Training Of Occupational Therapists Research Articles

Development of a driving clinical decision pathway for non-driver trained occupational therapists

Development of a driving clinical decision pathway for non-driver trained occupational therapists

Reliability of the International Spinal Cord Injury Physical Therapy-Occupational Therapy Basic Data Set.

In interventional clinical trials for persons with spinal cord injury (SCI), the influence of experimental biological, pharmacological, or device-related interventions must be differentiated from that of physical and occupational therapy interventions, as rehabilitation influences motor-related outcomes. The International Spinal Cord Injury (ISCI) Physical Therapy-Occupational Therapy Basic Data Set (PT-OT BDS) was developed with the intent to track the content and time of rehabilitation interventions that are delivered concurrently with experimental interventions. We assessed the reliability of the PT-OT BDS based on agreement between users. Following an online training session, physical therapists (PTs) and occupational therapists (OTs) from 10 SCI clinical centers across 7 countries participated. At each center, pairs of therapists (a treating therapist and an observing therapist; PT/PT, OT/OT, or PT/OT) used the PT-OT BDS to record the content and time of therapy sessions for 20 patients. Data were analyzed to determine agreement between therapist pairs regarding the content of the therapy session. The influence of therapist characteristics (professional discipline [PT/OT], years of experience working with individuals with SCI), patient characteristics (level [tetraplegia/paraplegia] and severity [complete/incomplete] of injury), setting (inpatient/outpatient), and whether the center was U.S.- versus non-U.S.-based were also analyzed. There was high agreement for five of seven categories and medium agreement for the remaining two categories. For six of the seven intervention categories, there were no significant differences between the treating and the observing therapists in the percentage of instances that a specific category was selected. Characteristics of the therapists, characteristics of the patient, therapy setting, and global location of the center had no meaningful influence on level of agreement between therapist pairs. The BDS is reliable for use across settings, countries, and with patients of various impairment levels. The study also helped identify additional areas where refinement of the syllabus would be of value.

Attention Autism™ training for occupational therapists: a pilot study

Purpose At present, there is no reference to Attention Autism (AA) as a framework and therapeutic tool with autistic children in occupational therapy (OT) literature. By way of introducing AA as a potential intervention to the OT community, this study aims to investigate the extent to which participation in a two-day AA training could contribute to increasing confidence and inspire changes in practice for Irish occupational therapists (OTs) supporting autistic children. Design/methodology/approach A pilot study design with mixed qualitative and quantitative methods was used to evaluate the impact of a two-day AA training on six OTs. The OTs support autistic children throughout Ireland across public, private and voluntary sectors. They completed brief, non-standardised questionnaires 2 weeks before the training (Time 1) and again 12 weeks post (Time 2) training session. At Time 2, additional exploratory questions were answered by OTs regarding their use of AA in practice. Findings This explorative study’s quantitative findings presented percentage change increases within three areas of confidence for all OTs. These include establishing attention, motivating and developing functional skill goals with autistic children. One of the participants did not score any change in confidence in a fourth area, building rapport, however, the five other participants scored percentage change increases. Qualitative data provided by participants showed that they were implementing AA in practice since attending the training. Five of the participants reported positive experiences of using AA and one participant reported the programme was not suitable for her caseload because of their level of understanding and need. Research limitations/implications This was a small, exploratory, practice-based study. As this is the first study exploring this area of practice for OTs, to the best of the authors’ knowledge, there were no standardised methods of assessment available, therefore a self-designed survey was used by the author which had a limited number of open-ended questions and four Likert scale questions. This study was also limited in that there was one main researcher who also delivered the two-day AA training. The sample data set was small which resulted in the limitation of the choice of methods used to analyse the quantitative data. Percentage changes were used as the only available and reliable method for a small data set. Originality/value Findings of this study, despite their preliminary nature, indicate that AA training may be a useful professional development consideration for OTs who provide a service for autistic children. Further AA research in OT is required including larger and more rigorous studies. An alternative training option of The Curiosity Programme may be considered for OTs supporting children who may not yet be ready to participate in AA.

