Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 30 of 35
Full-Text Articles in Medicine and Health Sciences
Examining Minimal Important Change Of The Self-Assessment Scale Of Clinical Reasoning In Occupational Therapy, Sho Maruyama, Reiko Miyamoto, Satoru Amano, Takuto Nakamura, Peter Bontje
Examining Minimal Important Change Of The Self-Assessment Scale Of Clinical Reasoning In Occupational Therapy, Sho Maruyama, Reiko Miyamoto, Satoru Amano, Takuto Nakamura, Peter Bontje
Journal of Occupational Therapy Education
The purpose of the study was to establish and quantify the minimal important change (MIC) value necessary to determine gains or losses in clinical reasoning during student fieldwork assignments as measured by the Self-Assessment of Clinical Reasoning in Occupational Therapy (SA-CROT). This multicenter prospective longitudinal study was conducted with students on their occupational therapy fieldwork in Japan. Two anchor-based methods were used to estimate the MIC values: a receiver operating characteristic-based method and a predictive modeling-based method. The MIC was adjusted based on the percentage of participants who exhibited improvement. Administered were the SA-CROT and the Global Rating of Change …
Evaluating Change In Skill Performance Over Time And Practice Context In Introductory Fieldwork Simulation, Kaitlin R. Sibbald, Diane E. Mackenzie
Evaluating Change In Skill Performance Over Time And Practice Context In Introductory Fieldwork Simulation, Kaitlin R. Sibbald, Diane E. Mackenzie
Journal of Occupational Therapy Education
Simulation has been recognized for its ability to develop competency-level skills and as a replacement for some introductory fieldwork (FW) hours. This study explored how occupational therapy competency-related skills developed over sequential in-person simulations across health practice contexts during Level 1 FW. Entry-to-practice occupational therapy students (N = 66) participated in six sequential, formative, Level 1 FW simulations. The first three sequential simulations (the same patient case evolves in each successive interaction) included a trained simulated patient in a community mental health context and the following three engaged a trained simulated inpatient in a physical health context. Evaluation rubric variables …
Student Occupational Therapists Experience Of Bullying In Placements: Exploratory Study Across Canada, Palvi Dhillon, Lisa Mahil, Jeffrey D. Boniface, Danielle Burrell-Kim, Donna Drynan
Student Occupational Therapists Experience Of Bullying In Placements: Exploratory Study Across Canada, Palvi Dhillon, Lisa Mahil, Jeffrey D. Boniface, Danielle Burrell-Kim, Donna Drynan
Journal of Occupational Therapy Education
Bullying in placements is a phenomenon that is reported by numerous healthcare disciplines. The limited literature on occupational therapy and student bullying accounts that incivility during placement is both widespread and significantly impacts learning. This study aimed to 1) gather data on the prevalence, type, and effects of bullying that Canadian occupational therapy students experienced while on placement, and 2) explore students’ perspectives on current reporting processes and potential mitigation strategies. Using a phenomenological approach, a mixed-methods descriptive and exploratory study was conducted. An anonymous Qualtrics survey consisting of multiple-choice, Likert scale and open-ended questions was completed by past occupational …
Mapping Review Of Fieldwork Education Literature, William E. Janes, Becki Cohill, Ann Cook, Anne Escher, Stacia Galey, Debra J. Hanson, Elizabeth D. Lequieu, Devon Olson, Kari Williams, Jayson Zeigler
Mapping Review Of Fieldwork Education Literature, William E. Janes, Becki Cohill, Ann Cook, Anne Escher, Stacia Galey, Debra J. Hanson, Elizabeth D. Lequieu, Devon Olson, Kari Williams, Jayson Zeigler
Journal of Occupational Therapy Education
Fieldwork is an integral phase of occupational therapy education, bolstered by a small but growing evidence base. A broad understanding of the state of that evidence base is necessary to inform the directions for future growth. The purpose of this work was to establish the current state of occupational therapy fieldwork literature, map that literature to recognized criteria for educational research, and identify gaps in the existing literature. Authors followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to conduct a mapping review of articles with a primary focus on fieldwork education of occupational therapy (OT) or occupational …
Perceptions Regarding Hand Therapy Content In Entry-Level Occupational Therapy Programs, Lauren Fiori, Karen Majeski
