Journal of Occupational Therapy Education最新文献

Using an Ungraded Interprofessional Clinical Examination to Decrease Student Stress and Anxiety for a Skill-based Exam 使用不分级的跨专业临床考试来减少学生对技能考试的压力和焦虑

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070310

McKenzie R Behrendt, S. Smallfield, Jessica N. Semin, K. Kupzyk

{"title":"Using an Ungraded Interprofessional Clinical Examination to Decrease Student Stress and Anxiety for a Skill-based Exam","authors":"McKenzie R Behrendt, S. Smallfield, Jessica N. Semin, K. Kupzyk","doi":"10.26681/jote.2023.070310","DOIUrl":"https://doi.org/10.26681/jote.2023.070310","url":null,"abstract":"Abstract Healthcare educators are encouraged to provide both skill-based practical exams and interprofessional experiences to prepare students for clinical practice. With skill-based exams come increased student stress and anxiety. This article reports on the development, exploratory outcomes, and lessons learned from an ungraded objective structured clinical examinations (OSCEs) event involving doctoral-level occupational therapy and bachelor-level nursing students. The primary objective was to allow occupational therapy students to practice for an upcoming graded, comprehensive, skill-based exam. The secondary objective was to examine if the event changed students’ perceived interprofessional skills. The OSCE event included a large group pre-brief, three simulations with mini debriefs following each simulation, and a large group debrief. Students completed pre-and post-tests providing quantitative data to assess perceived attainment of interprofessional competencies. Qualitative data suggested significant value and worthiness of this learning event. Students reported the event improved their interprofessional skills, decreased exam stress and anxiety, and provided them adequate practice for the exam. Overall, the preliminary findings suggested the design of this interprofessional ungraded OSCE event prepared occupational therapy students for comprehensive skill-based exams, thereby decreasing test anxiety and stress levels while facilitating a beneficial interprofessional experience. Details of the OSCE design are shared to assist faculty in preparing future healthcare professionals for positive interprofessional collaborations and comprehensive skill-based curricular assessments.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125896212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Expanding Practice in Trinidad and Tobago: Training Therapists to Implement Pediatric Constraint-Induced Movement Therapy 在特立尼达和多巴哥扩大实践:培训治疗师实施儿童约束诱导运动疗法

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070218

Kimarah Reefe, Shasta Green, R. Martínez, P. Coker-Bolt

{"title":"Expanding Practice in Trinidad and Tobago: Training Therapists to Implement Pediatric Constraint-Induced Movement Therapy","authors":"Kimarah Reefe, Shasta Green, R. Martínez, P. Coker-Bolt","doi":"10.26681/jote.2023.070218","DOIUrl":"https://doi.org/10.26681/jote.2023.070218","url":null,"abstract":"While the World Federation of Occupational Therapy (WFOT) recommends that occupational therapists (OTs) competently respond to changing environments and new clinical practice and research demands (WFOT, 2012), there are many challenges for therapists to engage in professional development in countries where resources and specialized expertise are limited. The purpose of this article is to describe a successful educational collaboration between therapists in Trinidad and the United States to further training of Trinidad and Tobago therapists on evidence-based pediatric intensive therapy models, with a focus on pediatric constraint-induced movement therapy (CIMT). The authors applied a translational framework to build capacity for pediatric CIMT in Trinidad which included in-country didactic education and hands-on experience with pediatric patients. This collaboration led to the development of a locally feasible and contextually relevant form of pediatric CIMT which was successfully piloted in Trinidad and Tobago. Intentional efforts must be made to build a competent OT workforce in countries with workforce challenges to ensure that children and adults seeking high quality care can receive an excellent standard of care.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123711276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating Communication and Collaboration Among Healthcare Students 评估卫生保健专业学生的沟通与协作

