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Journal of Occupational Therapy Education

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Full-Text Articles in Occupational Therapy

Factors Influencing Reflection And Self-Assessment Of Simulation Performance: Comparing Student And Preceptor Ratings, Kaitlin R. Sibbald, Diane E. Mackenzie Jan 2025

Factors Influencing Reflection And Self-Assessment Of Simulation Performance: Comparing Student And Preceptor Ratings, Kaitlin R. Sibbald, Diane E. Mackenzie

Journal of Occupational Therapy Education

Simulation with simulated patients is increasingly used in occupational therapy. Ensuring the debrief component meets student needs to develop their self-assessment skills for participating in a self-regulating profession is essential. This explanatory mixed-methods research sought to explore factors contributing to accurate and inaccurate self-assessment of simulation performance for novice occupational therapy learners in a part-time introductory fieldwork course. Self-ratings and preceptor-ratings of performance on eleven simulation objectives were compared for sixty-five novice occupational therapy students. Factor analysis was used to explore contributors to differences in ratings between students and preceptors. Students’ written plus-delta debrief reflections were analyzed to explore what …

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Disparities Between Reported And Actual Study Habits And Perceptions Among First Year Occupational Therapy Graduate Students, Melisa P. Kaye, Marcella Mccollum, Sydney Hanzalik Jan 2025

Disparities Between Reported And Actual Study Habits And Perceptions Among First Year Occupational Therapy Graduate Students, Melisa P. Kaye, Marcella Mccollum, Sydney Hanzalik

Journal of Occupational Therapy Education

Studying for exams forms a significant part of the occupational therapy graduate school experience. While successful completion of exams is a central focus for students, little time is devoted to explicitly teaching new graduate students how to most effectively study. Instead, when they enter their occupational therapy programs, students experience a steep learning curve, and often rely on previous habits or trial and error to discover the most efficacious study strategies. The purpose of this study was to examine the study behaviors, habits, and beliefs of new graduate students to gain insight into the prevalence of use of various study …

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Bridging Technology And Fieldwork Education: Developing An Electronic Medical Record For A Simulated Level I Experience, Ricardo G. Altahif Jr, Kirsten Davin, Yue Ma, Celina Casas Jan 2025

Bridging Technology And Fieldwork Education: Developing An Electronic Medical Record For A Simulated Level I Experience, Ricardo G. Altahif Jr, Kirsten Davin, Yue Ma, Celina Casas

Journal of Occupational Therapy Education

This study explores the development and implementation of a custom-designed simulated Electronic Medical Record (sEMR) system integrated into a simulation-based Level I occupational therapy fieldwork experience. The sEMR was collaboratively developed by the Occupational Therapy Department and the University Learning Design Team to provide occupational therapy students with realistic exposure to electronic medical record navigation and documentation. First-year Doctor of Occupational Therapy students engaged in eight patient scenarios that simulated real-world settings—two of which utilized the sEMR for chart review and documentation while the remaining six used paper-based documentation. At the conclusion of the simulation, sixty-five students completed a modified …

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Effect Of An Elective On Preparation For Fieldwork In An Acute Care Setting, Abbey Glenn, Brandi Fulwider Jan 2025

Effect Of An Elective On Preparation For Fieldwork In An Acute Care Setting, Abbey Glenn, Brandi Fulwider

Journal of Occupational Therapy Education

The current study evaluated the effect of an eight-day elective course on preparedness for the acute care setting. The course was offered to Master of Science in occupational therapy students before their second Level II fieldwork experience and focused on developing necessary skills for success in acute care. Course content was based on feedback from previous students, fieldwork educators in acute care, and faculty experiences in that setting. Specifically, the course combined case-based and skills-based simulations to help students develop skills and to build confidence. Small group activities involving role-playing communication scenarios were also included, where students played the role …

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Intentional Grouping: Impacts On Cognitive And Social Presence In A Hybrid Classroom, Bridget Scheidler, Kelly Layne, Marian Gillard, Barbara M. Doucet Jan 2025

Intentional Grouping: Impacts On Cognitive And Social Presence In A Hybrid Classroom, Bridget Scheidler, Kelly Layne, Marian Gillard, Barbara M. Doucet