Surveying the Landscape of Persistent Concussive Symptoms in Adults Through an Occupational Lens.

Little is known about how and to what extent persistent concussive symptoms affect occupational performance in adults. To evaluate the impact of persistent postconcussive symptoms on occupational performance. A cross-sectional study design was used in which the occupational performance needs of adults with persistent concussion symptoms were identified by a trained occupational therapist via semistructured interview. University research space. Adults ages 18 to 60 yr experiencing persistent concussion symptoms. Occupational performance was evaluated using the Canadian Occupational Performance Measure. Data were then categorized by two researchers using the Occupational Therapy Practice Framework: Domain and Process (4th ed.). The most commonly affected occupational performance areas included education and work, social participation, and performance of instrumental activities of daily living. Aligning with prior knowledge of the impact of psychosocial difficulties and higher order cognitive deficits on daily life, performance of complex occupations is heavily affected in adults with persistent concussive symptoms. Plain-Language Summary: The functional impact of symptoms that adults experience postconcussion becomes apparent as they return to their life occupations. The results of this study showed that adults with persistent concussive symptoms more commonly experienced occupational challenges with participation in education, social activities, and the performance of instrumental activities of daily living, with subtle, important variations in symptoms across adults. Detailed, client-centered evaluation of occupational performance changes postconcussion is an area of potential growth for occupational therapy practice and research.

Unilateral Spatial Neglect May Not Be Detected by Performance-Based Functional Neglect Assessment.

Unilateral spatial neglect (neglect) poststroke is disabling. It is critical that people with neglect are identified so that treatment can be provided to maximize independence. However, there is some evidence to suggest that existing assessments may not adequately measure neglect. It is unclear whether assessments also fail to identify people with neglect entirely. To determine whether there are stroke survivors who self-report neglect symptoms that are not detected by therapist-rated assessments and to compare self-report and therapist-ratings. Cross-sectional study. U.S. university research center. Unilateral stroke survivors (N = 133). Not applicable. The Catherine Bergego Scale (CBS) was administered to participants and scored by a trained occupational therapist. The parallel self-evaluation anosognosia form was also administered to participants to self-report and rate neglect symptoms. Forty-eight participants (36.1%) were classified as without neglect on the basis of therapist-rated total CBS scores, yet 30 (62.5%) of these 48 participants reported symptoms of neglect on the CBS self-evaluation anosognosia form. There was a significant difference (p < .001) between therapist-rated and self-rated total CBS scores. Our results indicate that many stroke survivors report some level of disability associated with neglect yet do not meet the criteria to be classified as having neglect according to a commonly used therapist-rated performance-based measure. Plain-Language Summary: The findings of this study contribute to the evidence that existing assessments used by occupational therapists to measure performance-based neglect may not always detect neglect symptoms comprehensively in people poststroke. The finding also suggest that we may be missing neglect symptoms entirely. Occupational therapists should consider using various methods to assess for neglect, including patient self-report and comprehensive occupational profiles. Clinicians should also thoroughly screen all clients with stroke for neglect, regardless of lesion location.

Interrater Reliability of the Home Assessment of Person-Environment Interaction (HoPE) – Cognitive Version

Aims Most older people living with a neurocognitive disorder wish to age at home, and the person-environment interaction is a key factor in helping in-home functioning. The Home Assessment of Person-Environment Interaction (HoPE) – Cognitive Version is one of the few assessment tools targeting this interaction. This study tested its interrater reliability. Methods Based on Classical Test Theory, two independent trained occupational therapists simultaneously administered the HoPE-Cognitive Version to 30 dyads (older person and their caregiver), at home. Kappa coefficients, percentages of agreement and standard errors were calculated. Results Kappa coefficients ranged from −0.053 to 1.000 (kappamean=0.415; percentage of agreementrange=50%-100%); the majority (80%) ranged from Fair to Almost Perfect. For each of the three sections of the HoPE-Cognitive Version, the kappa coefficients for the global scores ranged as follows: Section 1: from 0.143 to 0.310 (mean = 0.235); Section 2: from 0.086 to 0.842 (mean = 0.413); Section 3: from −0.053 to 1.000 (mean = 0.532). Conclusion This study documents the interrater reliability of a promising instrument for understanding the person-environment interaction of community-dwelling seniors living with neurocognitive disorders. Several low coefficients demonstrate a high percentage of agreement, according to Feinstein and Cicchetti’s paradoxes. Continuing validation of the HoPE-Cognitive Version should further support its use.