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070107

L. Knecht-Sabres, D. Provencher, K. Luciano, S. Zera, Susanne Higgins, Dana Lingle, P. Higgins, Charlotte Bolch

{"title":"Evaluating Communication and Collaboration Among Healthcare Students","authors":"L. Knecht-Sabres, D. Provencher, K. Luciano, S. Zera, Susanne Higgins, Dana Lingle, P. Higgins, Charlotte Bolch","doi":"10.26681/jote.2023.070107","DOIUrl":"https://doi.org/10.26681/jote.2023.070107","url":null,"abstract":"Abstract The purpose of this pilot study was to determine if the Interprofessional Collaborator Assessment Rubric (ICAR): Communication and Collaboration Dimensions would demonstrate good inter-rater reliability and be a useful and efficient tool to evaluate professional communication and collaboration between occupational therapy (OT) and physician assistant (PA) students. An additional aim of this study was to assess students’ thoughts, perceptions, and perceived value regarding these types of interprofessional opportunities. A sequential explanatory mixed methods design was used. An interclass correlation coefficient (ICC) examined the inter-rater reliability of the instrument for both faculty raters (n = 7) and standardized patient (SP) raters (n =5). Qualitative data was gathered from focus groups to assess the utility of the ICAR: Communication and Collaboration. Quantitative and qualitative data were also gathered from a convenience sample of student participants (n =19) to investigate the perceived value of this interprofessional experience. Quantitative data revealed that there was moderate inter-rater reliability for four out of five of the subscales. Three themes emerged from the rater and student focus groups. Students found the interprofessional education (IPE) opportunity to be valuable. They also felt that it enhanced their understanding of the OT/PA profession, as well as their comfort and ability to collaborate and communicate with other professionals. The results of this study suggest that the ICAR: Communication and Collaboration Dimensions has the potential to maintain inter-rater reliability among healthcare students. The results of this study also indicate that healthcare students view IPE events as being highly valuable and beneficial.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114768588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Collaborative Fieldwork Supervision Model Supports Identified by Occupational Therapy Fieldwork Educators 职业治疗实习教育者认同的协同实习监督模式支持

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070215

Oaklee Rogers, Debra J Hanson, C. Graves, T. Turner, M. Klug

{"title":"Collaborative Fieldwork Supervision Model Supports Identified by Occupational Therapy Fieldwork Educators","authors":"Oaklee Rogers, Debra J Hanson, C. Graves, T. Turner, M. Klug","doi":"10.26681/jote.2023.070215","DOIUrl":"https://doi.org/10.26681/jote.2023.070215","url":null,"abstract":"Within the occupational therapy (OT) profession, the collaborative fieldwork supervision model is considered a non-traditional approach to fieldwork education. Although supportive strategies for fieldwork education have been developed, there is little data to validate fieldwork educators' perspectives on the value and helpfulness of these supports for this model. Using a mixed-methods research design, this study aimed to identify what supports influenced fieldwork educators to use the collaborative fieldwork supervision model, what supports are valued when implementing it, and what supports would be considered helpful for those who have not used it. A total of 382 fieldwork educators completed the study, with 113 who identified as model users and 269 who identified as model non-users. Four themes emerged from model users that influenced their decision to use the model: support from 1) fieldwork site context, 2) academic program, 3) student engagement, and 4) professional resources. Based on the study results, a four-part approach is recommended for educational programs to support the initiation and use of the collaborative fieldwork supervision model.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132008205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Framework for Creating and Using Teaching Philosophy Statements to Guide Reflective and Inclusive Instruction 创建和使用教学哲学陈述来指导反思和包容性教学的框架

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070308

Steven D. Taff

引用次数: 1

Level I Fieldwork: Could Simulation be the Answer? A Descriptive Study 第一级实地考察:模拟是答案吗?描述性研究

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070312

Darla Coss, S. L. de Sam Lazaro, K. Brady

{"title":"Level I Fieldwork: Could Simulation be the Answer? A Descriptive Study","authors":"Darla Coss, S. L. de Sam Lazaro, K. Brady","doi":"10.26681/jote.2023.070312","DOIUrl":"https://doi.org/10.26681/jote.2023.070312","url":null,"abstract":"Abstract This article describes the creation and outcomes of simulation as Level I Fieldwork for entry level graduate occupational therapy students. The simulations were created by a team of interprofessional educators following the International Nursing Association for Clinical Simulation and Learning best practices. Additionally, the simulations were designed to meet the student learning outcomes of Level I Fieldwork. Students participated in eight high-fidelity simulations and were evaluated with self-ratings, peer ratings, and faculty ratings. Each student completed a student evaluation of the fieldwork experience, with rating scales and open-ended questions to understand student perceptions of the experience. The vast majority of students met or exceeded expectations on all rating scales. Faculty ratings on student performance were consistently higher than peer ratings and self-ratings. Student perceptions of their experiences were mostly positive, and the majority of students reported meeting the student learning outcomes. The results of this study indicate that Level I Fieldwork with well-designed simulation can result in positive student perceptions, achievement of student learning outcomes, and a consistent student experience.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130093933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pilot of a Simulated Clinical Placement in Occupational Therapy Education in an Australian University Delivered Online: A Cross-Sectional Study of Students' Perceptions 澳大利亚一所大学职业治疗教育模拟临床实习试点:学生认知的横断面研究

