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Articles 1 - 13 of 13
Full-Text Articles in Education
Mentored Practice In Aota Fellowship Programs: An Exploratory Phenomenological Study, Jennifer L. Bergstrom
Mentored Practice In Aota Fellowship Programs: An Exploratory Phenomenological Study, Jennifer L. Bergstrom
Journal of Occupational Therapy Education
American Occupational Therapy Association fellowship programs are an emerging post-professional educational opportunity aimed at developing practitioners in specialized areas of occupational therapy practice. Mentored practice is a critical and substantial component of fellowship programs; however, the experiences of mentors and fellows have not been well described in the literature. The purpose of this study was to describe the mentored practice experience from the perspectives of the fellow and mentor. This study sought to understand the perceived influence mentored practice may have on the advancement of skills and knowledge in specialty practice areas of occupational therapy. A qualitative exploratory phenomenological design …
Effects Of Mental Health First Aid Course: Knowledge, Confidence, And Stigma Among Occupational Therapy Students, Jennifer L. Ostrowski, Sarah Sampson, Erin Mcgoldrick, Courtney Karabin, Kyra Shields
Effects Of Mental Health First Aid Course: Knowledge, Confidence, And Stigma Among Occupational Therapy Students, Jennifer L. Ostrowski, Sarah Sampson, Erin Mcgoldrick, Courtney Karabin, Kyra Shields
Journal of Occupational Therapy Education
In the United States, one in five adults are impacted by some form of mental illness in any given year, but only about 40% of individuals seek professional mental health support. While occupational therapists (OT) may work with individuals with mental illness to improve social skills, activities of daily living (ADLs), instrumental ADLs, and neurocognitive interventions, research suggests there is not enough emphasis on this content in professional OT education. Mental Health First Aid (MHFA) training is designed to educate individuals on mental illness, including how to recognize signs and symptoms and how to support individuals experiencing a concern or …
The Impact Of A Psychosocial-Focused Experiential Learning Activity On Occupational Therapy Students’ Perceived Clinical Reasoning, Molly Bathje, Kristi Escobar, Meghan Crisp, Catherine Killian, Charlotte Royeen
The Impact Of A Psychosocial-Focused Experiential Learning Activity On Occupational Therapy Students’ Perceived Clinical Reasoning, Molly Bathje, Kristi Escobar, Meghan Crisp, Catherine Killian, Charlotte Royeen
Journal of Occupational Therapy Education
A primary objective of occupational therapy education is to facilitate development of clinical reasoning skills. These skills are complex and difficult to cultivate in classroom settings, therefore educators often use experiential learning activities to support clinical reasoning development. Most of the literature about experiential learning activities aimed at developing clinical reasoning focuses on activities occurring in-person, with individuals in physical disabilities settings. This research addresses the gap in the literature by evaluating the impact of a group based, psychosocial focused experiential learning activity that occurred virtually and in-person on entry-level occupational therapy students’ perceived clinical reasoning. Students (n=36) …
A Process Framework For The Education-Focused Capstone: Supporting Expansion And Sustainable Outcomes, Sierra Clair, Sarah Corcoran, Emily Bubel, Debbie Amini
A Process Framework For The Education-Focused Capstone: Supporting Expansion And Sustainable Outcomes, Sierra Clair, Sarah Corcoran, Emily Bubel, Debbie Amini
Journal of Occupational Therapy Education
This article aims to share a process framework created to guide entry-level occupational therapy doctoral programs in operationalizing and expanding the scope of the education-focused capstone described by the Accreditation Council for Occupational Therapy Education (ACOTE®).The impetus for this work was the completion of a professional development, education-focused capstone that proved to be novel, sustainable, and transformative for the capstone team, including the student, faculty mentor, site mentor, and doctoral capstone coordinator. This capstone ultimately created a professional development course covering the social determinants of health for occupational therapy practitioners, now offered through the American Occupational Therapy Association. …
