Journal of Occupational Therapy Education最新文献_第8页

Development of Learning Materials to Address Social and Medical Factors Impacting a Minoritized Population 编写学习材料，解决影响少数民族人口的社会和医疗因素问题

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060315

Whitney Lucas Molitor, M. Ikiugu, Ranelle M Nissen, M. Avoseh, D. Kenyon, Sabina Kupershmidt

{"title":"Development of Learning Materials to Address Social and Medical Factors Impacting a Minoritized Population","authors":"Whitney Lucas Molitor, M. Ikiugu, Ranelle M Nissen, M. Avoseh, D. Kenyon, Sabina Kupershmidt","doi":"10.26681/jote.2022.060315","DOIUrl":"https://doi.org/10.26681/jote.2022.060315","url":null,"abstract":"Health outcomes are multi-factorial. Health professionals must weigh all factors when making recommendations and providing intervention, however, limited learning materials which describe the health of minoritized populations exist for students in health science educational programs, necessitating the development of content for interprofessional learning that address the health factors experienced by underserved populations. This study used a descriptive design. Eleven expert content reviewers from eight health science and medical professions were recruited and provided feedback on the quality and content of a developed case study that described the lifestyle and health status of an individual from an ethnic minoritized population. Participants strongly agreed that the content strengthened the case study’s usefulness as a tool for interdisciplinary education. Most reviewers strongly agreed that social factors were a key component of the case and that it was suitable for use in interdisciplinary education. Incorporating social determinants into a case was viewed favorably by case reviewers who indicated that the components of the case were high quality and important as a tool for interprofessional education.","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":"131232636","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

Telehealth vs Face to Face Pediatric Screenings: A Pilot Study 远程医疗与面对面儿科筛查:一项试点研究

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060108

Katherine S. Ryan-Bloomer, J. Z. Delahunt

{"title":"Telehealth vs Face to Face Pediatric Screenings: A Pilot Study","authors":"Katherine S. Ryan-Bloomer, J. Z. Delahunt","doi":"10.26681/jote.2022.060108","DOIUrl":"https://doi.org/10.26681/jote.2022.060108","url":null,"abstract":"The global pandemic heightened the importance of occupational therapy (OT) education programs to prepare students for telehealth practice. The objective was to examine the following research questions: 1. Does self-assessment of pediatric competency skills improve following participation in pediatric screenings? 2. Is there a difference in self-assessment of pediatric competency skills between those students who perform pediatric screenings via telehealth versus face-to-face? 3. What is the lived experience for students who perform telehealth and face-to-face pediatric screenings? A mixed methodquasi-experimental design and phenomenological tradition were employed. The study utilized online surveys, focus groups, telehealth screenings with an urban preschool, and face-to-face screenings at a Christian suburban preschool in the Midwest. Participants included forty-nine first year, Master of OT students at a private university. Students performed screenings using the ASQ-3 via telehealth or face-toface formats. Outcomes measures included: Self-Assessment of CompetencyPediatric Screening (SACPS) survey, Pediatric Screening Experience Survey, and Focus Group Semi-Structured Interview Questions. No statistically significant differences were found on SAC-PS scores between formats, F (11, 49) = .661, p = .76, Ꞃ2 = .17. Post-screening scores were statistically significantly higher (M =48.95, SD = 4.02) than pre-screening (M =43.58, SD =4.69) for all students, F (11,49) = 36, p2= .58. Improvements from pre-to post-pediatric screenings were found for ten of eleven questions at the p","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"11 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":"134089415","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

Exploration of a Short-term Learning Community Focused on Evidence-based Occupational Therapy Interventions for Children and Youth with Autism 短期学习社区对自闭症儿童和青少年循证职业治疗干预的探索