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070212

L. Barclay, E. Chu

{"title":"Pilot of a Simulated Clinical Placement in Occupational Therapy Education in an Australian University Delivered Online: A Cross-Sectional Study of Students' Perceptions","authors":"L. Barclay, E. Chu","doi":"10.26681/jote.2023.070212","DOIUrl":"https://doi.org/10.26681/jote.2023.070212","url":null,"abstract":"In response to COVID-19, the widespread cancellation of professional practice placements, and the increased uptake of telehealth, Monash University Department of Occupational Therapy developed a simulated clinical placement adapted for online delivery. This paper describes the placement, and reports on the benefits and challenges of participating from the student perspective. This exploratory, descriptive study used a cross-sectional design with a web-based survey administered to students who completed the placement. Participants were first year Master of Occupational Therapy Practice students (n = 33), and second year Bachelor of Occupational Therapy students (n = 32). Numerical data were analyzed descriptively. Content of the open text responses were analyzed using content analysis. The majority of students reported they found the placement either extremely useful or moderately useful. The aspect reported as being the most useful was receiving immediate supervisor feedback, followed by interviewing a patient and interviewing a stakeholder. Working in a telehealth environment was identified as extremely or moderately useful by most students. Four content categories were identified: An incredible chance to practice in a safe environment; The good and the bad about working in groups; Too many tasks to juggle; and Online delivery prepares for working in telehealth. Use of telehealth in occupational therapy practice will continue into the future. Educators therefore need to ensure their graduates have the skills needed for this practice area. Participating in a simulated clinical placement delivered online enables students to practice communication in a safe environment, while gaining valuable skills to prepare for working in telehealth.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122752346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Covid-19 Impact on NBCOT Passing Rates Covid-19对NBCOT通过率的影响

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070306

John Damiao

{"title":"Covid-19 Impact on NBCOT Passing Rates","authors":"John Damiao","doi":"10.26681/jote.2023.070306","DOIUrl":"https://doi.org/10.26681/jote.2023.070306","url":null,"abstract":"Abstract The COVID-19 pandemic changed the delivery of education as many occupational therapy (OT) programs temporarily transitioned to remote learning. The purpose of this article is to describe the impact of the COVID-19 pandemic on the National Board for Certification in Occupational Therapy (NBCOT) pass rates. A mixed methods research design was used consisting of quantitative data from all 35 OT programs from New York (NY), New Jersey (NJ), Connecticut (CT), and California (CA). Qualitative data was gathered from NY OT program graduates with fourteen convenience sampled graduate students who completed the qualitative survey. NBCOT exam scores from 2019-2021 were gathered for OT programs in NY, NJ, CT, and CA. A repeated-measures ANOVA and t-test were conducted to compare OT program performance on NBCOT exam. A qualitative survey was distributed via email to OT students who graduated in May of 2020. Results suggest a significant effect was found (F (3,99) = 2.946, p = .037). The decrease in passing scores occurred during the height of the pandemic in 2020 (M = 95.21, SD = 7.032), compared to the pre-pandemic period of 2019 (M = 97.41, SD = 3.016), and ‘post-pandemic’ period of 2021 (M = 97.44, SD = 3.661). The COVID-19 pandemic and the transition to online learning had a direct impact on OT student performance on the NBCOT exam. This study describes how pandemics, such as COVID-19, can affect student preparation for entry-level practice, while highlighting the need for institutional preparedness for future events.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128047251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing the Change Agent Competencies of Occupational Therapy University Students: Using a Scholarship of Teaching and Learning Approach in a Canadian Program 发展职业治疗大学生的变革推动者能力:在加拿大项目中使用教学和学习方法

