Rehabilitation and Therapy Commons^™

Editorial Welcome, Stacy Smallfield, Nancy Krusen, Nicole Martino

Translational Science in Occupation

No abstract provided.

Intersections Of Occupational Therapy And Translational Science, M Nicole Martino

Translational Science in Occupation

No abstract provided.

Evaluation Of A Student Experiential Learning Clinic For Hand Therapy Using A Logic Model, Rose Mcandrew, Nathaniel Baniqued, Vicki Kaskutas

Translational Science in Occupation

Student clinics (SC) provide experiential learning opportunities in occupational therapy (OT) education that develop clinical reasoning, while providing much needed rehabilitation to under and un-insured patients in the community. The Student Experiential Learning Clinic for Hand Therapy (SELC-HT) is a SC that used a logic model for planning, implementing, and evaluating the SELC-HT. The purpose of this study is to report on outcome data on students and patients, as outlined in the evaluation phase of the logic model.

The 13 OT master/doctorate students, who delivered care in the SELC-HT, demonstrated growth in self-reported hand therapy knowledge (p=0.002) measured with …

Exploring The Usefulness Of Pre-Visit Materials For Children With Autism At A Public Museum, Jennifer K. Fortuna, Elaine Chamberlain, Libby Filice, Madeline Kurt, Taylor Porter, Shannon Twichell, Stephanie Ogren

Translational Science in Occupation

Abstract

Children with autism spectrum disorder (ASD) participate in community-based settings at lower rates than typically developing children. Museums provide a structured, predictable, and supportive place for children with ASD to learn. Visiting a museum may create unique challenges for children with ASD and their families. Sensory processing disorder (SPD) is a common barrier to participation that makes it difficult to process information coming in through the senses. For children who are easily overstimulated, crowds, noise, and long lines can be a source of anxiety and stress. Providing pre-visit materials such as social stories, accessibility maps, and communication books can …

Routines And Attitudes Of Smartphone And Tablet Use For Social Connection Among Rural Older Adults, Amanda U. Davis, Chelsea Conrad, Maya Dupree, Deja Myers, Monica Le

Translational Science in Occupation

Background: Loneliness is associated with negative health outcomes for older adults. Social connection may occur using information and communication technologies (ICTs), such as smartphones and tablets and interventions to increase ICT use have shown positive results. Purpose: This study aims to investigate the routines and attitudes of smartphone and tablet use for social connection and secondarily, determine if there is an association between the routines and attitudes and connection. Methods: Participants completed a survey with questions that included demographics, 3-item UCLA Loneliness Scale, Brief Sense of Community Scale, and open-ended questions. Results: Participants (N=21, median age of 76-80) report …

The Role Of An Occupational Therapy Practitioner In Professional Advocacy: A Scoping Review, Sarah Mckinnon, Natalie Petrone, Amanda Tarbet

Translational Science in Occupation

Background: Participation in professional advocacy amongst occupational therapy practitioners (OTPs) is necessary for strengthening the profession. Although advocacy remains essential for practice, specific activities of OTPs in professional advocacy remain inconsistent and unclear.

Purpose: To examine the activities occupational therapy practitioners are engaging in related to professional advocacy. To identify key strategies and future opportunities to strengthen OT practitioner participation in professional advocacy.

Methods: We systematically searched 4 databases and 1 search engine for relevant articles- MEDLINE via PubMed, The Cumulative Index of Nursing and Allied Health Literature (CINAHL) Complete via Ebscohost, ERIC via Ebscohost, APA PsycInfo …

Dementia Education Opportunities For Pre-Registration Occupational Therapy And Physiotherapy Students- A Scoping Review, Samita Kirve, Alice Teague

Journal of Occupational Therapy Education

The number of dementia diagnoses is ever-increasing in the aging population, meaning that healthcare staff need to be equipped with the appropriate knowledge, attitudes, and skills to care for people with dementia. However, recent research suggests that globally, both healthcare workers and students require greater dementia education opportunities to meet the needs of people with dementia. There seems to be limited research exploring dementia education opportunities within occupational therapy (OT) and physiotherapy (PT) programs. A scoping review methodology was chosen to explore the literature about dementia education in global OT and PT programs. There was limited literature in this area …

A Model For Interprofessional Education Between Occupational Therapy And Accounting Students: A Mixed-Methods Study, Angela Lampe, Brenda Coppard, Alison Maloy, Yongyue Qi