Terapeutas ocupacionais novatos em unidades de cuidados críticos: quais estratégias educativas de reabilitação e cuidados são implementadas em sua formação?

Abstract Introduction Practical training for occupational therapists in critical care units is essential for professional performance in rehabilitation and clinical care areas. Objective To analyze the use of educational strategies employed in critical care units and their integration into the professional development process for novice occupational therapists. Methodology A qualitative research with a phenomenological approach and descriptive design was conducted. Intentional sampling was employed. Data was obtained through the application of semi-structured interviews, direct observation, and documentary review. Four occupational therapists working in a high-complexity hospital in Santiago, Chile, participated. The data was coded into themes, categories, and subcategories for analysis, considering the units of meaning present in the messages from a hermeneutic perspective. Results The necessary theoretical-practical integration required for the development of high-quality professional competencies in critical care environments is emphasized. Effective educational strategies for novice occupational therapists are considered, including systematic mentoring, participation in interdisciplinary teams, and ongoing feedback from experiences in intensive medicine. Conclusion The importance of achieving high-quality professional training for occupational therapists is emphasized through the implementation of interdisciplinary collaboration strategies, recognizing the significance of strengthening effective communication skills between occupational therapists and critical care patients. The need to establish a specific training field for educational strategies in the development of professional competencies for novice occupational therapists is identified.

Training Future Specialists in Specialty 227 “Therapy and Rehabilitation” at Volodymyr Dahl East Ukrainian National University

Physical rehabilitation during military aggression is one of the critical components of medical care for military personnel, their families, and the civilian population affected by the consequences of occupation, violence, bombings, etc. Training future physical therapists is a complex and essential process that requires specialised education, practical experience and constant updating of knowledge and skills. The practice-oriented approach, which allows students to gain real practical experience in treating patients even during their studies and helps them develop the skills and abilities necessary for successful practice, plays a crucial role in the training of physical therapists. The article reveals the peculiarities of training future physical and occupational therapists at Volodymyr Dahl East Ukrainian National University in cooperation with various institutions of the social sphere (rehabilitation institutions, various centres of psychosocial assistance). In interaction with the specified institutions, the recipients get to prepare for work in clinical, sports or other environments where their skills will be of actual use. A hands-on approach helps candidates learn to interact with different age groups and patients with different health conditions, from children to adults; contribute to the recovery of the physical and psychological condition of patients, helping them to return to an active life; by developing individual rehabilitation plans, physical therapists help restore mobility and improve patients’ quality of life, reducing the risk of disability.

Caracterização da formação de terapeutas ocupacionais do Distrito Federal em relação ao campo da Educação

Introduction: Studies point to the importance of the occupational therapists’ performance in education; however, there is a gap in knowledge about academic and complementary education in relation to this field. Objective: To understand the reality regarding the academic and complementary training of occupational therapists in Distrito Federal, Brazil, who have already carried out interventions related to the field of Education, in order to present suggestions for improving this training. Method: Cross-sectional, descriptive and exploratory study with a quantitative and qualitative approach, with the participation of 40 occupational therapists from Distrito Federal, who responded to an online questionnaire. Results and discussion: During undergraduate studies, half of the participants took a specific elective discipline of the field (n=20; 29%), and/or non-specific elective discipline (n=19; 27%). This scenario raised reflections on the approach to content aimed at a broad and diverse performance. It was verified that the participants invested more in complementary activities in the field after completing their degree (n=28; 70%), than during their degree (n=23; 57%). Therefore, the provision of these activities in initial training, the presence of professors of the field and the interest of students are discussed. Investment in content that relates to possibilities for the profession’s actions in the field of Education, especially on reasonable adaptations, suitability/adaptation of environments, materials and curricula, in addition to practices and internships, were highlighted as suggestions for improvements to the undergraduate training. Conclusion: Understanding the reality about training to work in education, based on the understanding of the academic trajectory of the occupational therapists, can contribute to reflections on the field.