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060313

Christine T Myers, Sandra Brown, Ashley Parigian

{"title":"Exploration of a Short-term Learning Community Focused on Evidence-based Occupational Therapy Interventions for Children and Youth with Autism","authors":"Christine T Myers, Sandra Brown, Ashley Parigian","doi":"10.26681/jote.2022.060313","DOIUrl":"https://doi.org/10.26681/jote.2022.060313","url":null,"abstract":"Continuing education (CE) for occupational therapists typically takes place in workshops, seminars, or webinars with little support for practice change after the event concludes. Continuing education that occurs over an extended time with opportunities for social learning and competence assessment may improve knowledge translation. This study explored how pediatric occupational therapists who participated in a short-term, online learning community acquired new knowledge about evidence-based interventions from learning activities and how they applied this new knowledge to practice. Weekly modules with facilitated discussions, competency self-assessment, and peer-reviewed journal article readings occurred over a six-week period. An exploratory design included content analysis of participants’ online discussion postings, goal-setting activities, reflections, and a researcher-developed evaluation survey. Of the 19 participants who completed the evaluation survey, 17 participants indicated that the case simulation helped to assess their competence and that readings on evidence-based interventions obtained from ProQuestTM were helpful. All participants (n = 19) agreed that the learning community enriched their understanding of how to work with children and youth with autism spectrum disorder and they planned to apply new knowledge to their practice. Qualitative data analysis yielded two themes: becoming evidence-based and integrating evidence into practice. A community of occupational therapists with shared interests who participated in socially mediated learning opportunities with multiple educational components increased understanding and application of evidence-based interventions. Future research should investigate the relationship between engagement in a short-term learning community and application of evidence-based interventions with follow-up.","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":"134271226","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

The Intentional Fieldwork Education Model: Guiding Fieldwork Educators Toward Intentionality and Competency to Enhance Student Learning 意向性田野实习教育模式:引导田野实习教育者走向意向性与胜任力，促进学生学习

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060115

E. Crawford, Nadine Hanner

{"title":"The Intentional Fieldwork Education Model: Guiding Fieldwork Educators Toward Intentionality and Competency to Enhance Student Learning","authors":"E. Crawford, Nadine Hanner","doi":"10.26681/jote.2022.060115","DOIUrl":"https://doi.org/10.26681/jote.2022.060115","url":null,"abstract":"Fieldwork education is an essential component of occupational therapy education. The level of competency and preparedness of fieldwork educators may vary substantially and may significantly impact student learning outcomes. The availability of an evidence-based comprehensive fieldwork model to guide the fieldwork educator, clarify issues related to teaching-learning, and provide insightful solutions to issues the educator may encounter, is warranted but is not currently available. The intentional fieldwork education model, introduced in this article, was developed to provide a framework to enhance fieldwork educator competency, self-efficacy, and student learning outcomes. In addition, the model emphasizes the significance of intentionality in the fieldwork education process and provides educators with evidence and information to promote the process of intentional education throughout the learning continuum. The article will describe the tenets of the intentional fieldwork education model, research results supporting the need and perceived utility of the model, and promote its application among clinical and academic educators.","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":"132128162","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

International Students’ and Alumni Perspectives on their Transition to Graduate Level Occupational Therapy Education and Daily Life in the United States 国际学生和校友对他们过渡到美国研究生水平职业治疗教育和日常生活的看法

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060211

Areli D Benitez, Daniel J. Park, Sally Bream

{"title":"International Students’ and Alumni Perspectives on their Transition to Graduate Level Occupational Therapy Education and Daily Life in the United States","authors":"Areli D Benitez, Daniel J. Park, Sally Bream","doi":"10.26681/jote.2022.060211","DOIUrl":"https://doi.org/10.26681/jote.2022.060211","url":null,"abstract":"International students who enroll in American occupational therapy academic programs must quickly adapt to the academic demands and everyday life rhythms within the United States. This qualitative study contributes to the body of knowledge of lived experiences of international occupational therapy students, specific to their transition to graduate occupational therapy education and daily life in a new country. Thirteen (13) international occupational therapy graduate students and alumni participated in an individual or joint interview. Three key themes emerged from the findings and include the following: 1) Challenges: Inside and Outside of the Classroom, 2) A Support System: A Home Away from Home, and 3) Giving Back to my Home Country: Improving Occupational Therapy Education, Practice, and Research. This study provides insights into the challenges experienced by international graduate occupational therapy students and alumni, strategies that are beneficial in supporting them as they transition into graduate level education and daily life within the United States, and their motivations for giving back to their home countries.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"9 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":"114346776","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

The Impact of International Doctoral Capstone Experience on Occupational Therapy Clinicians' Current Practice 国际博士顶点经验对职业治疗临床医生当前实践的影响