Journal of Occupational Therapy Education

This interprofessional education (IPE) project was designed to prepare students to work and lead in an increasingly complex healthcare environment. The purpose of this project is to describe and measure accounting and occupational therapy students’ perception and value of participating in an IPE learning activity and how the activity enriched the learning environment and identified gaps of knowledge to improve teaching. A mixed methods pre- post-survey design was used to collect quantitative data from a modified version of the Interprofessional Socialization and Valuing Scale (ISVS-9a) from 115 occupational therapy and 21 accounting students. Qualitative data was collected from a post-survey …

Entry-Level Occupational Therapy Education To Address Substance Use Disorders: Education In Screening, Brief Intervention, And Referral To Treatment (Sbirt), Jill M. Brown, Kathleen Schachman, Meghan Baruth

Journal of Occupational Therapy Education

As substance use disorders (SUDs) continue to rise in the wake of the COVID-19 pandemic, occupational therapy practitioners are in a unique position to help individuals seek immediate screening, brief intervention, and referral for treatment upon first entry in a healthcare setting. Occupational therapy practitioners have helped individuals overcome SUDs since almost the beginning of the profession, however, there is a paucity of literature on entry-level practitioners’ preparedness for such work. The purpose of this study was to evaluate the effectiveness of an entry-level occupational therapy curriculum module on Screening, Brief Intervention, and Referral to Treatment (SBIRT), a universal public …

Defining Reasoning, Reflective Practice, And Evidence-Based Practice In Occupational Therapy Education: A Delphi Study, Hannah K. Burke, Pat L. Sample, Anita C. Bundy, Shelly J. Lane

Journal of Occupational Therapy Education

Reasoning, reflective practice, and evidence-based practice are essential skills for occupational therapy practitioners, but it is unclear how these skills are defined in occupational therapy education. We used Delphi methodology to explore educator conceptualizations of clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Eligible participants on the Delphi expert panel were required to have been an educator in an occupational therapy program for at least three years at the master’s level or higher, to be a current occupational therapy educator, based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Among …

Fieldwork Educators’ Perceptions Of The Revised Fieldwork Performance Evaluation, Todd Sanders, Amanda M. Carpenter

Journal of Occupational Therapy Education

The American Occupational Therapy Association’s Fieldwork Performance Evaluation plays a vital role in occupational therapy education by guiding students and fieldwork educators in determining students' entry-level competence. This evaluation tool dates to 1953 and has undergone numerous revisions as the profession evolved and changes were made to the practice framework. Revisions have included changes to the stated purpose of the evaluation tool, items to be scored, scoring scale, and number of items on the tool. The purpose of this study was to survey Academic Fieldwork Coordinators (AFWCs) to examine their perceptions of the 2020 revision of the evaluation. We surveyed …

Enhancing Simulation Fidelity In Occupational Therapy Education: Considerations For Standardized Patient Training And Implementation, John V. Rider, Linda Frasier, Jessica Parkin

Journal of Occupational Therapy Education

The use of high-fidelity simulation and standardized patients (SPs) in occupational therapy (OT) education is expanding. However, the implementation of simulation varies across programs, leading to inconsistent outcomes and research limitations. Furthermore, details on SP use and training are lacking in OT literature. This article aims to provide OT educators with considerations for improving simulation fidelity by effectively using highly trained SPs. For example, recruiting SPs from diverse backgrounds is necessary to improve sociological fidelity, and proper training of SPs is required to ensure psychological fidelity. This article also emphasizes the need for standardized training for SPs and recommends following …

Advancing Entry-Level Otd Students From Novice To Competent With Foundational Skills Using Cognitive Apprenticeship Constructs, Anna B. Galloway, Truly M. Hardemon

Journal of Occupational Therapy Education

This manuscript describes how one entry-level occupational therapy doctoral (OTD) program used an innovative approach to scaffolding assignments through a cognitive apprenticeship (CA) framework. Cognitive apprenticeship strategies include learning in the context or culture of the profession. This is achieved through observation, coaching, engagement, and discovery of strategies by the instructor. This framework was implemented to facilitate the learning of occupational, activity, and task (OAT) analyses through a four-week module within a first-semester foundations course. Cognitive apprenticeship constructs were used as instructional teaching strategies including active learning, group facilitated assignments, hands on observation, and immediate feedback and modeling of professional …

Exploration Of Student Reflections Using The Rehabilitation Treatment Specification System (Rtss) As An Intervention Planning Framework, Tracey E. Recigno, Alison Bell, M. Ferraro

Journal of Occupational Therapy Education

Teaching intervention planning is enhanced with an intentional course design that incorporates critical thinking in order to prepare the next generation of occupational therapy practitioners. The context for this study was a physical disabilities intervention course for an entry-level occupational therapy program that used Fink’s Taxonomy of Significant Learning as a basis for learning outcomes. A novel formative intervention planning assignment required students to use the Rehabilitation Treatment Specification System (RTSS) as a framework to guide their thinking. A qualitative retrospective content analysis of student reflections at the end of the course revealed that the RTSS added value to their …

