Level Occupational Therapy Research Articles

Academic Preparation for Sleep Evaluation and Intervention in Entry Level Occupational and Physical Therapy Programs

Academic Preparation for Sleep Evaluation and Intervention in Entry Level Occupational and Physical Therapy Programs

Benefits of Peer-Mentorship for Entry-Level Occupational Therapy Students: A Descriptive Study

Background: This study explored the benefits of a new peer-mentorship program designed for Master's-level occupational therapy students.

The effect of episodic interprofessional education activities embedded within physical therapy and occupational therapy curricula

ABSTRACT This study aimed to determine the effect of interprofessional education (IPE) activities on professional level occupational and physical therapy student perception of their competency and their actual observed competency in interprofessional collaboration. The effect of three IPE activities embedded within occupational therapy and physical therapy curricula were measured. Significant changes were noted in the students’ perception of their interprofessional collaboration using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) Revised tool, following each of the three activities. Analysis of the Interprofessional Collaborator Assessment Rubric (ICAR)-Modified revealed “expected” proficiency level with no significant difference between occupational and physical therapy students. The study found from a program evaluation perspective that IPE activities generate immediate positive changes, but longitudinal or cumulative development was not detected. This program evaluation also supports the need for an IPE assessment to measure and track longitudinal development of interprofessional collaborative competencies across the curriculum.

International Students’ and Alumni Perspectives on their Transition to Graduate Level Occupational Therapy Education and Daily Life in the United States

International Students’ and Alumni Perspectives on their Transition to Graduate Level Occupational Therapy Education and Daily Life in the United States

Exploring the Experiences of Black/African American Students in Entry Level Occupational Therapy and Occupational Therapy Assistant Programs: A Survey Study

Exploring the Experiences of Black/African American Students in Entry Level Occupational Therapy and Occupational Therapy Assistant Programs: A Survey Study

Book Review: The Entry Level Occupational Therapy Doctorate Capstone: A Framework for the Experience and Project

Book Review: The Entry Level Occupational Therapy Doctorate Capstone: A Framework for the Experience and Project

Occupational Risks in Occupational Therapy Service Learning: A Single-Site "Fear Factor" Study in South Africa.

Background Service-learning constitutes the main practical component of an undergraduate health profession training programme. However, limited exploration of the potential occupational risks that students face during their service-learning placement is noted in the literature. Aim This study in South Africa explored occupational risk factors as reported by occupational therapy students whilst engaged in service-learning. Methods In this explorative qualitative study, purposeful homogenous sampling was used to recruit third and fourth level occupational therapy students who completed a Bachelor of Occupational Therapy degree. Three focus groups were conducted with seventeen students who voluntarily participated. Audio-recorded data were transcribed and analysed thematically using deductive reasoning. Results Several concerns over potential occupational risks were reported, namely, anxiety over contracting infectious diseases, concerns around musculoskeletal injuries due to manual handling requirements, and inappropriate behaviour of clients, which made the students feel unsafe. Concerns around the implementation of infection control measures, the lack of resources allocated to infection control at some service-learning sites, as well as the coping strategies used during service-learning were highlighted. Conclusion Varied occupational risk factors during service-learning were reported by students. These insights into the perceived occupational risk factors can be translated into actionable strategies to improve the preparation of health science students for service-learning, including coping skills to deal with the demands of service-learning.

The Effects of the Leisure Activity of Coloring on Post-Test Anxiety in Graduate Level Occupational Therapy Students

The Effects of the Leisure Activity of Coloring on Post-Test Anxiety in Graduate Level Occupational Therapy Students

The association between undergraduate occupational therapy students’ listening and interpersonal skills and performance on practice education placements

