Occupational Therapy Commons^™

Framing The Value Of Clinical And Field Education, Lisa Richardson Mss, Licsw, Rebecca Mcgill Edd, Rn, Christina Anderson Pt, Dpt, Linda Buxell Ma, Otr/L, Leah Harris Otr/L, Lisa Rovick Mhsc, Co, Comt

Interprofessional Papers and Writing

Community/university partnerships play a critical role in higher education. Community-based research, service learning, guest lectures, internships, and a host of other activities illustrate the shared opportunities for students, educators, practitioners, employers, and consumers, as communities and institutions collaborate to educate the future workforce and develop an informed and engaged citizenry.

Across the spectrum of health and professional disciplines, real world learning through community-based clinical/field education1 is essential to prepare practice-ready graduates. At St. Catherine University, for example, students complete over 7,000 clinical/field placements annually across multiple degrees and disciplines (see Appendix B). Without community/ university partnerships, our universities would not …

Achieving Teaching, Scholarship, And Service Through Community Engagement, Carole K. Ivey, Jodi L. Teitelman, Kelli W. Gary, Dianne F. Simons, Jayne T. Shepherd, Albert E. Copolillo

The Open Journal of Occupational Therapy

Occupational therapy faculty currently face enormous challenges in meeting teaching load expectations, while also under pressure to participate in scholarly projects and to make administrative and service contributions. Community engagement projects may provide opportunities for faculty to effectively and efficiently meet the goals in each of these areas while imparting benefits to students and community partners as well. Faculty at the Department of Occupational Therapy (OT) at Virginia Commonwealth University (VCU) embraced this idea as consistent with the university’s mission and strategic plan, and recognized its benefits in assisting faculty to meet workload demands. Four community partnerships reflecting the range …

Eportfolio: The Scholarly Capstone For The Practice Doctoral Degree In Occupational Therapy, Jim Hinojosa, Tsu-Hsin Howe

The Open Journal of Occupational Therapy

A critical decision doctoral faculty must make is deciding what is the most appropriate capstone or terminal requirement for the practice doctorate degree that is consistent with the program’s curriculum. EPortfolios are a viable option for documenting doctoral students’ advanced knowledge and competence. After creating a professional development plan, the students record individual experiences and reflections framed by a self-selected metaphor, provide objective documentation of achievements, and verify advanced competence in a specific area in their ePortfolios. As the students construct their ePortfolios, they must engage in self-directed learning that is grounded in evidence-based and reflective practice, with a focus …

Digital Storytelling As Poetic Reflection In Occupational Therapy Education: An Empirical Study, Lisebet S. Skarpaas, Grete Jamissen, Cecilie Krüger, Vigdis Holmberg, Pip Hardy

The Open Journal of Occupational Therapy

Stories are powerful aids to reflection. Thus, the use of stories may be a pathway to enhanced reflective practice and clinical reasoning skills. The aim of this study was to evaluate whether and how digital storytelling can contribute to occupational therapy (OT) students’ learning through reflections on experiences from placement education. A cohort of OT students (n = 57) participated in a 2-day workshop to create digital stories. Data were generated through a questionnaire with a response rate of 100% of students who completed the workshop (n = 34). Quantitative analysis methods were used to reveal a level of agreement …

Student Perceptions Of Scholarly Writing, Shirley P. O'Brien, Dory Marken, Kelsey B. Petrey

EKU Faculty and Staff Scholarship

Learning the process of scholarly writing, including the significance of peer review, is an essential element in the preparation of students for professional practice. This descriptive research study, using Scholarship of Teaching and Learning methodology, explores one approach to teaching scholarly writing in an occupational science/occupational therapy curriculum. The writing assignment was designed to offer multiple points for feedback and revision and instructional features to reinforce learning. A survey of students [n = 169] participating in this scholarly writing project was conducted yearly to gather their perceptions of learning. The results revealed four key elements: instructional strategies are needed …

Occupational Therapy On College Campuses: Facilitating Student Success Through Occupation, Kristy Coen, Carlin Daley, Kieran Lewis, Susan Madigan, Karen Mccarthy, Clodagh Nolan, Áine O'Dea, Linda Reen, Liath Sheehan, Orla Sullivan

Occupational Therapy | Faculty Conference Presentations

Purpose: To explore how occupational therapy services fit into a supported education model on college campuses.

Rationale: College students present with many strengths and challenges in college settings. There are limited services for young adults to succeed in college and students with various diagnoses face challenges in the areas of time management, organization, academic skills, and in social areas of college (Orentlicher, & Olson, 2010; Rogers, Kash-MacDonald, Bruker, & Maru, 2010). Higher education is a role emerging area for occupational therapists, and there are some pioneering occupational therapists who have discovered multiple ways to provide services to students who are …