User experience and analytics inform the development of an innovative telehealth curriculum: ROAD MAP (Recovery-Oriented Approach to Dementia through Meaningful Activity Participation)

Objective:To user-test a recovery-oriented, clinician-facilitated, web-based, self-management intervention accessible via mobile device: ROAD MAP. The initial programme theory underlying this research is that supporting the experiences of CHIME (connectedness, hope and optimism, identity, meaning in life and empowerment), in persons living with dementia (PLWD) will have health-promoting benefits for the PLWD.Method:The intervention will be delivered to 20 dyads of community-dwelling PLWDs and their carers via a five-week, online, recovery-based curriculum. Five convenience-sampled occupational therapists (OT) will be trained online in a 10-hour training programme to deliver the intervention. All data collection instruments are informed by realist evaluation (RE) methodology and enquire into initial programme theories (IPTs) used to develop the curriculum and the ROAD MAP digital tool. Data collection, between January and March 2023, will occur during both the OT training and the five-week pilot study. The OT facilitators will provide qualitative feedback on the ROAD MAP technology. Data will be collected via pre-post self-completion forms, semi-structured interviews, a focus group, and weekly guided reflective journal. PLWD’s self-reported, user experience will be live polled within the weekly one-hour long sessions of the pilot. Their digital usage analytics will be generated by the MyGuide platform on which the ROAD MAP intervention is built. These data will be manually screened for IPT relevance and used to test emerging programme theories.Results:All data will be collected by end of March 2023 and analysed by end of May 2023. NVivo will be used to generate refined programme theories according to RE methodology. This will provide evidence of plausible, causal context-mechanism-outcome configurations which may optimize the refined version of the ROAD MAP digital intervention, curriculum and facilitator training methods.Conclusion:This study will increase knowledge of a methodology for developing useable and acceptable recovery-oriented telehealth tools for PLWD. This intervention could directly enhance the education of health care professionals and improve the equitable delivery of dementia services.

Cognitive assistance to support individuals with traumatic brain injury using a minimal and personalised approach: A conversion mixed methods study using video analysis.

Individuals with traumatic brain injury (TBI) frequently need assistance to manage complex everyday activities. However, little is known about the types of cognitive assistance that can be used to facilitate optimal independence. A conversion mixed method study using video analysis was conducted to describe assistance provided by trained occupational therapists during three everyday tasks carried out in the participants' homes and surrounding environments. Forty-five people with moderate and severe TBI were tested by three occupational therapists using the Instrumental Activities of Daily Living Profile, an observation-based assessment that documents independence in complex everyday activities and the minimal assistance required to attain task goals. Using video analysis, difficulties experienced by the people with TBI during a meal preparation and grocery shopping task, and the cognitive assistance provided by the occupational therapists in response to these difficulties, were documented. Statistical analyses were also completed to identify the main difficulties and types of cognitive assistance provided during the evaluation, for the whole group and depending on their level of independence. Nine types of cognitive assistance were used by occupational therapists, including implicit (stimulating thought processes), and more explicit assistance (cueing), to facilitate task performance. When needed, motivational assistance, which consisted of encouraging participants to think for themselves, was also used. Stimulating thought processes was mostly used to support goal formulation and planning, whereas cueing was used in numerous instances. Participants with lower levels of independence received more assistance of almost all types to support them. Using these findings, training could be developed for caregivers and occupational therapists to support them in providing minimal and personalised cognitive assistance. Further research is needed to examine the extent to which all types of cognitive assistance are effective in helping various cognitive profiles of people with TBI attain optimal independence.

Knowledge Gaps Regarding Indigenous Health in Occupational Therapy: A National Survey.