Background: Communication skills such as listening, empathy and body language are core competencies that entry level occupational therapy students must demonstrate when completing practice placements.Objective: To investigate if interpersonal skills taught to undergraduate occupational therapy students predict their practice performance.Methods: Second, third and fourth year occupational therapy students (n = 132) completed the Active-Empathetic Listening Scale (AELS); the Listening Styles Profile-Revised (LSP-R); and the Interpersonal Communication Competence Scale (ICCS). The Student Practice Evaluation Form–Revised (SPEF-R) measured students’ performance at the completion of a placement. Regression analysis examined the relationships between students’ interpersonal and listening skills and their fieldwork performance.Results: Higher ICCS Interaction Management subscale scores were significantly associated with better SPEF-R Communication Skills at final evaluation (β = 1.46, p < 0.05). Higher AELS Sensing subscale scores were predictive of greater Self-Management Skill performance on the SPEF-R (β = 0.84, SE = 0.42). Student’s demographic characteristics were also predictive of their SPEF-R scores. The ICCS and LSP-R’s subscale scores were not predictive of SPEF-R scores.Conclusion: This preliminary evidence identified several interpersonal skills that were predictive of some key SPEF-R competencies. To better prepare students to successfully complete practice placements, these interpersonal skills should be incorporated into occupational therapy education curriculum.

Evaluation of a simulation clinic for improving occupational therapy students’ perceptions of interaction with parents and infants

Introduction Occupational therapy education programmes need to graduate students who can confidently and safely deliver child and youth services. This study explores whether a simulation clinic could increase student perceived knowledge and confidence and decrease student anxiety to better prepare them for professional child and youth practice. Method This study used a pre–post quasi-experimental design. Second-year undergraduate and first-year graduate entry master's level occupational therapy students participated in the simulation clinic as a component of an occupational therapy child and youth course. Students completed pre- and post-simulation questionnaires to measure perceived knowledge, confidence, and anxiety related to infant and parent interactions. Findings A sample of 100 students reported significant improvements for perceived knowledge (all p &lt; 0.001) and confidence (all p &lt; 0.001) across all four skills targeted for development in this simulation: Communication, Information Gathering, Information Sharing, and Clinical Intervention Skills. Students reported a significant decrease in anxiety for parental ( p &lt; 0.001) and infant ( p &lt; 0.001) interaction, and felt the experience to have been highly valuable and realistic. Conclusion Findings indicate that simulation is a valuable tool for preparing occupational therapy students to work with infant and parent interaction. Further research investigating the effect of simulation on student competence is recommended.

The information needs of occupational therapy students: a case study.

This article summarises a case study on the information needs of Masters level Occupational Therapy 5 (OT) students at one English university. A mixed methods questionnaire was used to explore motivators for information-seeking, preferred information resources and barriers inhibiting the satisfaction of information needs. Thirteen recommendations for practice were formulated, focusing on how information professionals can best facilitate OT students' learning and evidence-based research skills in preparation for clinical practice. The study was completed by Jane Morgan-Daniel, who received a Distinction for her work from Aberystwyth University, where she graduated with an MSC in Information and Library Studies in December 2016. She has written this article together with her dissertation supervisor, Hugh Preston. A. M.

Relationships Between Student Grit and Team-Based Learning Preferences in a Master’s Level Occupational Therapy Program

This paper reports the relationship between student grit, defined as the specific characteristic of perseverance and passion for long-term goals, and perceptions of team-based learning (TBL). In a cohort of first-semester, master’s level occupational therapy students (N=29), no statistically significant relationship between grit and positive perceptions of TBL was identified in this retrospective study. Findings suggest that students’ grit levels are not predictive of positive or negative TBL perceptions. For OT faculty wishing to teach using a less-structured "flipped” classroom environment such as TBL, this study suggests that high-performing students may have positive perceptions.

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

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.

Concept Mapping as a Learning Tool in Occupational Therapy Education

ABSTRACTThis paper describes concept mapping and its use as a teaching and learning tool in an entry level occupational therapy program. In order for students to demonstrate their mastery of the concepts associated with a particular topic or body of knowledge, assignments involving concept maps were developed and used in two courses in an entry level occupational therapy program. Students were then surveyed about their perceptions and attitudes regarding the assignments. Students found the process of creating concept maps valuable to their learning of the content and the majority also enjoyed the process as a learning activity. The use of concept mapping as a way to encourage independent, individualized, and student-centered learning is discussed.

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.