Perceptions Regarding Hand Therapy Content In Entry-Level Occupational Therapy Programs, Lauren Fiori, Karen Majeski
Journal of Occupational Therapy Education
There are a substantial number of Certified Hand Therapists reaching retirement age in the next decade, however, there are few newer graduates who are pursuing this specialty. Students’ lack of clinical knowledge has shown to be a barrier to successfully completing a hand therapy fieldwork affiliation. The purpose of the study is to investigate: (1) the perceptions of the clinicians working in hand therapy and students regarding the integration of hand therapy content in entry-level occupational therapy programs, and (2) the perceptions of both groups as to which content is deemed essential for a successful hand therapy fieldwork placement. This …
Occupational Therapy Assistant Students’ Perceptions Of Using Standardized Patient Encounters As A Replacement For Traditional Level I Fieldwork, Tiffany L. Benaroya, Deborah Mckernan-Ace, Sandra L. Rogers, Meredith Cimmino
Occupational Therapy Assistant Students’ Perceptions Of Using Standardized Patient Encounters As A Replacement For Traditional Level I Fieldwork, Tiffany L. Benaroya, Deborah Mckernan-Ace, Sandra L. Rogers, Meredith Cimmino
Journal of Occupational Therapy Education
Standardized patient encounters are being utilized more often in occupational therapy education as a replacement for traditional fieldwork. While there is a growing body of research to support the use of this model in developing student skillsets and confidence, there remains limited information on the topic, and no studies which look at its use with occupational therapy assistant students. Twenty-four occupational therapy assistant students participated in standardized patient encounters which served as a replacement for traditional Level I fieldwork. All students completed an anonymous supplementary course evaluation regarding their experiences. A secondary analysis of the data looked at their perceptions …
Exploring Professional Behavior Development In Entry-Level Occupational Therapy Students, Courtney J. Taylor, Kate G. Barlow, Christine Helfrich
Exploring Professional Behavior Development In Entry-Level Occupational Therapy Students, Courtney J. Taylor, Kate G. Barlow, Christine Helfrich
Journal of Occupational Therapy Education
Professional behaviors are critical for fieldwork success and entry-level competency. A convergent mixed-methods institutional case study was utilized as a means to enhance professional behavior outcomes. The Philadelphia Region Fieldwork Consortium (PRFC) Level I Fieldwork Student Evaluation (2nd ed.) was implemented as a pretest posttest measure, in the didactic context, to track one cohort of entry-level Master of Occupational Therapy (OT) students’ professional behavior development during their last academic semester. Students (n=46) and academic professors (n=5) completed pre and posttest ratings across one semester. Paired t-tests demonstrated significant differences between student and faculty ratings and within group difference among …
Occupational Therapy Students’ Perceptions Of Feedback During Pre-Fieldwork Simulation Debrief: Useful And Why, Kaitlin R. Sibbald, Diane E. Mackenzie, Jonathan Harris
Occupational Therapy Students’ Perceptions Of Feedback During Pre-Fieldwork Simulation Debrief: Useful And Why, Kaitlin R. Sibbald, Diane E. Mackenzie, Jonathan Harris
Journal of Occupational Therapy Education
Simulation is increasingly used in occupational therapy education with the objectives of developing practice skill competency and enhancing clinical reasoning. Debriefing, an integral part of the simulation process, is critical to achieving these objectives. This study sought to determine the types of debrief feedback Master of Science in Occupational Therapy (MScOT) students perceived as most useful and why, and how the advocacy inquiry model of debriefing influenced self-reported increases in clinical reasoning, client care, and planned implementation of feedback in practice. Using an embedded mixed method design with secondary data analysis, sixty-three first-year MScOT students provided 357 descriptions of the …
On-Campus Occupational Therapy Clinic: Exploring A Supervision Model For Level I Fieldwork Within Curriculum, Kelly Erickson, Serena Hutson
On-Campus Occupational Therapy Clinic: Exploring A Supervision Model For Level I Fieldwork Within Curriculum, Kelly Erickson, Serena Hutson
Journal of Occupational Therapy Education