Journal of Occupational Therapy Education

Hybrid learning models in healthcare education often present challenges related to reduced cognitive and social presence. This study explores the impact of intentional grouping of students, using Learning and Study Strategies Inventory (LASSI) scores, on cognitive and social presence in a hybrid Doctor of Occupational Therapy program. Over four seven-week terms, students were grouped intentionally based on their LASSI scores, which measured anxiety, motivation, and test strategies. Quantitative data were collected using the Community of Inquiry survey, and qualitative data were gathered from open-ended questionnaires. Student responses revealed that consistent intentional grouping improved perceived work quality, time management, and relationship …

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Culturally Sensitive Mentorship In Occupational Therapy Education, Janet Njelesani, Shanteria Watson, Amanda Gahlot, Ayesha Ahmed, Grace Kim Jan 2025

Culturally Sensitive Mentorship In Occupational Therapy Education, Janet Njelesani, Shanteria Watson, Amanda Gahlot, Ayesha Ahmed, Grace Kim

Journal of Occupational Therapy Education

Mentorship provides crucial support and guidance for students, significantly influencing their academic and professional success. Mentorship experiences can vary considerably, with students from historically underrepresented groups facing racism, discrimination, and a lack of opportunities in their professional development. Despite the recognized need for culturally sensitive mentorship, there is a lack of literature within occupational therapy that focuses on the mentoring experiences of students from historically underrepresented groups. This study aimed to address this gap by exploring occupational therapy students’ mentoring needs and experiences to inform the future development of culturally sensitive mentoring programs. Utilizing a cross-sectional survey, the study collected …

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Temporal Occupational Patterns Amidst Covid-19: A Comparative Analysis Of Occupational Therapy Graduate Students’ Self-Reports, Amanda C. Jozkowski, Julie M. Werner, Meagan Downey Jan 2025

Temporal Occupational Patterns Amidst Covid-19: A Comparative Analysis Of Occupational Therapy Graduate Students’ Self-Reports, Amanda C. Jozkowski, Julie M. Werner, Meagan Downey

Journal of Occupational Therapy Education

This study employed a qualitatively-driven mixed method approach to exploring temporal occupational patterns among occupational therapy graduate students in the United States during the COVID-19 pandemic. Data collected from cohorts in 2021 and 2022 were contrasted with those previously reported for 2019 and 2020, highlighting how these patterns evolved over time. Notable changes in time use were identified between the 2021 and 2022 cohorts. In 2022, students reported increased time spent in class and in driving/community mobility, while their time dedicated to physical activity, health maintenance, and family interactions declined. The analysis revealed the complexity of students' time use due …

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Student Perceptions Of The Effectiveness Of Simulated Versus Clinical Experiences In Learning Clinical Skills, Joanne M. Baird, Tracy Van Oss, Maureen Hoppe, Jean Prast, Audrey Zapletal, Ketki Raina Jan 2025

Student Perceptions Of The Effectiveness Of Simulated Versus Clinical Experiences In Learning Clinical Skills, Joanne M. Baird, Tracy Van Oss, Maureen Hoppe, Jean Prast, Audrey Zapletal, Ketki Raina

Journal of Occupational Therapy Education

Occupational therapy education programs use simulation and clinical environments to teach students clinical skills. However, students’ perceptions of how these environments meet their learning needs are not known. The objective of this study was to explore entry-level occupational therapy students’ perceptions of the effectiveness of simulation and clinical environments in learning clinical skills. This was an observational study, measuring the students’ perceptions after engaging in simulations and clinical environments. Participants were occupational therapy students enrolled in Master's and Doctorate programs (N = 460) in five accredited entry-level occupational therapy programs. Students completed the Clinical Learning Environment Comparison Survey (CLECS). CLECS …

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Predictors Of Nbcot Examination Pass Rates: The Role Of Gpa, Gre, And Otke Scores In Occupational Therapy Education, Sherri Powers, Lori Eggers Saxby, Christopher Mecklin Jan 2025

Predictors Of Nbcot Examination Pass Rates: The Role Of Gpa, Gre, And Otke Scores In Occupational Therapy Education, Sherri Powers, Lori Eggers Saxby, Christopher Mecklin