Background. There is a need for the occupational therapy profession to respond to the Truth and Reconciliation Commission of Canada Calls to Action and work towards supporting the health and well-being of Indigenous Peoples. Purpose. (1) To determine the knowledge gaps of occupational therapists about Indigenous health and (2) to create recommendations to address identified gaps and inform responses from the profession. Method. A national needs survey was created and distributed to occupational therapists across Canada to determine the knowledge of occupational therapists about Indigenous health. Survey results were analyzed using thematic analysis and descriptive statistics. Findings. Data collected from 364 survey responses informed six distinct themes representing knowledge gaps of occupational therapists related to Indigenous health as follows: lack of foundational knowledge, power relations, lifelong learner, need for appropriate tools/approaches, respectful collaboration, and environmental influences. Implications. The project offers insight into the role of the occupational therapy profession in the process of reconciliation. Insights are focused on decolonizing occupational therapy practice, building trusting relationships with Indigenous Peoples, and the provision of appropriate training for occupational therapists to engage in culturally safer practices.

Community Occupational Therapy in Dementia intervention for people with mild to moderate dementia and their family carers in the UK: the VALID research programme including RCT

Community Occupational Therapy in Dementia intervention for people with mild to moderate dementia and their family carers in the UK: the VALID research programme including RCT

Perception of the Use of the Direct Observation of Procedural Skills in Occupational Therapy Postgraduate Year Training in Taiwan: Survey of the Perspectives of Trainees and Supervisors.

Assessment of clinical competence is a significant part of the training for young occupational therapists (OTs). Objective and systematic assessment allows both supervisors and trainees to be aware of the training objectives and monitor the progress. The direct observation of procedural skills (DOPS) is a work-based assessment to evaluate professional knowledge, skills, and attitude in clinical training. This study investigated the perspectives of OT educators and trainees on using DOPS and their discrepancy for OT postgraduate year (PGY) training. This study used a quantitative online survey. Eighty-six supervisors and 41 trainees of OT PGY training programs from 95 hospitals returned the questionnaire (a 90.5% return rate), and 64 supervisors and 30 trainees who used DOPS were analyzed. Outcomes included the practicality in using the DOPS in clinical settings, the ease of rating the DOPS, and advantages and the disadvantages of the DOPS. Most respondents reported that completing one DOPS required at least 11 minutes for direct observation (11-40 minutes: teacher 92.2%; trainee 80.6%). Most respondents (teacher 96.9%, trainee 96.8%) had feedback after direct observation of DOPS, and about half of the feedback assessments took 5 to 10 minutes (teacher 53.1%, trainee 48.4%). Most OT educators and trainees agreed that clinical resources were sufficient and that DOPS matched with OT training goals, benefited OT competence training, and had a fair, objective, and consistent scoring system. Significantly higher percentages of OT trainees felt stressed in and satisfied with the DOPS assessment than trainers. Differences between teachers and trainees regarding easiness of rating DOPS items were not significant. Most OT educators and trainees agreed that DOPS was a practical and appropriate assessment for OT PGY training.

Eye movement desensitisation and reprocessing as a treatment for PTSD, trauma, and trauma related symptoms in children with intellectual disabilities: a general review

PurposeThis paper aims to discuss the utility of eye movement desensitization and reprocessing (EMDR) therapy as a treatment for children with intellectual disabilities (ID) who have experienced trauma.Design/methodology/approachRelevant National Institute for Health and Care Excellence (NICE) guidance and literature were reviewed to provide support for the use of EMDR as a treatment for trauma in children with ID.FindingsThere is a growing body of evidence which demonstrates that EMDR therapy is successful for the treatment of trauma in adults and children. However, for children with ID, the research is limited despite those with ID being more likely than non-disabled peers to experience trauma such as abuse or neglect.Practical implicationsEMDR can only be facilitated by trained mental health nurses, psychiatrists, psychologists (clinical, forensic, counselling or educational) or occupational therapists or social workers with additional training. Finally, general practitioners who are experienced in psychotherapy or psychological trauma and have accreditation. Therefore, this highlights that there may be a lack of trained staff to facilitate this intervention and that those who are generally working with the client closely and long term such as learning disability nurses are not able to conduct this intervention.Originality/valueThis paper presents an account of NICE guidance and evidence of the efficacy of EMDR as a treatment for adults, children and those with ID.