This study explored how a revised on-campus occupational therapy clinic model impacted occupational therapy graduate student professional development and clinical practice educator confidence in areas related to the on-campus clinic environment, professionalism, student learning, and collaboration. Specifically, clinical practice educator and student confidence were compared through quantitative survey data across multiple cohorts and clinical educators. This data was used to triangulate qualitative findings from focus groups and open-ended survey questions. Analysis across five years of qualitative data revealed themes related to professionalism including time management, planning, feedback, observation, collaboration, and communication. Quantitative data analysis found significant differences between clinical practice …
Perceptions Of Skill Development Among Occupational Therapy Students Who Participated In Virtual Fieldwork: A Qualitative Descriptive Study, Spencer G. Morris, Kasia Smith, Benjamin Poirier, Shay L. Riker, Ellen Herlache-Pretzer, Stacey Webster, Jean Prast
Perceptions Of Skill Development Among Occupational Therapy Students Who Participated In Virtual Fieldwork: A Qualitative Descriptive Study, Spencer G. Morris, Kasia Smith, Benjamin Poirier, Shay L. Riker, Ellen Herlache-Pretzer, Stacey Webster, Jean Prast
Journal of Occupational Therapy Education
Occupational therapy fieldwork helps students refine their professional and technical skills to achieve competency required of entry-level occupational therapists. While fieldwork is traditionally completed in an in-person setting, the COVID-19 pandemic resulted in some students completing fieldwork in a virtual format. Yet, minimal research has explored perceptions of skill development among students who complete virtual fieldwork placements. This qualitative descriptive study examined the perceptions of skill development among graduate-level occupational therapy students and graduates who participated in a virtual fieldwork placement during the COVID-19 pandemic. Eight participants from 3 different states completed semi-structured interviews of no longer than 60 minutes …
Impact Of Virtual Simulation-Based Level I Fieldwork On Level Ii Fieldwork Performance, Rebecca Ozelie, Maggie Moeller, Taylor Newmark
Impact Of Virtual Simulation-Based Level I Fieldwork On Level Ii Fieldwork Performance, Rebecca Ozelie, Maggie Moeller, Taylor Newmark
Journal of Occupational Therapy Education
Fieldwork is an essential part of a student’s education and development to become competent in entry-level occupational therapy skills (ACOTE, 2018). The implications of COVID-19 coupled with staffing shortages and an increase in academic programs resulted in academic fieldwork coordinators competing for a limited number of spots. The Accreditation Council of Occupational Therapy Education (ACOTE) integrated the use of simulation as an instructional method to meet Standard C.1.9 for Fieldwork I. This study used a retrospective cohort design to determine the impact of virtual simulation-based Level I fieldwork on performance in Level II fieldwork. Thirty-seven Doctor of Occupational Therapy students’ …
Ot Graduate Students’ Perceived Preparedness For Level Ii Fieldwork: Traditional, Nontraditional And Mixed Fieldwork I Experiences, Reagan Bergstresser-Simpson, Emily Sweetman, Claudia Maloberti, Miranda Hall, Francis Hermes, Brody Worl
Ot Graduate Students’ Perceived Preparedness For Level Ii Fieldwork: Traditional, Nontraditional And Mixed Fieldwork I Experiences, Reagan Bergstresser-Simpson, Emily Sweetman, Claudia Maloberti, Miranda Hall, Francis Hermes, Brody Worl
Journal of Occupational Therapy Education
This study explored the perceived level of preparedness of occupational therapy (OT) graduate students for entering Level II fieldwork after completing nontraditional, traditional, and mixed Level I fieldwork experiences. This mixed-methods exploratory study included an online 22-question survey that was delivered to Occupational Therapy Doctoral (OTD) and Master of Occupational Therapy (MOT) programs throughout the United States. Participants were selected through voluntary convenience response sampling. Students (N=145) self-reported their level of preparedness for Level II fieldwork experiences. The quantitative data collected in this study reflected a statistically significant difference between Level I fieldwork experience-related questions for the three groups, …
Faculty-Led Virtual Level 1 Community Fieldwork During The Covid-19 Pandemic, Tiffany L. Benaroya, Margaret Swarbrick, Michelle Zechner, Ann A. Murphy, Meredith Cimmino
Faculty-Led Virtual Level 1 Community Fieldwork During The Covid-19 Pandemic, Tiffany L. Benaroya, Margaret Swarbrick, Michelle Zechner, Ann A. Murphy, Meredith Cimmino
Journal of Occupational Therapy Education