The Occupational Therapy Examination And Practice Preparation (Otepp) Program: Development, Implementation And Evaluation Of An Educational Program For Internationally-Educated Occupational Therapists, Susan E. Baptiste, Shaminder Dhillon, Kathryn Decker, Nancy Lidstone, Leah Dix, Colleen E. Mcgrath, Pat Mcmahon, Elizabeth Steggles, Claudia Von Zweck
The Occupational Therapy Examination And Practice Preparation (Otepp) Program: Development, Implementation And Evaluation Of An Educational Program For Internationally-Educated Occupational Therapists, Susan E. Baptiste, Shaminder Dhillon, Kathryn Decker, Nancy Lidstone, Leah Dix, Colleen E. Mcgrath, Pat Mcmahon, Elizabeth Steggles, Claudia Von Zweck
Journal of Occupational Therapy Education
This paper provides a chronological overview of the development, implementation, and evaluation of an educational initiative aimed at ensuring internationally-educated occupational therapists are prepared to enter practice in their new country, Canada. The three major phases of the program’s 12-year evolution are described, to distill the key lessons learned at each phase. Data related to the demographics of participants, program content, results of the national examination, registration, and employment outcomes are included. An enhanced understanding of the transition experience of internationally educated occupational therapists provides a strong foundation from which to support internationally-educated colleagues and strengthen the occupational therapy profession.
Occupational Therapy Students’ Self-Efficacy For Therapeutic Use Of Self: Development And Associated Factors, Chia-Wei Fan, Tove Carstensen, Milada C. Småstuen, Farzaneh Yazdani, Brian Ellingham, Tore Bonsaksen
Occupational Therapy Students’ Self-Efficacy For Therapeutic Use Of Self: Development And Associated Factors, Chia-Wei Fan, Tove Carstensen, Milada C. Småstuen, Farzaneh Yazdani, Brian Ellingham, Tore Bonsaksen
Journal of Occupational Therapy Education
Occupational therapy students need to develop self-efficacy for therapeutic use of self in practice. This longitudinal study examined Norwegian occupational therapy students’ self-efficacy for therapeutic use of self over a 16-month period and investigated predictors of their end-point self-efficacy. One hundred and eleven students from two universities completed a self-efficacy questionnaire related to the use of self after a workshop, and at 3-month, 10-month, and 16-month follow-up. The students’ self-efficacy development was analyzed with linear mixed effect models, while factors associated with self-efficacy were investigated with linear regressions. The students from both universities showed a linear increase in self-efficacy for …
Designing Interprofessional Education Curriculum To Maximize Collaborative Competency, Whitney Lucas Molitor, Allison Naber
Designing Interprofessional Education Curriculum To Maximize Collaborative Competency, Whitney Lucas Molitor, Allison Naber
Journal of Occupational Therapy Education
Interprofessional collaboration improves health outcomes through enhanced efficiency and communication among team members. Professional educational standards call for interprofessional education (IPE) to develop the collaborative competencies necessary for transition from didactic learning to clinical practice. Variability exists regarding methods of IPE implementation, so efficacy of curricula needs to be described in a manner which allows for replication and utilization of these methods with occupational therapy students. A pre/post design with convenience sampling of students from occupational therapy, physical therapy, and physician assistant programs was completed to determine the effectiveness of an IPE module and to discover if differences in IPE …
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 …
Community Teaching Experience: A Description Of The Development And Design Of A Unique Teaching Experience For Occupational Therapy Doctoral Students, Laura E. Landon, Christine Berg, Sara S. Ulfers
Community Teaching Experience: A Description Of The Development And Design Of A Unique Teaching Experience For Occupational Therapy Doctoral Students, Laura E. Landon, Christine Berg, Sara S. Ulfers
Journal of Occupational Therapy Education