E071 Which clinical, ultrasound and OT hand assessments are most useful in predicting hand disability in early rheumatoid arthritis?

Abstract Background/Aims Developing a clear understanding of the features of hand involvement that are associated with future disability will assist in designing future OT clinical intervention studies and will aid in selecting RA patients for intensive hand therapy and early aggressive medical treatment. This study aimed to determine which hand assessments best predicted hand disability in patients with early Rheumatoid arthritis (RA). Methods 63 early RA patients with hand symptoms were identified from Rheumatology clinics in the Belfast Health and Social Care Trust. Assessments were undertaken at baseline and at 1 year. Hand disability outcome was measured using the Sequential Occupational Dexterity Assessment (SODA). Grip Strength (GS), Total Pain Score (PS), Modified Kapandji index (MK), Stanford Health Assessment Questionnaire (HAQ) and Moberg pick up test (MoV) were assessed by trained occupational therapists (OTs); Ultrasound assessments of hand and wrist were undertaken by trained rheumatologists. Summated (Global) hand and wrist Ultrasound activity score (G-UAS), hand and wrist Power Doppler score (G-PD), and ultrasound erosion score were calculated. Hand deformity score (DS), standardised hand X-ray, Das-28, RF and anti-CCP antibody were undertaken at each assessment. Results There was no significant change in the median SODA score after one year. The main static predictor for baseline SODA was HAQ (25% of the variability). DAS28, MK and Grip Average were statistically significant on their own accounting for between 6-10% variability in the model but when all significant explanatory variables were included HAQ was the only significant variable (23%). Regression for year 1 SODA showed that the main static predictor was MK (adjusted R-squared 59%). PS, DAS28 and GS were statistically significant on their own accounting for between 7-23% variability, but when all significant explanatory variables were included, the MK was the only one of significance (58%). Regressing all explanatory variables against SODA resulted in an adjusted R-squared of 61%: MK and G-UAS (although not significant on its own) were the only ones that were significant. When baseline data was used to predict year 1 SODA, HAQ, MK, PS, DAS28 and GS were statistically significant on their own, but when all significant explanatory variables were included only HAQ and MK were significant explaining 57% of the variability. When HAQ was excluded, PS, DAS28 and GS were statistically significant on their own accounting for between 10-19% variability. When all significant explanatory variables were included, MK was the only one that was significant (adjusted R-squared was 50%). Conclusion Amongst the variables assessed, the HAQ showed good overall prediction for SODA as expected. MK was the most reliable time-lag predictor of hand disability at one year in early RA. X-ray, MoV, GS and ultrasound assessments were much less associated but longer follow-up studies would be useful. Disclosure C. Harkness: None. E. Ball: None. S. Wright: None. E. Crone: None. E. Henry: None. L. Foster: None. H. Farmer: None. A. Bell: None.

Experiences of the Occupational Therapists During the COVID-19 Pandemic: A Scoping Review.

Occupational therapy has been impacted by the worldwide COVID-19 pandemic and has transitioned from a traditional face-to-face therapy method to an online one. In the wake of the pandemic, occupational therapist faced the challenge of providing online services to people with disabilities. The review aimed to identify and synthesize the best available evidence on the experience of occupational therapists in psychiatric rehabilitation settings during the COVID-19 pandemic. Additionally, the challenges posed by changes in the mode of training were examined. Electronic database search included PubMed, PsycINFO, PsycNET, Cochrane Library, Ovid, MEDLINE, CINAHL, SAGE Journals, Elsevier Science Direct, Springer, Wiley Online Library, JAMA Psychiatry, and Society E-Journals. Inclusion criteria were studies describing the experience of the occupational therapists during the COVID-19 pandemic in psychiatric rehabilitation settings. A systematic search identified 8 studies included quantitative, qualitative and mixed methodology conducted between 2020 and 2022. The findings from the reviewed articles revealed that the complexities and challenges faced by occupational therapists during the COVID-19 pandemic were professional, personal, and organizational; innovative practices were implemented in the psychiatric settings. The review findings expressed both positive (accepting a new mode of training, time saving) and negative experiences (problems with interaction & internet) perceived by the rehabilitation professionals. Enhancing the training of occupational therapists will help in easing the access and know-how of using telerehabilitation services for patients and coping with COVID-19-like situations in the future.