Fieldwork is an integral portion of occupational therapy education that ensures students have the opportunity to develop basic competencies in real world practice settings. The national shortage of fieldwork placements, particularly in the area of mental health, in combination with the COVID-19 pandemic, have led to the adoption of increasingly innovative fieldwork models. This retrospective, qualitative study investigates occupational therapy assistant students’ experiences of completing a faculty-led (i.e. where faculty served as the primary fieldwork educator) and virtual (i.e., where services were offered in a virtual environment) Level I fieldwork with a community-based peer led behavioral health agency. Twenty-three students …
Evolution Of Level I Fieldwork During An International Pandemic: Students’ Perceptions Of The Effectiveness Of Virtual Simulation-Based Level I Fieldwork, Rebecca Ozelie, Shiori Domenighetti, Amanda Sugar, Samantha Conrad
Evolution Of Level I Fieldwork During An International Pandemic: Students’ Perceptions Of The Effectiveness Of Virtual Simulation-Based Level I Fieldwork, Rebecca Ozelie, Shiori Domenighetti, Amanda Sugar, Samantha Conrad
Journal of Occupational Therapy Education
Fieldwork education is an essential component of occupational therapy (OT) curriculum; yet national shortages and the COVID-19 pandemic have affected fieldwork availability. To combat the shortage, some academic programs implemented simulation-based Level I fieldwork experiences. The objective of this research study was to compare the perceived knowledge, confidence, and attitude of OT students that completed a virtual simulation-based Level I fieldwork to those that completed a traditional Level I fieldwork. This study involved a sample of 26 doctorate of OT students that completed a traditional or virtual simulation-based Level I fieldwork. Students completed pre-and-post fieldwork surveys regarding their perceived knowledge, …
Validation Of Objective Structured Clinical Examination (Osce) Based On The Occupational Therapy Practice Framework (Otpf): A Pilot Study, Marzieh Pashmdarfard, Afsoon Hassani Mehraban, Narges Shafaroodi, Kamran Soltani Arabshahi, Soroor Parvizy, Akram Azad, Samaneh Karamali Esmaeili
Validation Of Objective Structured Clinical Examination (Osce) Based On The Occupational Therapy Practice Framework (Otpf): A Pilot Study, Marzieh Pashmdarfard, Afsoon Hassani Mehraban, Narges Shafaroodi, Kamran Soltani Arabshahi, Soroor Parvizy, Akram Azad, Samaneh Karamali Esmaeili
Journal of Occupational Therapy Education
Fieldwork education is an integral part of the educational process in occupational therapy and assessing student competency at the end of fieldwork is important. The aim of this study was to design and conduct an Objective Structured Clinical Examination (OSCE) based on the Occupational Therapy Practice Framework (OTPF) for occupational therapy students on Level II fieldwork in Iran. A seven-station OSCE was designed and conducted with 13 students. Face and content validity of the exam scenarios and grading checklists was assessed via faculty review. The correlation between scores from each station and total OSCE scores were obtained to assess construct …
Level I Fieldwork Using Simulation: Student Performance Outcomes And Perceptions, Nicole C. Harris, Sarah Nielsen, Marilyn G. Klug
Level I Fieldwork Using Simulation: Student Performance Outcomes And Perceptions, Nicole C. Harris, Sarah Nielsen, Marilyn G. Klug
Journal of Occupational Therapy Education
The purpose of this study was to examine students’ perceptions and performance outcomes of a virtual fieldwork using Simucase® in conjunction with supplemental activities and debriefing opportunities. The simulation replaced Level I clinic-based fieldwork experiences that were cancelled due to COVID-19. Quantitative and qualitative data were collected using a modified evaluation tool to assess student performance outcomes and perceptions for students in the Year one Occupational Therapy Doctorate (OTD) cohort (n=57) and the Year two Master of Occupational Therapy (MOT) cohort (n=57) enrolled in a public university in the rural Midwest. Student ratings were compared using chi-square test of independence …
Using Self-Assessment And Reflection To Develop Self-Efficacy In Occupational Therapy Assistant Fieldwork Students, Kristy Meyer, Julie Hunley
Using Self-Assessment And Reflection To Develop Self-Efficacy In Occupational Therapy Assistant Fieldwork Students, Kristy Meyer, Julie Hunley
Journal of Occupational Therapy Education