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070305

É. Lavoie-Trudeau, Tim Dubé, M. Beaudoin, A. Carrier

{"title":"Developing the Change Agent Competencies of Occupational Therapy University Students: Using a Scholarship of Teaching and Learning Approach in a Canadian Program","authors":"É. Lavoie-Trudeau, Tim Dubé, M. Beaudoin, A. Carrier","doi":"10.26681/jote.2023.070305","DOIUrl":"https://doi.org/10.26681/jote.2023.070305","url":null,"abstract":"Abstract Canadian occupational therapy (OT) university programs must teach change agent competencies. These include promoting social justice and empowering clients, which United States occupational therapists also do. Change agent competency requirements are challenging to teach and involve multidisciplinary knowledge and non-traditional skills. As few occupational therapists feel competent to act as change agents, university programs must engage in a scholarship of teaching and learning (SoTL) approach and identify areas of improvement. The aim of this study, informed by SoTL, was to document, as described by participants, the pedagogical activities related to teaching the change agent role in an OT program in Canada and explore possible curricular improvements. Two online 90-minute focus group meetings were held: one with ten teaching team members, the other with six current and past students. Participants were questioned regarding current formal and informal curricular activities, barriers that influenced competency development, and activities that could help improve it. Data were analyzed thematically. Actual informative teaching activities, such as ethics and multicultural courses, were deemed helpful but insufficient, with only one transformative course in the curriculum. Barriers such as a rigid, biomedical-based program structure also affected competency acquisition. Solutions to improve acquisition included mentorship and recognition of relevant extracurricular projects by the programs. SoTL offers a reflective lens to learn from collective experiences. This study showed the importance of involving students and faculty in program development and delivery improvements in order to better support educators and program administrators in their mission to meet the needs of vulnerable populations.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130136783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moving Forward Together: Reflections of a National Survey of OT/OTA Students’ Perceptions of Culturally Aware Educational Content Delivery 一起前进:一项关于OT/OTA学生对文化意识教育内容交付的看法的全国性调查的反思

Journal of Occupational Therapy Education Pub Date : 2023-01-01 DOI: 10.26681/jote.2023.070102

Adair M Sanchez, Iris W Burns, Tina DeAngelis, Maclain Capron, A. Mills, Taylor Kligerman

{"title":"Moving Forward Together: Reflections of a National Survey of OT/OTA Students’ Perceptions of Culturally Aware Educational Content Delivery","authors":"Adair M Sanchez, Iris W Burns, Tina DeAngelis, Maclain Capron, A. Mills, Taylor Kligerman","doi":"10.26681/jote.2023.070102","DOIUrl":"https://doi.org/10.26681/jote.2023.070102","url":null,"abstract":"Abstract In June of 2020 in response to the murder of George Floyd and the additional atrocities against historically marginalized people and communities across the United States, the Commission on Education (COE) of the American Occupational Therapy Association (AOTA) sought to act within its scope. A retrospective survey (N= 1,692) was developed, deployed, and analyzed in accordance with the COE’s standard operating procedures relating specifically to monitoring trends that impact the education of occupational therapy (OT) and occupational therapy assistant (OTA) students. This survey aimed to capture perspectives from OT/OTA students regarding the delivery of culturally aware educational content in curricula provided by faculty. Results indicated that faculty are attempting to deliver aspects of culturally aware content with a limited number of delivery methods. Furthermore, findings suggested the need for rigorous and comprehensive improvements to content delivery related to diversity, equity, inclusion (DEI), social determinants of health (SDOH), and intersectionality across the classroom and clinical settings. Implementation of basic instruction, such as lectures/readings, and higher-level processing and application-based materials (i.e., case studies, discussions, role-playing, and simulations) need to be included throughout the entire OT/OTA curriculum experience and are critical to comprehensively educate and equip students for contemporary and culturally informed practice. Faculty would benefit from the development of instructional best practice strategies that expand beyond the delivery of knowledge acquisition. This study aims to lay the groundwork to advance and inform the skills of faculty, fieldwork, and capstone coordinators to deliver culturally aware curricula.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130279767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0