overlap. Findings may help educators develop a better understanding of how inter-professional role perceptions and communication are learned.

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Students in health care professions, including occupational therapy, are required to develop knowledge, skills and attitudes in mental health and research. Persons diagnosed with a mental illness, a learning disability or an autism-spectrum disorder desire to achieve goals in higher education and employment. Faculty in health care programmes strives to meet professional goals and accreditation and institution requirements for teaching, service and scholarship. The Bridge Program, a programme based on principles of community engagement, was developed to meet the needs of these three stakeholders. The objective of this paper is to provide programme description and outcomes of the effectiveness of the Bridge Program for all three stakeholders. This uses mixed methods research design including descriptive and quantitative and qualitative one-group pre-test-post-test designs. Instruments consisted of the Occupational Therapy Student and Mental Health Population Scale and the Canadian Occupational Performance Measure. Quantitative results support that graduate occupational therapy students gained research and clinical skills (n = 100; p = .000); clients increased performance and satisfaction toward goals (n = 113; p = .000) and faculty (n = 1) achieved goals related to teaching, service and scholarship. Programmes based on principles of community engagement can address the needs of the community, can provide outcomes that advance knowledge about community practice and can result in benefits for all stakeholders. This paper is limited to generalization and instrumentation and recommends an ongoing evaluation of other community engagement programmes involving all stakeholders in the future research.

Percepção de egressos sobre estágios de terapia ocupacional em geriatria e gerontologia

INTRODUCTION: Human resource training is important issue in the Policies for the elderly in Brazil as trained professionals take care of the diverse needs of elderly. OBJECTIVES: 1) Know the perception of the Occupational Therapy graduates, formed between 2007 and 2010 about discipline “Supervised Stages IX - Occupational Therapy in Geriatrics and Gerontology” which was performed by them, 2) Get suggestions from graduates about different aspects of the discipline. METHOD: Qualitative research, exploratory anddescriptive, using the Delphi technique in two steps. At fi rst, the graduates opined individually, through a questionnaire, about different aspects of the discipline. The graduates’ opinions were captured by scale in fi ve points, comments and suggestions. From the responses, it was proposed “First group version of the discipline program”. In the second step, this version was subjected to retrial of graduates. The alternatives approved by 55% or more graduates comprised the “Group version of the discipline program.” RESULTS: Nine graduates participed in the study. The graduates confi rmed the contribution of the discipline in its different aspects, including suggestions, such as adding some practical scenarios of the stages, expansion of references to support the discipline and increased workload for supervision. This version will be reference to support for changes in the discipline.

Service Learning in a Pediatric Weight Management Program to Address Childhood Obesity

ABSTRACTThis paper describes an inter-professional service learning collaboration and reflects benefits and considerations when incorporating a family-oriented approach in the community-based pediatric weight management program. Because obesity has tremendous consequences on a nation's health and economy, a pediatrician in a community health network has utilized an inter-professional team to implement a pediatric weight management program targeting children between the ages of 8 and 15 years. The team incorporates a culturally sensitive curriculum using a family-oriented approach for obesity prevention and intervention. Physicians, registered dietitians, occupational therapists, nurse practitioners, and mental health professionals assist participants in adopting a healthier lifestyle by addressing physical and psychosocial issues related to obesity, developing a nutrition plan, making healthier food choices, and finding fun ways to be more physically active. Graduate occupational therapy students work closely with the team members to assist delivery of interactive activities and behavior intervention.