Many occupational therapy students navigate the transition to the Level II fieldwork experience effortlessly, while others require support due to a lack of perceived self-efficacy. This perception dramatically impacts fieldwork performance and challenges academic fieldwork coordinators to support students struggling to believe in their own capabilities. This study utilized a quantitative quasi-experimental research design with a purposive sample of 16 occupational therapy assistant students to determine if an educational intervention increased perceived self-efficacy and overall confidence. Data collected from the Student Confidence Questionnaire (SCQ) pre, and post-intervention provided insight into the students’ report of perceived self-efficacy and overall confidence during …
The Relationship Between Emotional Intelligence And Performance On Occupational Therapy Fieldwork, Kimberlea D. Dudzinski, Michele Gregoire Gill
The Relationship Between Emotional Intelligence And Performance On Occupational Therapy Fieldwork, Kimberlea D. Dudzinski, Michele Gregoire Gill
Journal of Occupational Therapy Education
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) …
Fee-For-Placement In Level Ii Fieldwork: Prevalence And Context, Brenda M. Coppard, Yongyue Qi, Lisa Bagby, Julia Shin
Fee-For-Placement In Level Ii Fieldwork: Prevalence And Context, Brenda M. Coppard, Yongyue Qi, Lisa Bagby, Julia Shin
Journal of Occupational Therapy Education
Occupational therapy (OT) education has utilized fieldwork experiences to develop professional identity and clinical competency of entry-level OT practitioners since 1923. Level II OT fieldwork is viewed as a necessary and valuable experience by students, clinicians, and academicians. Despite the significant role fieldwork has in the formation of the future workforce, some educational programs report a shortage of OT fieldwork placement sites and the emergence of fee-for-placement fieldwork sites. The purpose of this study was to examine the prevalence and context of fee-for-placement for Level II OT fieldwork in the United States. Investigators surveyed master’s and doctoral level OT programs …
The Kawa Model’S Value For Level Ii Occupational Therapy Fieldwork Students, Terri Blakely, Marie-Christine Potvin, Michael Iwama
The Kawa Model’S Value For Level Ii Occupational Therapy Fieldwork Students, Terri Blakely, Marie-Christine Potvin, Michael Iwama
Journal of Occupational Therapy Education
Fieldwork (FW) plays a crucial role in occupational therapy (OT) education by fostering students to become competent entry-level practitioners. Reflective journaling promotes increased competence in OT FW students. The Kawa Model can be used as a journaling framework that uses metaphorical illustrations to self-reflect. It has been described as useful in multiple contexts. No study has yet investigated the use of the Kawa Model as a self-reflection tool with OT FW students. Video self-reflections of their Kawa Model drawings and audio recorded semi-structured interviews were used to explore Level II FW students’ perceptions of the usefulness of the Kawa Model. …
Exploring How Integrative Seminars Contribute To Students’ Readiness For Level Ii Fieldwork, Robyn Wu, Chi-Kwan Shea
Exploring How Integrative Seminars Contribute To Students’ Readiness For Level Ii Fieldwork, Robyn Wu, Chi-Kwan Shea
Journal of Occupational Therapy Education
The integrative seminar is an evidence-based teaching-learning approach that has recently been used to help prepare occupational therapy students for Level II fieldwork. Integrative seminars provide a dedicated context for students to synthesize their learning across various subjects in a professional curriculum. The seminars also focus on practical application of didactic learning. To explore the students’ self-perceived effectiveness of this innovation in occupational therapy education, post-fieldwork survey feedback was collected from a recent cohort of students who participated in a four-course integrative seminar series. Most students indicated that the integrative seminars contributed to their critical thinking, communication/reporting skills, interpersonal skills, …
The Occupation-Centered Intervention Assessment: Bridging Theory And Practice In Fieldwork Education, Erin Main, Carolyn Michaud, Amelia Kellar, Kate Wondra, Vanessa D. Jewell, Taylor Wienkes, Brenda M. Coppard
The Occupation-Centered Intervention Assessment: Bridging Theory And Practice In Fieldwork Education, Erin Main, Carolyn Michaud, Amelia Kellar, Kate Wondra, Vanessa D. Jewell, Taylor Wienkes, Brenda M. Coppard
Journal of Occupational Therapy Education
