Journal of Occupational Therapy Education最新文献_第9页

Evaluating Impact of an Online Leadership Course for Newly Graduated Occupational Therapists 评估在线领导力课程对刚毕业的职业治疗师的影响

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060312

Gobika Sithamparanathan, Meera Premnazeer, A. Duncan

{"title":"Evaluating Impact of an Online Leadership Course for Newly Graduated Occupational Therapists","authors":"Gobika Sithamparanathan, Meera Premnazeer, A. Duncan","doi":"10.26681/jote.2022.060312","DOIUrl":"https://doi.org/10.26681/jote.2022.060312","url":null,"abstract":"Leadership has been established as a key competency for occupational therapists, however the literature on how occupational therapists conceptualize leadership is limited. Additionally, there is a dearth of literature on best practices to develop occupational therapists’ leadership skills and there is yet to be an evaluation of an online educational approach. This study aimed to understand if an online educational platform contributed to the development of leadership skills among occupational therapists. Participants were newly graduated occupational therapists who participated in a four-week Leadership Skills Development massive open online course (MOOC). This study used a mixed methods quasi-experimental design with two intervention cohorts and time series delay. All participants completed the MindTools Leadership Skills Assessment, the Authentic Leadership Self-Assessment Questionnaire and open-ended self-reflection questions. Analysis of the data was conducted using Rstudio, for the quantitative data, and thematic coding, for the qualitative data. The results showed there was not a significant change in scores on the leadership evaluation tools over time. However, cohort A demonstrated an increase in selfawareness and cohort B showed increases in balanced processing, providing support, and stimulation. Both cohorts showed increases in relational transparency. Participants reported that participating in the MOOC provided education on how to further develop leadership skills. Leadership skill development takes time to develop and further evaluation is required to determine if these skills continue to develop when put into practice.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"13 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":"130354849","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

Permission to Learn: Intentional Use of Art and Object-mediated Strategies to Develop Reflective Professional Skills 允许学习:有意使用艺术和对象中介策略来发展反思专业技能

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060314

M. Peabody, Susan Noyes, Mary G. Anderson

{"title":"Permission to Learn: Intentional Use of Art and Object-mediated Strategies to Develop Reflective Professional Skills","authors":"M. Peabody, Susan Noyes, Mary G. Anderson","doi":"10.26681/jote.2022.060314","DOIUrl":"https://doi.org/10.26681/jote.2022.060314","url":null,"abstract":"Reflective practice is considered a highly valued graduate attribute in the field of occupational therapy. Occupational therapy educators influence and shape how students develop into reflective practitioners. Reflective practice requires a set of complex thinking skills that are typically focused on personal experiences and can be broken down into pre-requisite skills that aid in the teaching and learning process. This article introduces a six component Permissions model used with graduate level students during their first semester that combines experiential learning and pre-requisite skills of reflective practice. The model includes three broad domains: self-awareness, observation, and effective communication and six prerequisite skills including: a) permission to slow down when necessary; b) permission for tolerating ambiguity; c) permission to notice, think, and ponder; d) permission to speak up; e) permission to listen with careful consideration of other’s thinking; and f) permission to respectfully build or challenge the ideas of others based on visual evidence. Using experiential learning methodologies of Lego Serious Play and Visual Thinking Strategies, faculty actively and explicitly teach the Permission model skills while simultaneously helping students to see the relevancy and transferability of the pre-skills to more advanced professional skills.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"46 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":"128763894","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

Group Action Planning to Promote Well-Being of Non-Traditional Students in a Hybrid Program 在混合项目中促进非传统学生福祉的团体行动计划

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060203

E. Espiritu

引用次数: 0

The Relationship Between Emotional Intelligence and Performance on Occupational Therapy Fieldwork 情绪智力与职业治疗绩效的关系