Master's Level Occupational Therapy Students on Placement: An Exploration of Perceptions and Expectations

Introduction: The aims of this exploratory mixed methods study were to explore practice placement educators' perceptions and expectations of pre-registration master's level students on placement and to compare the findings of educators who had previous experience of master's level students with those who had none. Method: Twenty-six educators completed questionnaires and four took part in semi-structured interviews; forty placement reports were reviewed. Findings: The findings show that many educators have higher expectations of master's level students than they do of undergraduate students, due to perceptions of maturity and previous education, life, and work experience. These expectations were contradicted, however, by concerns that master's level students achieve less academic and clinical competence in the shorter time frame for study. Staff with no prior experience at this level lacked confidence in their own abilities to meet the challenge of supporting a master's level student, while staff experienced at this level found many benefits for their own learning as well as for their clinical team. Conclusion: Further education, support, and collaboration with the university could enhance the placement experience for both educators and students and may result in the acquisition of more placement offers. The findings will be used to inform future educator training days as well as widen dissemination of information to all practice placement educators. Further collaboration and effective communication between the university and the educators may promote self-confidence in staff, enhance confidence in student abilities, as well as ensuring that assessment is provided at an appropriate level.

Habits, Routines, and Roles of Graduate Students: Effects of Hurricane Ike

ABSTRACTDisasters such as a major hurricane are likely to disrupt individuals’ habits, routines, and roles. The purpose of this qualitative collective case study was to explore the extent to which master's students’ habits, routines, and role participation were affected by Hurricane Ike during the transition from academic work to Level II Fieldwork placement. Three master's level occupational therapy students who experienced the hurricane while attending school were recruited for the study and were administered a qualitative interview and the Role Checklist. On the basis of the interview, emerging themes with subthemes were Temporal Aspects—preparation, storm, immediate poststorm, and recovery/rebuilding; Effects of Storm on Occupational Performance—loss of personal space, lack of leisure participation, changes in habits, and loss of routines; and Personal Outcomes—areas of transformation and changes in roles. As noted by the Role Checklist, some new roles were assumed by the participants following the storm, while some prehurricane roles were not resumed posthurricane. Implications for occupational therapy for individuals affected by disasters are highlighted including the importance of role participation and impact upon occupational performance.

Therapeutic Use of Self in Academic Education: A Mixed-Methods Study

The purpose of this sequential mixed methods study was to describe current educational practices for teaching entry level occupational therapy students concepts and skills related to the therapeutic use of self. Survey data related to course content and pedagogy were provided by faculty from 39 randomly selected entry level occupational therapy programs. Telephone interviews and course description reviews supplemented the survey. Therapeutic use of self was deemed fundamental to entry level education. Course content related to establishing the therapeutic relationship was most consistently addressed; content related to dealing with conflict was least often included. Instructional methods were typically passive and often implicit. Although therapeutic use of self was regarded as fundamental to entry level education, the content and methodology were limited in scope and depth. Suggestions for improvement are presented.

Opinion Paper A perspective on entry level occupational therapy education

Educational standards for entry into the profession of occupational therapy have undergone widespread changes in the past decade. The impacts of higher education standards in North America and in Europe have been positive for both the visibility and practice of the profession. These changes have been reflected in the Standards and Quality Programme of the World Federation of Occupational Therapists. This paper provides a summary of these challenges and the opinion of the author on steps toward meeting these challenges in way that supports all occupational therapy educational programs.

The Development of an Entry Level Occupational Therapy Doctorate in the USA: A Case Illustration

The passing of Resolution J in 1998 in the USA mandated that entry into the profession be at the post baccalaureate level as of January 1, 2007. Several occupational therapy programs have started to offer entry level Doctor of Occupational Therapy (OTD) degree. The arrival of this clinical doctorate was not without questions. Much of the confusion and discussion has been impacted by a limited understanding of this new degree. Using the case of the OTD at Creighton University, we provide an overview of the entry level OTD program in USA. We particularly describe the brief history, program goals and the curriculum of the entry level OTD program at Creighton and examine its graduate outcomes. Challenges and future development of the OTD programs at Creighton University as well as in the USA are discussed. It is hoped that such an illustration will offer guidance and inspiration to others in the national and international communities to develop or refine similar occupational therapy educational programs.