Journal of Occupational Therapy Education

Given the critical role of National Board for Certification in Occupational Therapy (NBCOT) certification in occupational therapy (OT) practice, this study examined predictors of NBCOT examination success to inform program improvement. Analyzing data from 59 Master of Science in Occupational Therapy (MSOT) graduates at a single institution over the course of three years (2020–2022), a retrospective design with logistic regression assessed undergraduate grade point average (GPA), prerequisite GPA, within-program GPA, Graduate Record Examination (GRE) scores, and pre- and post- Occupational Therapy Knowledge Examination (OTKE) scores as predictors of first-attempt NBCOT pass rates. Of 58 students with reported outcomes, 56% passed …

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Pedagogical Ingredients That Support The Professional Identity Development Of A Post-Professional Doctor Of Occupational Therapy, Sarah Bream, Julie Mclaughlin Gray Jan 2025

Pedagogical Ingredients That Support The Professional Identity Development Of A Post-Professional Doctor Of Occupational Therapy, Sarah Bream, Julie Mclaughlin Gray

Journal of Occupational Therapy Education

Outcomes and professional characteristics of doctorate level occupational therapy graduates have been examined, yet there has been limited study of professional identity development. This paper highlights outcomes emerging from secondary analysis of data gathered in a qualitative study on the professional identity development of post-professional occupational therapy doctorate (OTD) students. Participants included 16 graduates of a post-professional OTD program. Transcripts from focus groups and final reflection papers were analyzed. Findings revealed a key theme of “Pedagogical Ingredients” that supported the development of professional identity and leadership capacities among Doctors of Occupational Therapy, and the following sub-themes: 1) Mentorship, 2) “Stepping …

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Developing A Trauma Informed Occupational Therapy Workforce, Shruti Gadkari, Ethan A. Mcmahan Jan 2025

Developing A Trauma Informed Occupational Therapy Workforce, Shruti Gadkari, Ethan A. Mcmahan

Journal of Occupational Therapy Education

Trauma is a prevalent condition that impacts individuals, groups, and populations. Trauma informed care (TIC) is a strengths-based approach that was developed to address the pervasiveness of trauma and prevent re-traumatization. Occupational therapy practitioners are likely to encounter individuals and groups who have experienced trauma and need to be familiar with the impacts of trauma as well as principles of TIC. While trauma and TIC concepts have been taught as learning modules, workshops, or continuing education courses, this study adopts the innovative approach of integrating these concepts across a two-course sequence on pediatric occupational therapy through readings, didactic content, and …

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Exploring Student Experiences And Perceptions Of Digital Storytelling In Occupational Therapy Education: A Comprehensive Analysis And Evaluation, Alexis M. F. Morin, Justin R. Eck Jan 2025

Exploring Student Experiences And Perceptions Of Digital Storytelling In Occupational Therapy Education: A Comprehensive Analysis And Evaluation, Alexis M. F. Morin, Justin R. Eck

Journal of Occupational Therapy Education

The COVID-19 pandemic heightened the need for digital transformation in higher education, emphasizing the importance of incorporating digital pedagogy. This study explored student experiences and perceptions of digital storytelling, a multimedia-based narrative technique, as an innovative assessment method in occupational therapy education. First-year, first-semester entry-level Doctor of Occupational Therapy students created digital stories on mental health topics and completed self-reflection papers. A retrospective qualitative descriptive method was employed, analyzing 14 consented self-reflection papers. Emerging qualitative themes revealed that digital storytelling enhanced students' understanding of occupational performance impacts, led to the development and utilization of transferrable skills for clinical practice, and …

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Reimagining Education For Ot And Ota Intraprofessional Collaboration: A Virtual Pilot Program, Katelyn Brady, Heather Beth Johnson, Alexandra Stellmach Jan 2025

Reimagining Education For Ot And Ota Intraprofessional Collaboration: A Virtual Pilot Program, Katelyn Brady, Heather Beth Johnson, Alexandra Stellmach

Journal of Occupational Therapy Education

Intraprofessional knowledge and skills are essential to the field of occupational therapy. Despite the importance, not all occupational therapy (OT) and occupational therapy assistant (OTA) educational programs provide collaborative intraprofessional experiences to students who are expected to collaborate effectively in practice. Therefore, increased intraprofessional experiences are needed to support entry-level OT practitioners. The purpose of this project was to create an intraprofessional pilot program that included three intraprofessional events to provide an opportunity for collaboration between OT and OTA students and enhance their understanding and confidence with intraprofessional collaboration prior to practice. The pilot program was implemented and evaluated using …