Occupational therapy’s identity is grounded in occupation-centered care. However, evidence suggests external factors in the healthcare system burden practitioners’ time and resources, reducing attention directed toward occupation-centered practice and student learning and transfer of theoretically grounded knowledge. The departure from theory-based practice can threaten the identity and viability of the profession. The Occupation-Centered Intervention Assessment (OCIA) was designed for practitioners or students to self-rate the degree to which interventions are occupation-based or occupation-focused, creating an occupation-centered framework. In this pilot explanatory sequential mixed methods study, Level II fieldwork educators and fieldwork students in Alaska completed OCIA training and utilized the …
Supporting The Professional Reasoning Of Students From Fieldwork To Practice, Vanessa D. Jewell, Lou Ann Griswold, Sarah Phillips
Supporting The Professional Reasoning Of Students From Fieldwork To Practice, Vanessa D. Jewell, Lou Ann Griswold, Sarah Phillips
Journal of Occupational Therapy Education
The Occupation-Centered Intervention Assessment (OCIA) was created to assist occupational therapy practitioners and students to apply knowledge of the core theoretical constructs of occupation from didactic education to clinical practice. This study investigated how the OCIA influenced students’ professional reasoning and supported students’ transition from academic education to clinical practice during fieldwork. Using an inductive qualitative approach, researchers analyzed master’s level students’ (n=61) reflection on using the OCIA to analyze an intervention they had reported providing during fieldwork. Collaborative data analysis produced 48 initial codes. Ongoing peer briefing led to grouping of coded data into three themes and 15 subthemes, …
Prevalence And Types Of Incivility In Occupational Therapy Fieldwork, Deborah J. Bolding, Travis Dudley, Adrienne Dahlmeier, Lauren Bland, Aimee Castro, Adrianna Covarrubias
Prevalence And Types Of Incivility In Occupational Therapy Fieldwork, Deborah J. Bolding, Travis Dudley, Adrienne Dahlmeier, Lauren Bland, Aimee Castro, Adrianna Covarrubias
Journal of Occupational Therapy Education
Civility between health professions students and fieldwork educators enhances positive learning outcomes, while incivility can lead to stress, loss of confidence, mistakes, disengagement, and decreased patient outcomes. A survey of recent graduates of occupational therapy programs (N = 247) explored the prevalence and types of incivility and bullying experienced during their Level II fieldwork experiences. Respondents reported that incivility in fieldwork education was widespread, with more severe experiences of bullying reported by 16% of respondents. Occupational therapy programs and fieldwork educators must take an active role in prevention and management of uncivil behaviors, and promote positive academic and patient …
What Does The Evidence Say About Student, Fieldwork Educator, And New Occupational Therapy Practitioner Perceptions Of Successful Level Ii Fieldwork And Transition To Practice? A Scoping Review, Blakeney Patterson, Mariana D'Amico
What Does The Evidence Say About Student, Fieldwork Educator, And New Occupational Therapy Practitioner Perceptions Of Successful Level Ii Fieldwork And Transition To Practice? A Scoping Review, Blakeney Patterson, Mariana D'Amico
Journal of Occupational Therapy Education
This study explored occupational therapy (OT) student, fieldwork educator, and new practitioner perceptions of successful Level II fieldwork experiences and how those experiences related to transitioning into practice. A scoping review was conducted where articles related to OT fieldwork experiences were analyzed using key terms and databases. A total of 14 articles related to OT fieldwork experiences and transitions into practice were critically analyzed. Three studies explored student perceptions of fieldwork experiences and perceived self-efficacy, two studies investigated student perspectives of fieldwork educators, four studies explored transition to practice of recently graduated OT students, two studies investigated student perceptions of …
Correlation Between Simulation And Fieldwork Performance In Adult Physical Rehabilitation, Whitney Lucas Molitor, Ranelle Nissen
Correlation Between Simulation And Fieldwork Performance In Adult Physical Rehabilitation, Whitney Lucas Molitor, Ranelle Nissen
Journal of Occupational Therapy Education
The purpose of this study was to explore the relationship between performance in simulation used as a learning method in an adult physical rehabilitation and Level II fieldwork. A retrospective cohort research design was utilized to analyze data gathered from occupational therapy student cohorts between 2011-2017 enrolled in an entry-level Masters (MS) and Doctor of Occupational Therapy (OTD) program located in the Midwest United States. Course performance on skills checks, which utilized simulation methods, as well as final exam and course grades were analyzed and compared to performance scores on the FWPE. The overall course exam performance is the strongest …