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060218

Sarbinaz Bekmuratova, Lisa Bagby, A. Domina, A. Patterson, K. Mu

引用次数: 0

The Effect of an Online Journal Club on Fieldwork Educators’ Perspectives on Student Professionalism 网络期刊俱乐部对实习教育者对学生专业主义观点的影响

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060207

Nathaniel R. Dare, William Janes

引用次数: 0

Relating the Makerspace Movement to DIY Adaptive Equipment in an Online Intervention Course for Adults with Physical Disabilities 残障成人在线干预课程:创客空间运动与自适应设备DIY的关联

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060316

R. McAndrew, Amanda L Wilson

{"title":"Relating the Makerspace Movement to DIY Adaptive Equipment in an Online Intervention Course for Adults with Physical Disabilities","authors":"R. McAndrew, Amanda L Wilson","doi":"10.26681/jote.2022.060316","DOIUrl":"https://doi.org/10.26681/jote.2022.060316","url":null,"abstract":"Many occupational therapy programs use hybrid instruction methods that include virtual learning. To ensure active learning techniques, instructors must alter and adapt traditional instruction methods to the virtual environment. This article explores the use of a virtual Makerspace to create adaptive equipment used throughout online intervention course experiences. Thirty-seven first year occupational therapy students participated in an exclusively online, synchronous course focusing on interventions for adults with physical disabilities. A Makerspace was created to allow students to have access to adaptive equipment (AE) and teach students how to fabricate low-cost AE for future clients. During class, guided instruction was provided to fabricate a sock aide and a universal cuff. This AE was then used throughout the course to provide hands on learning opportunities. Summative assessments were used at midterm and at the conclusion of the course. Students noted enjoyment and preference for hands on activities such as Makerspace, acknowledging how this connected with roleplaying and client interactions. Students were observably engaged throughout the course and integrated AE into learning scenarios throughout. Student feedback supported the use of a virtual Makerspace and reinforces the notion of the maker movement as shared ideas and space to build community. This not only provides a learning opportunity but offers connection in virtual environments. Makerspace activities can also be used to build competence and confidence in OT intervention. A Makerspace is an active learning opportunity that can be successful in person or virtual environments.","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":"130572425","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

Implementation and Outcomes of an Education Focused Professional Development Series for Occupational Therapy Practitioners 职业治疗从业人员教育重点专业发展系列的实施和结果

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060319

Oaklee Rogers, Sara Stephenson, G. Buban

引用次数: 0

Addressing Sexuality: The Comfort and Preparedness of Occupational Therapy Students 处理性:职业治疗学生的舒适和准备

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060107

Claire Lynch, A. Joosten

{"title":"Addressing Sexuality: The Comfort and Preparedness of Occupational Therapy Students","authors":"Claire Lynch, A. Joosten","doi":"10.26681/jote.2022.060107","DOIUrl":"https://doi.org/10.26681/jote.2022.060107","url":null,"abstract":"Undergraduate sexual health education has the potential to increase confidence and the likelihood that healthcare professionals address sexual health in practice. This study explored Australian final year occupational therapy students’ perceptions about their education, and their preparedness and comfort to address sexuality in their final practice placements and into their future careers. An online questionnaire with three sections for (a) demographics; (b) the students' attitudes towards sexual health (SA-SH) questionnaire, which is a 22-item Likert scale about student attitudes toward sexual health issues in their future profession; and (c) nine open questions regarding students’ comfort and preparedness to address sexuality was used. The SA-SH scores of the 51 participants indicated 18 felt comfortable and well prepared; 30 felt comfortable and prepared in some situations and three participants felt uncomfortable and unprepared. Qualitative responses revealed: students considered sexuality was an important occupation; curriculum content meant they were most prepared to address sexuality with older people; personal values, gender, age, and culture factors influenced their preparedness; and comfort would increase with knowledge and experience. This paper demonstrates that both preparedness and comfort are required for occupational therapists to address sexuality effectively. The occupational therapy curriculum needs to focus on developing problem solving and practical skills using sexuality specific content, in particular how to initiate and respond when clients raise the topic. In conjunction with improvements to the curriculum, professional practice supervisors were identified as important educators as they can provide opportunities to address sexuality with clients and share their experiences while students are on placement.","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":"125059641","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