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Trauma-Informed Care In Occupational Therapy Education, Cristina H. Scionti, Mary Shotwell, Donnamarie Krause Jan 2025

Trauma-Informed Care In Occupational Therapy Education, Cristina H. Scionti, Mary Shotwell, Donnamarie Krause

Journal of Occupational Therapy Education

Students bring their life histories, including traumatic experiences, to their learning and education. Potentially up to 75% of the student body of occupational therapy programs may have experienced a traumatic event, which often leads to occupational disruption and challenges in academic performance. Thus, it is critical for occupational therapy educators to mitigate the impact of trauma by identifying the barriers and facilitators to occupational participation in education for occupational therapy students affected by trauma. Despite the high prevalence of adverse childhood experiences (ACEs), research shows that few health professions education programs, such as occupational therapy, attend to ACEs or utilize …

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Factors Influencing Occupational Therapy Doctorate Program Offer Acceptance Across Student Demographics, Megan Hoover, Mckenna Johnson, Colleen Bullen, Elizabeth K. Schmidt, Jackson M. Miller Jan 2025

Factors Influencing Occupational Therapy Doctorate Program Offer Acceptance Across Student Demographics, Megan Hoover, Mckenna Johnson, Colleen Bullen, Elizabeth K. Schmidt, Jackson M. Miller

Journal of Occupational Therapy Education

This research study aimed to identify key factors influencing Doctor of Occupational Therapy (OTD) students' acceptance of program offers. An online survey was developed based on relevant literature and study objectives and validated through expert review. A total of 281 students, including a sub-set of students from underrepresented backgrounds (n=70), across the United States completed the survey. Quantitative data was analyzed using descriptive statistics, cross-tabulations, Chi-square tests with Bonferroni correction, and multinomial logistic regression including demographic variables and factors moderately to strongly influencing program acceptance. Qualitative responses were analyzed using content analysis. Key findings reveal geographic location, application process, cost …

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Effective Implementation Of Ebook Guide Supports Student Success In Occupational Therapy Anatomy Education, Karissa Legleiter, Barb Puder, Rhea R. Kimpo Jan 2025

Effective Implementation Of Ebook Guide Supports Student Success In Occupational Therapy Anatomy Education, Karissa Legleiter, Barb Puder, Rhea R. Kimpo

Journal of Occupational Therapy Education

EBooks have been proven to be a successful supplemental resource in cadaveric anatomy laboratory sessions. However, the implementation of the eBook and its impact on student performance, especially in occupational therapy (OT) anatomy laboratory sessions, has not been well documented. This study shows that providing students with an eBook guide enhances student learning and increases eBook usage. For lab sessions, an eBook guide directed students to eBook specific figures and text that related to that session’s material. In alignment with the Universal Design for Learning (UDL) framework, providing eBooks as well as a guide gave students multiple avenues to learn …

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Navigating The Future Of Ot Education: Student Insights On Integrating Course-Specific Ai Chatbots, Laura E. Landon, Nicole Grames, Maggie Gannon, Addison Jarus, Annie Trezza Jan 2025

Navigating The Future Of Ot Education: Student Insights On Integrating Course-Specific Ai Chatbots, Laura E. Landon, Nicole Grames, Maggie Gannon, Addison Jarus, Annie Trezza

Journal of Occupational Therapy Education

The integration of artificial intelligence (AI) in higher education has garnered much attention, prompting educators to thoughtfully examine its implementation within their curricula. This study explores the perceptions of occupational therapy (OT) students regarding the future integration of a novel, course-specific Anatomy AI chatbot: an innovative tool uniquely developed by our internal team to provi¬¬¬de personalized support and resources tailored specifically to the anatomy curriculum. The researchers sought to understand the desired features of a course-specific Anatomy AI chatbot and the factors that influenced student willingness to adopt this technology in their learning experience. Findings revealed that 79% of participants …

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Harnessing Social Media For Occupational Therapy Graduate Program Recruitment, Rebecca Ozelie, Annika Knuth Jan 2025

Harnessing Social Media For Occupational Therapy Graduate Program Recruitment, Rebecca Ozelie, Annika Knuth