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060408

Kimberlea D Dudzinski, M. Gill

{"title":"The Relationship Between Emotional Intelligence and Performance on Occupational Therapy Fieldwork","authors":"Kimberlea D Dudzinski, M. Gill","doi":"10.26681/jote.2022.060408","DOIUrl":"https://doi.org/10.26681/jote.2022.060408","url":null,"abstract":"This mixed methods study explored the relationship between emotional intelligence (EI) and overall student performance during occupational therapy (OT) fieldwork. The purpose of this study was to determine whether EI was predictive of student performance during the clinical portion of the academic program. In the first phase of this two-part study, 42 students enrolled in either a Master of Occupational Therapy program or an Occupational Therapy Assistant Program completed the Genos Emotional Intelligence Inventory (short form). Student scores on this brief measure of EI were correlated with scoring on the American Occupational Therapy Association’s Level II Fieldwork Performance Evaluation (FWPE) form. In the second phase of the study, 20 Clinical Fieldwork Educators (CFEs) were interviewed to determine their perception of the importance of EI in regard to fieldwork performance. An analysis of the quantitative data was conducted using hierarchical linear regression, and a positive significant relationship was found between EI and fieldwork performance. An analysis of the qualitative data obtained from interviews with CFEs found multiple themes highlighting their perception of the importance of EI when communicating and collaborating with patients and their families, working as part of a team, and demonstrating empathy and compassion for others. This study adds additional information to the limited evidence on the key factors to fieldwork success in an OT program. The evidence presented here has practical and theoretical implications for OT admissions committees to consider when selecting candidates who will not only be successful academically, but clinically as well.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"564 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":"123119372","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 Use of Visual Thinking Strategies to Enhance Observation Skills of Entry-Level Occupational Therapy Students 运用视觉思维策略提高初级职业治疗学生的观察技能

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060307

Joanne Gallagher Worthley, Tanya Trudell

引用次数: 0

Impact of Motivations for Volunteering on Well-being Among Health Sciences Students 志愿服务动机对健康科学学生幸福感的影响

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060106

Allison J. Naber, R. Benson, K. Ericsson, Macey Genzlinger

引用次数: 0

A Snapshot of How Entry-Level Occupational Therapy Programs Collect and Use Doctoral Capstone Outcomes 入门级职业治疗项目如何收集和使用博士顶点结果的快照

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060411

Andrew D. Rivera, Theresa Delbert, Whitney Lucas Molitor, Anne Kiraly-Alvarez, Danielle Friberg, A. Domina, Autumn Clegg

{"title":"A Snapshot of How Entry-Level Occupational Therapy Programs Collect and Use Doctoral Capstone Outcomes","authors":"Andrew D. Rivera, Theresa Delbert, Whitney Lucas Molitor, Anne Kiraly-Alvarez, Danielle Friberg, A. Domina, Autumn Clegg","doi":"10.26681/jote.2022.060411","DOIUrl":"https://doi.org/10.26681/jote.2022.060411","url":null,"abstract":"Abstract Entry-level occupational therapy doctorate (OTD) programs are required to gather program evaluation data regarding the doctoral capstone for accreditation purposes. This study aims to describe the processes used by a sample of OTD programs to gather doctoral capstone outcome data and to determine the type of data collected in order to understand the perspectives regarding doctoral capstone outcomes by doctoral capstone coordinators (DCCs) within the United States. The investigators used purposeful sampling to recruit DCCs at accredited entry-level OTD programs in the United States. The most common outcome data collected included information about the doctoral capstone experience from students, student performance outcomes, employment and scholarship outcomes from alumni and employers, and various outcomes from site/expert/faculty mentors. Results highlight the need to disseminate doctoral capstone outcomes as few participants in this study used the data they were collecting outside of their program. By sharing and reporting outcomes of the doctoral capstone, OTD programs, and the profession can collectively benefit. Development of common outcomes, collected across programs, can help to provide data large enough to draw meaningful conclusions regarding the value of the doctoral capstone in occupational therapy education and in strengthening the knowledge of the profession among the public.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"52 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":"116951841","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

Exploring Evidence Based Practice Implementation by Occupational Therapists: Implications for Fieldwork 探索职业治疗师基于证据的实践实施:对实地工作的影响

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060410

Angela Benfield, Helen Jeffery

{"title":"Exploring Evidence Based Practice Implementation by Occupational Therapists: Implications for Fieldwork","authors":"Angela Benfield, Helen Jeffery","doi":"10.26681/jote.2022.060410","DOIUrl":"https://doi.org/10.26681/jote.2022.060410","url":null,"abstract":"Abstract A fieldwork education model is used in occupational therapy to develop competency of professional skills, including evidence-based practice (EBP) and clinical reasoning. This quantitative study explored factors influencing implementation rates of EBP in New Zealand registered occupational therapists to better understand students’ experience of evidence-based practice while on fieldwork. An online survey exploring beliefs and practices related to clinical competence, professional reasoning and EBP was conducted. The survey included questions about related beliefs, the measure of Evidence Informed Professional Thinking (EIPT; Benfield & Johnston, 2020), and the Implementation Climate Scale (ICS; Ehrhart et al., 2014). The mean scores on the scales were entered into a linear regression model and backward stepwise regression was used to build a predictive model ascertaining primary influences for EBP implementation. On the measure of EIPT respondents reported infrequent engagement in clinical reasoning and EBP activities. Scores on the ICS results indicate some support of EBP practices in respondents’ workplaces. Habits of critical reflection have the strongest relationship to habits of implementing EBP in daily practice The only other factors significant in the predictive model were focus on EBP, and respondents’ level of education. Habits of critical reflection on practice and clinical reasoning activities have the strongest relationship with EBP engagement. Fieldwork students are likely to observe fieldwork educators who are infrequently engaging in critical activities of reflection and EBP. Development of strategies to enhance and habitualize critical reflection and clinical reasoning will increase EBP implementation rates. Pragmatic strategies between fieldwork educators, educational institutions, and students will likely enhance students’ learning and ultimately enhance overall EBPs in the profession.","PeriodicalId":304291,"journal":{"name":"Journal of Occupational Therapy Education","volume":"21 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":"126218870","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

