Journal of Occupational Therapy Education最新文献_第10页

Anti-racism and Occupational Therapy Education: Beyond Diversity and Inclusion 反种族主义与职业治疗教育:超越多样性与包容性

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060103

Julia J Sterman, J. Njelesani, Shanteria Carr

{"title":"Anti-racism and Occupational Therapy Education: Beyond Diversity and Inclusion","authors":"Julia J Sterman, J. Njelesani, Shanteria Carr","doi":"10.26681/jote.2022.060103","DOIUrl":"https://doi.org/10.26681/jote.2022.060103","url":null,"abstract":"There is a pressing need to address racism within healthcare education; however, occupational therapy educators lack a compilation of discipline-specific knowledge of anti-racist actions. The objective of this study was to examine anti-racist instructional practices for educators to employ in occupational therapy education. We conducted a scoping review and systematically searched six electronic databases to identify and synthesize anti-racist educational practices within the occupational therapy literature. The 20 included articles identified that educators should: use collaborative, anti-racist teaching strategies throughout the curriculum; engage in reflexivity including how intersecting identities impact occupational engagement; decolonize curricula through including Indigenous content and non-Western practice frameworks; increase representation of Black, Indigenous, and other People of Color students and faculty; and strengthen educators’ capacity to engage in anti-racist actions. To address systemic injustices to educational inclusion and prepare students to address health care inequities, occupational educators must engage in anti-racist actions across curriculum, programs, and universities.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115713536","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: 1

Finding a Voice: Overcoming Shame Through a Classroom Collective Exploration of Vulnerability 寻找声音:通过对脆弱的课堂集体探索来克服羞耻

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060116

M. Lockmiller, Amy Armstrong-Heimsoth

引用次数: 0

Use of Metacognitive Techniques in Occupational Therapy Education: A Scoping Review 元认知技术在职业治疗教育中的应用:范围综述

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060305

Monica L. Robinson, C. Kroll, Emma Sabransky

{"title":"Use of Metacognitive Techniques in Occupational Therapy Education: A Scoping Review","authors":"Monica L. Robinson, C. Kroll, Emma Sabransky","doi":"10.26681/jote.2022.060305","DOIUrl":"https://doi.org/10.26681/jote.2022.060305","url":null,"abstract":"Abstract Efficient and effective occupational therapy curricular and course design is essential to develop competent and reflective practitioners. The intentional use of metacognitive strategies could improve the development of higher-order thinking and learning outcomes. The study explored the use of metacognitive strategies to improve learning and higher-order thinking in students within occupational therapy higher education. A targeted search for occupational therapy journals only was the primary method to identify studies. Arskey and O’Malley’s (2005) five-stage framework guided this scoping review. All studies demonstrated some aspects of metacognition, this included thinking about their learning, reflection, self-assessment, or sense-making. Through the PRISMA process, the initial search yielded 260 studies; 27 duplicates were removed for a remaining total of 233 studies. Thirteen articles were included in the final study. The identification of the studies’ purpose, pedagogy, metacognitive strategies, and the level of Bloom’s taxonomy for the strategies was included in the analysis. Written reflection, peer-to-peer debate, self-directed learning, critical thinking, self-assessment, and reflection observation were the metacognitive strategies described in the articles. The metacognitive strategies were not specific to a pedagogy. Rather the strategies varied in use; however, all focused on learning outcomes to develop higher-order thinking skills and life-long learners. The selected studies reported improved learning outcomes and described metacognitive strategies. Transparency and intentionality in occupational therapy higher education related to metacognition may improve learning outcomes leading to practitioners whose self-reflection and critical thinking improve client and system outcomes.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130215408","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: 3

Self-Care: An Occupational Therapy Student Perspective 自我照顾:职业治疗学生的视角

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060105

Isabelle Laposha, S. Smallfield

{"title":"Self-Care: An Occupational Therapy Student Perspective","authors":"Isabelle Laposha, S. Smallfield","doi":"10.26681/jote.2022.060105","DOIUrl":"https://doi.org/10.26681/jote.2022.060105","url":null,"abstract":"Health professional students, including occupational therapy students, report increasing rates of stress, anxiety, depression, and burnout while completing their academic programs of study. Self-care is one potential solution to this crisis, as engagement in evidence-based self-care practices has been found to improve the health and well-being of various student populations; however, the self-care practices of occupational therapy students have not been well studied. Therefore, this study explored how occupational therapy students understand and practice self-care, and how self-care correlates to perceived stress. Twenty participants engaged in a focus group and completed a 72-hour time diary. Focus group results indicated that participants highly valued their self-care practices, reporting that selfcare improves their well-being, is a skill that must be developed, and plays a critical role in occupational therapy practice. Time diaries revealed that the most frequently recorded self-care occupations were sleeping/napping, meal preparation/eating, and watching television and other streaming services. Total time spent in self-care practices ranged from 9-55 hours, and duration of self-care was not found to correlate with perceived stress or demographic variables. Results demonstrate that the type of self-care activities in which students engage may be more beneficial than duration of self-care alone. Students may benefit from further skill development in self-care to improve their current and future well-being. Occupational therapy educators have the opportunity to assist in developing this skill through intentional programming.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125922158","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: 3