Entry-Level Occupational Therapy Student Perceptions Of Occupational Balance In Graduate School: A Qualitative Study, Stephanie Bachman, Penelope Cleveland, Lucinda Dale, Laura Santurri

Journal of Occupational Therapy Education

The objective of this study was to explore occupational therapy (OT) students’ occupational balance and to examine how OT students' experiences in a graduate program promoted or inhibited occupational balance. Grounded theory methodology was used to develop a theory of the occupational balance of entry-level OT students. Twenty-six students were recruited using convenience and maximum variation sampling. Data analysis through constant comparison of transcripts, field notes, and memos consisted of open, axial, process, and selective coding. A storyline narrative with diagrams displayed relationships among concepts and supporting evidence for inductively derived theoretical propositional statements. Students in OT programs progressed through …

Recommendations For Academic Programs To Best Support Occupational Therapy Students: Student Perspectives, Elena Wong Espiritu, Hanna Mcclain, R. David Phillippi

Journal of Occupational Therapy Education

Declining occupational therapy student mental health and well-being is well described in the literature. However, there is a lack of literature describing recommendations from the student perspective that could help academic programs as they develop and implement support programming. Involving students in the process can be beneficial as they are experts in their experiences. The purpose of this qualitative descriptive study was to describe recommendations current occupational therapy students had for their academic programs to best support them during their educational experience. The study sample consisted of 628 entry-level masters and doctoral occupational therapy students from 31 states. Participant responses …

Current Education Offerings On Occupational Therapy: Addressing Feeding, Eating, And Swallowing Across The Lifespan, Thilini Abeywickrema, Kate G. Barlow, Janelle Hatlevig, Cuyler Romeo, Tatiana Barcelos Pontes

Journal of Occupational Therapy Education

Occupational therapists play a vital role in the care of individuals with feeding, eating, and swallowing (FES) disorders across the lifespan. Although there are certain standards created by the Accreditation Council of Occupational Therapy (ACOTE) for understanding of assessment and management practices specific to FES, there are inconsistencies in how occupational therapy programs in the United States address FES disorders within their curriculum. This cross-sectional exploratory survey study received responses from 54 Master of Occupational Therapy (MSOT) programs and 63 entry-level Occupational Therapy Doctoral (OTD) programs. Survey questions included quantitative and qualitative information on general information regarding FES content taught …

Fostering Entry Level Practitioner Knowledge, Confidence, And Competence In Trauma-Informed Care Application, Mollie Keyser, Mary A. Barnes

Journal of Occupational Therapy Education

Trauma is pervasive worldwide and is associated with poor health outcomes if left unaddressed, however, a gap in practice continues to exist in the implementation of trauma-informed care (TIC). Occupational therapy practitioners will encounter individuals, communities, and populations influenced by trauma, which warrants the need for TIC to improve overall service delivery across the lifespan. However, TIC is currently not systematically integrated into any Accreditation Council for Occupational Therapy Education (ACOTE) occupational therapy educational standards. The purpose of this study was to design, implement, and evaluate a TIC application-based workshop for a sample of entry-level occupational therapy doctorate (OTD) students. …

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

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

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 …

The Occupational Therapy Practitioner Experience And Practice Related To Upper Limb Loss Or Difference And Prosthetics, Amanda H. Sugar, Rebecca Ozelie, Kristi Turner

Journal of Occupational Therapy Education

Despite occupational therapy’s critical role on the rehabilitation team for individuals with upper limb loss or difference (ULL/D) and prosthetics, this population is not extensively covered in many occupational therapy (OT) program curricula. As such, many clinicians work with patients with ULL/D with little expertise or confidence for this complex population. The aim of this study was to evaluate the OT practitioner experience and practice related to ULL/D and prosthetics in their education and practice. Utilizing snowball sampling, 150 OT practitioners completed a 24-question survey, which assessed OT practitioners’ experience with ULL/D, the prosthetic education in their OT program, and …

Book Review: The Path To Private Practice, Mary K. Thelander

Journal of Occupational Therapy Education

The Path to Private Practice: A Roadmap for Speech-Language Pathologists and Occupational Therapists Considering Private Practice (Castro-Casbon, 2023) invites clinicians to consider the benefits of entrepreneurship. The book discusses concerns in the medical and educational systems that may cause occupational therapists (OTs) and speech and language pathologists (SLPs) to experience burnout. The text encourages the reader to consider entering into part-time private practice. Though the book is authored by a SLP, the concerns and strategies discussed in the book are easily compatible with the OT profession. This review details the content of the individual chapters and offers a critical analysis …