Entry-level occupational therapy doctorate (OTD) students receive education and training to interpret and disseminate evidenced-based literature. However, these students are often missing the clinical experience to identify clinically relevant questions that impact occupational outcomes. Conversely, occupational therapy practitioners have the clinical experience to determine clinically appropriate questions but often encounter time, budget, and setting constraints on researching and learning up-to-date evidence-based practice assessment and intervention techniques. The purpose of this paper is to describe the development and design of an exploratory educational project in which OTD students utilized clinically relevant questions identified by local occupational therapy practitioners to disseminate evidence-based …
The Development Of A Cancer-Related Cognitive Impairments Seminar For Occupational Therapy Practitioners, Sara S. Ulfers, Christine Berg
The Development Of A Cancer-Related Cognitive Impairments Seminar For Occupational Therapy Practitioners, Sara S. Ulfers, Christine Berg
Journal of Occupational Therapy Education
Occupational therapy practitioners are qualified to address the emergence of functional deficits from cancer-related cognitive impairments (CRCI); however, they have reported a need to address gaps in their knowledge of CRCI. The purpose of this study was to comprehensively design, disseminate and examine the impact of implementing a face-to-face continuing education seminar designed to enhance occupational therapy practitioners’ knowledge of CRCI in adults and older adults. After completing a needs assessment and designing the seminar, the seminar was piloted with occupational therapy students (n = 64) where student feedback guided modifications to the seminar’s content, design and evaluation. The …
Perceptions Of Assessment In Norwegian Occupational Therapy Students, Tore Bonsaksen, Astrid Gramstad, Gry Mørk, Susanne G. Johnson
Perceptions Of Assessment In Norwegian Occupational Therapy Students, Tore Bonsaksen, Astrid Gramstad, Gry Mørk, Susanne G. Johnson
Journal of Occupational Therapy Education
In addition to securing minimum standards of learning among students, assessment is increasingly used as a tool to improve students’ learning. Assessment quality is measured as part of the Course Experience Questionnaire; however, the original ‘appropriate assessment’ scale has demonstrated ambiguous psychometric properties. The current study aimed to gain knowledge about occupational therapy students’ perceptions of assessment, and this was achieved by examining the factor structure and internal consistency of the six items on the ‘appropriate assessment’ scale. Students from six Norwegian universities (n = 187, response rate 61.3 %) completed the scale and reported demographic information. The factor …
The Short Assist Scales: Measurement Properties In A Sample Of Occupational Therapy Students In The Usa, Tore Bonsaksen, Adele Breen-Franklin
The Short Assist Scales: Measurement Properties In A Sample Of Occupational Therapy Students In The Usa, Tore Bonsaksen, Adele Breen-Franklin
Journal of Occupational Therapy Education
Shortening measurement scales can improve the scales’ feasibility, but at the same time, their measurement properties can be affected. This study investigated psychometric properties of the short Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students in the United States. The students (n = 120) completed the ASSIST and provided basic socio-demographic and education-related information. Scale structure was examined with Principal Components Analysis (PCA), while consistency between scale items was assessed with Cronbach’s α and inter-item correlations. Three factors were confirmed, but three items showed poor or ambiguous fit with the proposed scales. These items were …
Using Online Professional Development To Increase Self-Efficacy In School-Based Occupational Therapy Fieldwork Educators, Meghan Suman, Ingrid Provident
Using Online Professional Development To Increase Self-Efficacy In School-Based Occupational Therapy Fieldwork Educators, Meghan Suman, Ingrid Provident
Journal of Occupational Therapy Education
The purpose of this study was to determine if school-based occupational therapists who participated in a series of online professional development modules on the topic of fieldwork education reported increased feelings of self-efficacy regarding the ability to fulfill the role of fieldwork educator. In this single-group design, participants completed a series of six online professional development modules. Each module consisted of a narrated slideshow presentation, case study activity, and online discussion board. Participants completed a self-efficacy survey before and after completing the series of modules. Results indicated a significant increase in self-efficacy related to fieldwork education following completion of the …