Professional Behavior Attributes: A Survey of Occupational Therapy Faculty Perspectives 职业行为属性:职业治疗教师观点调查

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060109

T. Gurley, Kate E DeCleene Huber, A. Chen, Kristen Dyson, Hannah Hackman, Paige McIntire, Erika Wilson

{"title":"Professional Behavior Attributes: A Survey of Occupational Therapy Faculty Perspectives","authors":"T. Gurley, Kate E DeCleene Huber, A. Chen, Kristen Dyson, Hannah Hackman, Paige McIntire, Erika Wilson","doi":"10.26681/jote.2022.060109","DOIUrl":"https://doi.org/10.26681/jote.2022.060109","url":null,"abstract":"Professionalism in occupational therapy has been challenging to define due to differing values and behaviors across contexts and professions. There is a difference between how occupational therapy students and faculty view and comprehend professionalism suggesting that occupational therapists may not have an established sense of professionalism when entering the health care field for the first time. The study's purpose was to examine occupational therapy faculty’s perceptions of essential professional behavior attributes that students should possess to succeed in occupational therapy practice. This study utilized a survey methodology to anonymously collect opinions from 150 occupational therapy faculty members across the United States regarding professional behavior attributes essential for entry-level occupational therapy education. Researchers found that the five most frequently observed professional behavior attributes in occupational therapy students were empathy, enthusiasm, being personable, having a positive attitude, and responsibility. The top seven most important professional behavior attributes were being clinically competent and ethical, having communication and interpersonal skills, and being adaptable, responsible, and empathetic. The results of this study indicate that occupational therapy faculty perceive that many vital attributes contribute to professionalism within the occupational therapy field and that teaching professionalism is an integral part of occupational therapy education. This study contributes to the current literature of defining professionalism within occupational therapy to better equip occupational therapy students entering into practice.","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":"122177413","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

Perceptions on Non-traditional Models of Fieldwork Supervision 对非传统实地考察模式的认识

Journal of Occupational Therapy Education Pub Date : 2022-01-01 DOI: 10.26681/jote.2022.060111

Michelle Forfa, C. Helfrich, Rebecca J. Simon

{"title":"Perceptions on Non-traditional Models of Fieldwork Supervision","authors":"Michelle Forfa, C. Helfrich, Rebecca J. Simon","doi":"10.26681/jote.2022.060111","DOIUrl":"https://doi.org/10.26681/jote.2022.060111","url":null,"abstract":"Occupational therapy fieldwork education has historically followed the traditional apprenticeship model, which pairs one student with one fieldwork educator for supervision and guidance through the transformational process from student to entry-level clinician. There is an absence of high-level evidence to support this model as best practice in fieldwork education. Despite data published to endorse alternative supervision models, fieldwork educators (FWEs) appear hesitant to embrace these approaches. The purpose of this investigation was to explore occupational therapy practitioners’ views on the value and challenges associated with the implementation of non-traditional models of supervision during Level II fieldwork education. The study specifically targeted practitioners’ opinions related to the 1:2, 2:1, and group models. A descriptive survey gathered data from 304 participants across the United States. Results indicated that 48% of occupational therapy practitioners have never utilized a nontraditional supervision model. Practitioners identified three primary barriers to usage of non-traditional supervision models in Level II fieldwork education: time commitment, lack of physical resources, and lack of education on the topic. Survey findings revealed that partnering institutions were the primary means by which FWEs received training related to fieldwork supervision. The conclusions from this study highlight the significant need to develop continuing education specific to non-traditional fieldwork supervision models. Practical recommendations are discussed to aid in promoting non-traditional supervision model usage. Collaboration between academic and fieldwork educators is imperative to expanding fieldwork opportunities necessary to ensure best practice in student preparation.","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":"123199034","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: 2