Universal Design For Learning Principles Impact On Students With Neurodiverse Learning Styles, Jennifer Y. Cole, Julia Graham, Shelly Norvell, Patricia Schaber

Journal of Occupational Therapy Education

Universal design for learning (UDL) is a pedagogical framework that utilizes the principles of equal access, flexibility, simplicity, perceptibility, and efficiency in the process of teaching and learning. This multi-institutional cross-sectional study examined instructional methods and designs that occupational therapy students identified to be useful or not useful for their diverse learning needs based on principles of UDL. The study also sought to determine if select methods or designs were perceived to enhance learning for those who are neurodivergent in contrast to other students. An online survey was distributed to students across four occupational therapy programs. The survey consisted of …

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 …

“Putting On Our People Lens”: Lived Experience As Pedagogy, Tessa Zoe Milman, Sarah Bream, Celso Delgado, Erin Mcintyre, Tristan Scremin, Leslie Moreno, Maggie Yeo, Deborah Pitts

Journal of Occupational Therapy Education

In the professional education of mental health practitioners, including occupational therapists, there has been a lack of meaningful inclusion of people labeled with mental illness into curricula, beyond guest speaker panels and presentations. This study explored the experiences of students, faculty, and ‘Experts by Experience’ within a mental health occupational therapy course that incorporated Experts with lived experience as co-facilitators of weekly fieldwork debriefs. The study utilized focus groups and interviews to understand the experiences of students, mental health faculty, and ‘Experts by Experience’. Key themes that emerged from the qualitative data analysis were organized under three broad categories: 1) …

Transitioning From Professional Practice To Teaching During Covid-19: A Participatory Research Study, Yvonne Thomas, Ciara Hensey, Claire Squires, Anna Collier, Heidi Cathcart, Lindsey Coup

Journal of Occupational Therapy Education

The transition from expert occupational therapy practice to academic educator is stressful and complex, involving the development of a new professional identity. In 2020-21 COVID-19 created a new challenge for recently employed academics, who were in this transition process. This study utilized participatory research to explore the impact of COVID-19 on six new occupational therapy lecturers who were employed immediately before and during the pandemic. The participatory research approach simultaneously engaged participants in research processes and aimed to promote researcher development. Three focus groups were conducted to explore participants experiences before, during and after COVID-19 restrictions. Focus groups transcripts were …

Relationships Between Reasoning, Reflective Practice, And Evidence-Based Practice: Educators’ Perspectives, Hannah K. Burke, Pat L. Sample, Anita C. Bundy, Shelly J. Lane

Journal of Occupational Therapy Education

Many models of professional thinking exist within occupational therapy, but the relationships among reasoning, reflective practice, and evidence-based practice as essential skills for practice are not clear. Because occupational therapy educators impart these skills to students, understanding how educators conceptualize relationships among skills is necessary. We used Delphi methodology to explore educator conceptualizations of the relationships among clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Inclusion criteria were: an educator in an occupational therapy program for at least three years at the master’s level or higher, currently an occupational therapy educator based in the United States, and available across …

Occupational Therapy Educators’ Self-Efficacy To Teach In A Blended Curriculum, Inti A. Marazita, Amy Adcock, Mary Shotwell

Journal of Occupational Therapy Education

Educational trends have influenced occupational therapy education as evidenced by the adoption of new teaching methods such as blended learning. Blended learning is a combination of both synchronous and asynchronous learning that occurs online as well as portions of the learning occurring in a brick-and-mortar. As more occupational therapy programs design their curriculum to include blended learning, it is essential to understand occupational therapy educators' self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators' self-efficacy to teach in a blended curriculum. This qualitative study aimed to examine the …

Occupational Therapy Interventions For Visual Impairments Among Adolescents With Mild Traumatic Brain Injury, Olivia Vander Haar, Molly Whitlow, Sarah Fellman

Student Systematic Reviews: Occupational Therapy

PUPROSE: The purpose of this systematic review was to synthesize the evidence of occupational therapy (OT) interventions for adolescents who have sustained a mTBI and experience visual dysfunction.

DESIGN AND METHOD: A systematic review of peer-reviewed literature was conducted. Articles were included if participants were eight to nineteen years of age and diagnosed with an mTBI. Titles and abstracts of 506 articles from three databases were screened. The full text of 26 articles was reviewed. Seven met inclusion criteria. The U.S. Preventive Services Task Force levels of certainty and grade definitions described the strength of evidence.

RESULTS: Physical conditioning, vision …