Journal of Occupational Therapy Education

The occupational therapy (OT) profession faces a national enrollment decline, with many United States graduate programs struggling to fill seats. As social media use continues to rise among young adults, OT programs may benefit from leveraging digital platforms to enhance visibility and attract qualified applicants. This study explored how prospective students engage with OT program social media accounts and what content influences their admissions decisions. Using a cross-sectional survey design, 161 current or incoming OT graduate students from programs across the United States were surveyed about their social media habits during the admissions process. Results revealed that 69.5% of participants …

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Theory-Driven Design, Theory-Integrated Learning: A Multimodal Approach To Teaching Occupational Adaptation, Anna B. Galloway, Lorrie A. George-Paschal, Linda Struckmeyer, Sara F. Israel, Nancy Krusen Jan 2025

Theory-Driven Design, Theory-Integrated Learning: A Multimodal Approach To Teaching Occupational Adaptation, Anna B. Galloway, Lorrie A. George-Paschal, Linda Struckmeyer, Sara F. Israel, Nancy Krusen

Journal of Occupational Therapy Education

This study explored the effectiveness of a multimodal instructional module for teaching Occupational Adaptation (OA) theory. Implemented across three entry-level occupational therapy doctoral (OTD) programs, faculty designed and implemented asynchronous preparatory lectures, a face-to-face experiential lab, and guided discussions of the learning experiences. Researchers employed a convergent mixed-methods design, integrating qualitative and quantitative data. Students (n=108) completed a pre- and post-knowledge exam, the Relative Mastery Scale (RMS), and a Learning Experience Questionnaire. Analysis of variance (ANOVA) revealed statistically significant differences in pre-and post- knowledge scores and RMS ratings across all sites, with no differences based on university. Qualitative analysis yielded …

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Reading Between The Lines: Exploring Reading Trends And Metacognitive Strategy Use In Ot Education, Whitney Henderson, Christine Davis, Christen Leach, Theresa Hallenen Jan 2025

Reading Between The Lines: Exploring Reading Trends And Metacognitive Strategy Use In Ot Education, Whitney Henderson, Christine Davis, Christen Leach, Theresa Hallenen

Journal of Occupational Therapy Education

No abstract provided.

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Comparing Occupational Therapy Students’ And Occupational Therapy Assistant Students’ Perceptions Of An Intraprofessional Class Session, Robyn Wu, Diane Tom, Domenique Embrey, Joyce M. Fries Jan 2025

Comparing Occupational Therapy Students’ And Occupational Therapy Assistant Students’ Perceptions Of An Intraprofessional Class Session, Robyn Wu, Diane Tom, Domenique Embrey, Joyce M. Fries

Journal of Occupational Therapy Education

Intraprofessional education between occupational therapy (OT) and occupational therapy assistant (OTA) students can be a valuable component of the entry-level curriculum. Comparisons of OT vs. OTA students’ perceptions are sparse, yet this information may yield important insights about intraprofessional learning needs. This mixed methods study explored student perceptions of a three-hour joint OT/OTA class session conducted via video conferencing. Learning activities were grounded in shared leadership and two-way feedback and included collaboration on a client case. A total of 172 anonymous post-class feedback surveys were received from 121 OT students and 57 OTA students over three academic years. The study …

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Assessing The Impact Of High-Fidelity Simulation Experiences On Student Confidence In A Controlled Academic Environment, Jillian K. Pindar, Peyton Belton, Madison Griffin, Abbi Hancock, Lucero Limones, Kristi Self, Elizabeth K. Schmidt Jan 2025

Assessing The Impact Of High-Fidelity Simulation Experiences On Student Confidence In A Controlled Academic Environment, Jillian K. Pindar, Peyton Belton, Madison Griffin, Abbi Hancock, Lucero Limones, Kristi Self, Elizabeth K. Schmidt

Journal of Occupational Therapy Education

A quasi-experimental one group pretest-posttest design was utilized with 19 first-and-second-year doctoral occupational therapy students at a university in Tennessee to evaluate confidence, performance, benefits, challenges, and recommendations from an acute care simulation experience. Student confidence was evaluated using a researcher-developed survey immediately before and after a high-fidelity simulation using a pre-programmed mannequin and standardized script. A performance assessment evaluated students' skills during the simulation. The post-test survey included open-ended questions on perceived benefits, challenges and recommendations. Overall, students demonstrated increased confidence in vital sign monitoring and modification (heart rate, blood pressure, respiratory rate), medical equipment identification, and safe patient …