ChatGPT e seu impacto na formação de competências para terapeutas ocupacionais: uma reflexão sobre a integridade acadêmica

Abstract Public access to artificial intelligence, and specifically to ChatGPT, is presenting challenges in the professional training of occupational therapists. In this context, this essay aims to describe the impact of artificial intelligence, with an emphasis on ChatGPT, on the training of occupational therapists and proposes strategies to integrate these technologies into higher education from an integrative, ethical perspective, in line with the values and principles of academic integrity. While this tool can be used to provide theoretical knowledge and enhance content learning, it also poses a risk for dishonest behaviors in the academic realm. Therefore, it is essential that educators understand its use and promote experiential methodologies that encourage creativity, critical thinking, and reflection. The challenge lies in the implementation of policies and strategies that promote the development of professional skills and the ethical and effective use of these technologies in training future occupational therapists, such as declaring its use in written works, modeling by teachers, and integration into training methodologies.

Educação ambiental em tempos de crise socioambiental: possibilidades de sua inclusão na formação em terapia ocupacional, desde a perspectiva de docentes

Abstract Introduction The socio-environmental crisis is a relevant issue and there is an urgency in its reflection and search for solutions in all areas of knowledge. This study, using environmental education as a base, becomes part of this need from professional training in occupational therapy. Objective To analyze the possible relationships between environmental education and disciplinary training, from the perspective of occupational therapists who are dedicated to university teaching in the province of Concepción, Chile. Method Qualitative methodology through 7 individual interviews with occupational therapists who work as university academics. The information is subjected to a thematic content analysis and theoretical triangulation. Results There are theoretical and ethical foundations in the discipline linked to nature, which can be included in professional training. It is proposed that this issue should be addressed transversally in training. The most appropriate teaching methodologies for its implementation would be of a theoretical-practical nature, such as project-based learning or service learning. Nature-based actions can be taught as an intervention strategy at the service of caring for nature, and at the same time for caring for people and communities. Conclusions It is invited to include environmental education in the training of occupational therapists, since it is a powerful tool to advance in the protection and conservation of the environment.

Terapia ocupacional e educação: um estudo documental sobre a formação acadêmica

Abstract Introduction The National Curriculum Guidelines for undergraduate courses in occupational therapy point to training aimed at working in different fields, which includes the field of education. Objective To identify how occupational therapists are trained to work in the school context, based on the analysis of documents from undergraduate courses in Brazilian occupational therapy. Method This is a documental study carried out through the analysis of the Political-Pedagogical Project, Curricular Grid and Syllabuses of disciplines of graduation courses in Brazilian occupational therapy. Data were organized in Excel spreadsheets and descriptively analyzed using a qualitative approach. Results Of the total of 61 undergraduate courses in occupational therapy in Brazil, documents referring to 33 of them were consulted; of these, only half (n=16) present specific curricular components aimed at the area of education, and most of them (n=14) offer such content on a mandatory basis. Regarding the courses that offer specific disciplines on education, it is possible to recognize the importance of approaching these contents in the training of occupational therapists, since, for the most part, they are mandatory disciplines. It emphasizes the importance of investments in the area, considering the guidelines of the National Curriculum Guidelines and the recommendations indicated in specific Resolutions of the area. Conclusion It is believed that the present study contributes to the advancement of reflections on the training of occupational therapists to work in the school context and encourages further studies on the subject.