Exploring the Experiences of Black/African American Students in Entry Level Occupational Therapy and Occupational Therapy Assistant Programs: A Survey Study 探索黑人/非裔美国学生在入门级职业治疗和职业治疗助理项目中的经历:一项调查研究

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060202

Riqiea Kitchens, Amber Armstead, K. Mani, Lima Ghulmi, Diane M. Collins

引用次数: 1

Factors Influencing the Diversity of Occupational Therapy Students 影响职业治疗专业学生多样性的因素

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060102

Donna Colaianni, Grace Tovar, D. Wilson, Heidi Zapanta

引用次数: 3

Active Learning and Occupational Therapy Theory: A Mixed Methods Study of a Course Redesign 主动学习与职业治疗理论:课程重新设计的混合方法研究

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060403

M. Feldhacker, Diana R. Feldhacker

{"title":"Active Learning and Occupational Therapy Theory: A Mixed Methods Study of a Course Redesign","authors":"M. Feldhacker, Diana R. Feldhacker","doi":"10.26681/jote.2022.060403","DOIUrl":"https://doi.org/10.26681/jote.2022.060403","url":null,"abstract":"The use of theory to guide practice is what distinguishes an occupational therapist’s professional judgment and reasoning from simply technical skills. However, occupational therapists continue to lack confidence and skills in understanding application of theory to inform practice. Thus, effective course design related to theory is imperative in professional formation. This study assessed the effectiveness of a graduate-level occupational therapy theory course redesigned using andragogical, learner-centered, and active learning principles to address gaps in applying and understanding theory. A mixed methods retrospective cohort design was utilized. This included a pretest/post-test survey along with end-ofsemester course and instructor evaluation. Eighty-four students engaged in the course and completed pre/post-testing and end of course evaluations. Course and instructor evaluations from an original (preredesign) cohort of 28 students were used for comparison. Results suggest that the course redesign was effective at helping students understand and apply occupational therapy theory in a real-world context while also being able to articulate the importance of theory-guided practice. Instructors should structure theory coursework around andragogical, learner-centered, and active learning principles to improve engagement and interaction with theoretical concepts. Results of this study can inform instructors in best practices and student preferences when instructing theory-related coursework and how to create learning opportunities which have distinct value in creating occupational therapy practitioners who are confident in utilizing theory to inform practice decisions.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128684702","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

Short-Term Program on Three-Dimensional Printed Self-Help Devices for Occupational Therapy Students: A Pre-Post Intervention Study 面向职业治疗学生的三维打印自助设备短期项目:干预前后研究

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060308

Yusuke Harada, Yuki Sawada, J. Suzurikawa, Rie Takeshima, T. Kondo

{"title":"Short-Term Program on Three-Dimensional Printed Self-Help Devices for Occupational Therapy Students: A Pre-Post Intervention Study","authors":"Yusuke Harada, Yuki Sawada, J. Suzurikawa, Rie Takeshima, T. Kondo","doi":"10.26681/jote.2022.060308","DOIUrl":"https://doi.org/10.26681/jote.2022.060308","url":null,"abstract":"Despite the increasing importance of digital fabrication, of which three-dimensional printing is an important aspect, educational programs in this area have not been fully developed. To utilize threedimensional printing optimally, occupational therapists need to be familiar with this new technology, understand its scope of application, and possess certain levels of skills for producing. The purpose of this study was to examine the effectiveness of a short-term program for occupational therapy students to increase the acceptance of three-dimensional printed devices by acquiring the basic knowledge and skills of making three-dimensional printed self-help devices. The research involved an intervention study with a pre-post design. Participants comprised 112 entry-level occupational therapy students. The program consisted of two 90-minute sessions during 2019 and 2020. It included a three-part lecture series and two types of practice. The conducted pre-post questionnaires were structured into four categories: I. student profile; II. knowledge about digital fabrication technology; III. ideas and attitudes toward threedimensional printed self-help devices; and IV. impressions and thoughts. After the program, the number of students who acquired basic knowledge of digital fabrication and who felt confident about making threedimensional printed self-help devices significantly increased (p < 0.05). The study suggested that the program was effective and assisted occupational therapy students to understand the usefulness of this new technology and be comfortable using it.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127595413","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

Validation of Objective Structured Clinical Examination (OSCE) based on the Occupational Therapy Practice Framework (OTPF): A pilot study 基于职业治疗实践框架(OTPF)的客观结构化临床检查(OSCE)验证:一项试点研究

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060212

Marzieh Pashmdarfard, Afsoon Hassani Mehraban, N. Shafaroodi, Kamran Soltani Arabshahi, S. Parvizy, A. Azad, Samaneh Karamali Esmaeili

引用次数: 0

Factors Impacting OT and OTA Student Feedback Use during Level II Fieldwork Experiences 在第二级实地工作经验中影响OT和OTA学生反馈使用的因素

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060409

Beth Ann Hatkevich, Emily R Pottkotter, N. Stotz

引用次数: 0