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Enhancing Intraprofessional Collaboration In Occupational Therapy: Evaluation Of An Online Course For Canadian Ot And Ota Students, Teresa R. Avvampato, Dianna Fong-Lee, Mark Hall, Marcia Finlayson Jan 2025

Enhancing Intraprofessional Collaboration In Occupational Therapy: Evaluation Of An Online Course For Canadian Ot And Ota Students, Teresa R. Avvampato, Dianna Fong-Lee, Mark Hall, Marcia Finlayson

Journal of Occupational Therapy Education

An environmental scan conducted in 2022 highlighted a need for enhanced preparation for collaboration between occupational therapists (OTs) and occupational therapist assistants (OTAs) in Ontario, Canada. In response, an online course was developed to disseminate knowledge needed for effective OT-OTA intraprofessional collaboration (IntraPC) in the Canadian context. The objective of this study was to evaluate the effectiveness of the online course to improve perceived preparedness among Canadian OT and OTA students for OT-OTA IntraPC. Participants were Master’s-level OT students and diploma-level OTA students studying in Canada (N = 136), who were invited to complete the course by their program instructors. …

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Current Practices In Implementing The Occupational Therapy Doctoral Capstone Needs Assessment: A National Survey, Laurie D. Stelter, Kaitlyn Cremer, Lou Rutigliano, Leslye Morris, Lima Ghulmi, Ana Allegretti Jan 2025

Current Practices In Implementing The Occupational Therapy Doctoral Capstone Needs Assessment: A National Survey, Laurie D. Stelter, Kaitlyn Cremer, Lou Rutigliano, Leslye Morris, Lima Ghulmi, Ana Allegretti

Journal of Occupational Therapy Education

Entry-level occupational therapy doctorate (OTD) programs navigate curricular decisions related to designing, implementing, and refining doctoral capstone processes. One of the complex requirements is the doctoral capstone needs assessment (DCNA) which each student completes prior to the implementation of the doctoral capstone project. The researchers aimed to contribute to the specificity of DCNA-related understanding, informing quality decision-making, via a national, cross-sectional survey of current DCNA practices. Purposive sampling resulted in a 24.3% (n=54) response rate of mostly Doctoral Capstone Coordinators (DCCs; 98.1%) representing programs across doctoral capstone experience levels. The timing of DCNA processes trended toward the latter half of …

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The Effectiveness Of Blended Online Do-Live-Well Workshops For Occupational Therapists, Sungha Kim, Rebecca Gewurtz, Sandra Moll, Nadine Larivière, Lori Letts Jan 2025

The Effectiveness Of Blended Online Do-Live-Well Workshops For Occupational Therapists, Sungha Kim, Rebecca Gewurtz, Sandra Moll, Nadine Larivière, Lori Letts

Journal of Occupational Therapy Education

The Do-Live-Well (DLW) framework was developed by occupational therapists (OTs) to demonstrate how engaging in various activities can impact health and well-being of people. The DLW team has provided education for OTs across the world, and there has been a need for online learning with synchronous features. This study aimed to examine the impact of blended online DLW workshops that combined asynchronous and synchronous educational formats for OTs. We evaluated changes in participants’ knowledge of the DLW framework, factors influencing framework adoption in practice, satisfaction with the workshop, and actual use of the framework. Descriptive statistics were used for the …

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Exploring Occupational Therapy Assistant Student Experiences In Mental Health, Behavioral Health, And Psychosocial Level I Fieldwork, Tiffany L. Benaroya, Michelle Zechner, Meredith Cimmino, Ann A. Murphy, Margaret Swarbrick, Pamela Rothpletz-Puglia Jan 2025

Exploring Occupational Therapy Assistant Student Experiences In Mental Health, Behavioral Health, And Psychosocial Level I Fieldwork, Tiffany L. Benaroya, Michelle Zechner, Meredith Cimmino, Ann A. Murphy, Margaret Swarbrick, Pamela Rothpletz-Puglia