Occupational Therapy Student Conceptions Of Self-Reflection In Level Ii Fieldwork, Susan L. Iliff, Gaylene Tool, Patricia Bowyer, Diane Parham, Tina S. Fletcher, Wyona M. Freysteinson
Occupational Therapy Student Conceptions Of Self-Reflection In Level Ii Fieldwork, Susan L. Iliff, Gaylene Tool, Patricia Bowyer, Diane Parham, Tina S. Fletcher, Wyona M. Freysteinson
Journal of Occupational Therapy Education
Self-reflection is paramount to the development of professionalism and serves as the foundation of adult education and lifelong learning. Pedagogical approaches in health sciences programs that promote self-reflection are growing in popularity. Current literature identifies a gap in what and how students conceive self-reflection and whether self-reflection is creating professionals that meet the challenges of today’s healthcare climate. This qualitative study explores the conceptions of self-reflection for occupational therapy students in Level II Fieldwork. The use of phenomenographic methodology guided the collection of information-rich data through semi-structured interviews. Twenty-one occupational therapy graduates volunteered to participate in the interviews. Verbatim transcripts …
Examination Of Potential Factors To Predict Fieldwork Performance: A Program Evaluation Project, Sandra M. Whisner, Matthew Geddie, Dawndra Sechrist, Eugene Wang
Examination Of Potential Factors To Predict Fieldwork Performance: A Program Evaluation Project, Sandra M. Whisner, Matthew Geddie, Dawndra Sechrist, Eugene Wang
Journal of Occupational Therapy Education
This program evaluation project evaluated the validity of a hypothesized model for predicting fieldwork performance using data of 121 occupational therapy students from a single university. The first aim was to evaluate the hypothesized relationships between observed measures (e.g., admission GPAs) and proposed latent factors (e.g., academic achievement) for predictor and outcome variables. Factor analysis of the outcome variable revealed a three-factor structure, measured by 13 items from the Fieldwork Performance Evaluation for the Occupational Therapy Student. However, factor analyses of the predictor variables did not support the proposed latent factors: Academic Achievement and Professional Potential. The second aim was …
Accommodation Use By Individuals With Disabilities In Occupational Therapy Fieldwork, Rebecca Ozelie, Megan Delehoy, Sierra Jones, Erin Sykstus, Victoria Weil
Accommodation Use By Individuals With Disabilities In Occupational Therapy Fieldwork, Rebecca Ozelie, Megan Delehoy, Sierra Jones, Erin Sykstus, Victoria Weil
Journal of Occupational Therapy Education
The number of individuals enrolling in postsecondary education with a diagnosed disability is rising. However, the literature reflects a gap between mandated institutional policies and the extent of accommodation use and success. This study examines the use, type, and prevalence of accommodations used by students with disabilities completing occupational therapy fieldwork rotations, as well as the common barriers to accommodation access. Snowball sampling methodology was utilized to send out a 26-item questionnaire to occupational therapists and occupational therapy assistants. Two hundred and ninety-two occupational therapists and occupational therapy assistants answered the questionnaire to identify disability type, disclosure of disabilities, and …
Conflict Management In Occupational Therapy Education: Process Drama As A Teaching Strategy, Theresa Delbert, Tyson Schrader
Conflict Management In Occupational Therapy Education: Process Drama As A Teaching Strategy, Theresa Delbert, Tyson Schrader
Journal of Occupational Therapy Education
The stressful and demanding environment of a healthcare facility can lead to interpersonal conflict. As a result of working in these environments, occupational therapy students may experience such conflict during Level II fieldwork. Research has shown that effective conflict management is an important component of success on Level II fieldwork; however, occupational therapy students often self-report a lack of confidence, comfort, and competence with managing conflict. Forty Master of Occupational Therapy students took part in a 2-day conflict management workshop. The workshop consisted of didactic training of conflict management concepts; large group process drama activities that introduced relevant role-play concepts; …