Journal of Occupational Therapy Education

Occupational therapy services offered in behavioral health remain low despite the growing number of individuals with behavioral health and psychosocial needs who could benefit from these services. Concurrently, in academia, all occupational therapy and occupational therapy assistant students must complete at least one fieldwork focused primarily on mental health, behavioral health, and/or psychosocial needs. Research is limited regarding these fieldwork experiences, especially among occupational therapy assistant students. This project aimed to understand this gap better and comprehend how these experiences impact readiness to work with individuals labeled with a serious mental illness. Forty-five occupational therapy assistant students completed pre- and …

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Fieldwork Supervision, Motivation And Competency Among Norwegian Community-Based Occupational Therapists, Even E. Edvardsen, Tore Bonsaksen, Sissel Horghagen, Cathrine Arntzen, Unni Sveen, Astrid Gramstad, Ruca E. K. Maass, Linda Stigen Jan 2025

Fieldwork Supervision, Motivation And Competency Among Norwegian Community-Based Occupational Therapists, Even E. Edvardsen, Tore Bonsaksen, Sissel Horghagen, Cathrine Arntzen, Unni Sveen, Astrid Gramstad, Ruca E. K. Maass, Linda Stigen

Journal of Occupational Therapy Education

Occupational therapists’ supervision of students remains a critical component during occupational therapy education. This study aimed to examine supervision practice, motivation, and competency among community-based occupational therapists in Norway, exploring organizational and personal factors associated with formal and perceived supervision competency, willingness to serve as fieldwork educators, and collaboration with educational institutions. A cross-sectional survey was distributed among occupational therapists in community-based practice in Norway. A total of 617 occupational therapists participated in the study. Free-text responses were thematically analyzed and interpreted. Differences between fieldwork educators and non-fieldwork educators’ training, recency of being fieldwork educators, willingness to assume the role …

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Naming The Invisible: Exploring Implicit Design Thinking In Occupational Therapy Curricula, Dominique C. Sherratt, Mary Butler, Shoshannah Kiriam, Ben Sellar Jan 2025

Naming The Invisible: Exploring Implicit Design Thinking In Occupational Therapy Curricula, Dominique C. Sherratt, Mary Butler, Shoshannah Kiriam, Ben Sellar

Journal of Occupational Therapy Education

Occupational therapy inherently involves the application of design and co-design skills within professional practice, yet there is limited evidence about how these skills are taught to students. This study used a qualitative descriptive design to explore the perspectives of occupational therapy educators in Australia and New Zealand on how and where design and co-design skills are integrated within occupational therapy curricula. Educators were purposively sampled from the Australian and New Zealand Council of Occupational Therapy Educators (ANZCOTE), with additional participants recruited through snowball sampling. Eight semi-structured interviews were conducted with occupational therapy educators. Interviews were conducted and analyzed using the …

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Vision Rehabilitation In Ot And Ota Curricula: A Survey To Academic Programs, Angela Butler, Beth A. Barstow Jan 2025

Vision Rehabilitation In Ot And Ota Curricula: A Survey To Academic Programs, Angela Butler, Beth A. Barstow

Journal of Occupational Therapy Education

Occupational therapists are trained to evaluate and treat occupational performance problems. Client factors, such as vision, greatly impact an individuals’ ability to participate in meaningful occupations. New accreditation standards do not include language related to vision. Therapists must be prepared to evaluate and treat the increasing prevalence of visual challenges from children with cerebral visual impairment to older adults with age related conditions. This survey explored how vision rehabilitation is covered in accredited occupational therapy and occupational therapy assistant programs and the expertise of faculty teaching vision content. A thirteen-question survey was sent to accredited programs. Questions included multiple response, …

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How Identities Shape Belonging In Occupational Therapy Education: A Phenomenological Exploration Of Student Belonging, Quinn P. Tyminski, Rowhea Elmesky Jan 2025

How Identities Shape Belonging In Occupational Therapy Education: A Phenomenological Exploration Of Student Belonging, Quinn P. Tyminski, Rowhea Elmesky

Journal of Occupational Therapy Education

Belonging is defined in a variety of ways but most often refers to an individual’s feelings of acceptance, inclusion, support, and respect within a certain environment. Belonging is an innate human need and contributes to success in academic and professional settings. Within occupational therapy (OT) education, minimal attention has been paid to the specific concept of belonging with no research focused on long-term qualitative explorations of student belonging for students with historically minoritized identities (HMIs). Thus, the goal of the present study was to better understand how students with multiple HMIs experienced the phenomenon of belonging in OT education. Utilizing …

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