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Relevant bibliographies by topics / College of Occupational Therapists

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Academic literature on the topic 'College of Occupational Therapists'

Author: Grafiati

Published: 11 December 2022

Last updated: 27 January 2023

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Journal articles on the topic "College of Occupational Therapists"

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Johnston, Diane, and Christine Mayers. "Spirituality: A Review of How Occupational Therapists Acknowledge, Assess and Meet Spiritual Needs." British Journal of Occupational Therapy 68, no. 9 (September 2005): 386–92. http://dx.doi.org/10.1177/030802260506800902.

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The importance of considering an individual's spirituality and the confusion over definition have been emphasised by the interest shown in this subject over the past decade. A working definition to help to reduce confusion was presented at the College of Occupational Therapists' annual conference in 2004 and it was felt that it would be useful both to review the attitudes and practices of occupational therapists in this area and to evaluate how they assess and meet spiritual needs. It appeared that practical spiritual needs were often thought of only in terms of religious and cultural traditions or rituals and, as a result, the potential of everyday meaningful occupations was not considered fully. Therefore, the use of occupation was reviewed in relation to meeting spiritual needs. Finally, the perceived barriers to incorporating spirituality into practice were investigated. The review showed that: ▪ Although a majority of participants recognise the importance of spirituality to health and illness and the potential benefits to treatment, the number of therapists actually incorporating spiritual needs into daily practice does not demonstrate this recognition ▪ Some occupational therapists feel confident about addressing and assessing spiritual concerns explicitly, but this tends to be situation based and dependent on factors such as client-therapist relationship, therapist awareness of spiritual issues and the expression of spiritual need by the client ▪ Further exploration of the potential of everyday occupations that address the spiritual needs of both religious and non-religious clients needs to be undertaken ▪ Spirituality needs to be addressed more fully in undergraduate occupational therapy programmes.

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Payling, Judith. "College of Occupational Therapists' Research Awards." British Journal of Occupational Therapy 54, no. 10 (October 1991): 378. http://dx.doi.org/10.1177/030802269105401006.

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Reid, Denise, and Dorothy Kawaguchi. "The Ontario College of Occupational Therapists: A Survey." Canadian Journal of Occupational Therapy 55, no. 4 (October 1988): 186–92. http://dx.doi.org/10.1177/000841748805500406.

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A survey was conducted to examine how familiar Ontario occupational therapists are with the Ontario College of Occupational Therapists (OCOT), and to identify their attitudes concerning self-regulation. A questionnaire was mailed to 100 occupational therapists, 50 non-members and 50 members of the OCOT. Sixty-four (64%) occupational therapists comprised the final sample; 30 members and 34 non-members. The prototypical member is over the age of 30 years, has worked more than ten years, and has graduated from a diploma program in occupational therapy. The prototypical non-member has worked for less than five years, has graduated from a degree program in occupational therapy, and is under the age of 30 years. The results indicated that: (1) both members and non-members work full-time in a hospital setting in the area of adult physical medicine as staff therapists; and (2) are involved in their professional associations, i.e., the Ontario Society of Occupational Therapists (OSOT) and the Canadian Association of Occupational Therapists (C.A.O.T.). Both groups support the concept of a self-regulatory body, however they view its purpose quite differently. The study further suggested that the majority of occupational therapists surveyed are not aware of the many issues surrounding regulation, i.e., provisions asked for by the OCOT under the Health Disciplines Act. The results are discussed with their implications for the OCOT and for Ontario occupational therapists.

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Eakin, Pamela, Claire Ballinger, Margaret Nicol, Marion Walker, Auldeen Alsop, and Irene Ilott. "College of Occupational Therapists: Research and Development Strategy." British Journal of Occupational Therapy 60, no. 11 (November 1997): 484–86. http://dx.doi.org/10.1177/030802269706001106.

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The role of research in occupational therapy has been widely debated over the last two years within the profession. The outcome has been the production, by the Research and Development Committee, of the Research and Development Strategy for the College of Occupational Therapists. The strategy addresses how the College of Occupational Therapists can help to support occupational therapists as research consumers, as participants in research and as proactive researchers.

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Sterry, Mary. "Personal Injury Litigation and the College of Occupational Therapists' Code of Ethics and Professional Conduct." British Journal of Occupational Therapy 61, no. 6 (June 1998): 263–66. http://dx.doi.org/10.1177/030802269806100607.

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Increasing numbers of occupational therapists are engaging in writing expert witness reports in personal injury cases. This article airs some of the conflicts and ethical dilemmas that may arise when working in this field, and considers the position of the occupational therapist in relation to the widely accepted legal view of the role of the expert witness and the College of Occupational Therapists' Code of Ethics and Professional Conduct. The article follows the order of the College of Occupational Therapists' Code of Ethics and Professional Conduct and a number of potential difficulties are highlighted, although by no means all. Where possible, an attempt is made to offer a solution that would enable the occupational therapist to maintain professional integrity. Above all, the article is intended to stimulate discussion and debate which will be of benefit to people already working in this field and to those entering it In the future.

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Creek, Jennifer. "A Standard Terminology for Occupational Therapy." British Journal of Occupational Therapy 69, no. 5 (May 2006): 202–8. http://dx.doi.org/10.1177/030802260606900502.

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A standard terminology is the authorised system of words and phrases used in a definite sense within a science or subject. The need for a standard terminology for occupational therapy in the United Kingdom was identified in relation to three projects: the Garner Project (College of Occupational Therapists 1999), the Systematised Nomenclature of Human and Veterinary Medicine — Clinical Terms (SNOMED-CT) and Occupational Therapy Defined as a Complex Intervention (Creek 2003). In May 2004, the College of Occupational Therapists commissioned the development of a standard terminology for occupational therapy, to include definitions of between 5 and 12 key terms plus the term occupational therapy. Two sources of data were used: occupational therapy literature and a panel of expert practitioners. The primary literature sources were the College of Occupational Therapists' publications, the European Network of Occupational Therapists in Higher Education's website and the World Federation of Occupational Therapists' website. A Delphi approach was chosen as an appropriate method for obtaining consensus on the definitions among 42 expert occupational therapists. It was found that the Delphi approach, whilst appropriate for producing a set of six definitions of key terms, failed to produce a single definition of occupational therapy. Instead of the number of possible definitions decreasing in each round, it expanded as panel members struggled to find a way of capturing the complexity of occupational therapy within a short definition.

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Mountain, Gail. "The Casson Memorial Lecture 2005: Challenge – to Confront, Defy, Face up to; a Difficulty that Stimulates Interest or Effort." British Journal of Occupational Therapy 68, no. 7 (July 2005): 290–300. http://dx.doi.org/10.1177/030802260506800702.

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The Casson Memorial Lecture 2005, given on 23 June at the 29th Annual Conference of the College of Occupational Therapists, held at the Devonshire Park Centre, Eastbourne. The conference theme was ‘Activity, Participation, Occupation’.

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Culverhouse, Jane, and Paul F. Bibby. "Occupational Therapy and Care Coordination: The Challenges Faced by Occupational Therapists in Community Mental Health Settings." British Journal of Occupational Therapy 71, no. 11 (November 2008): 496–98. http://dx.doi.org/10.1177/030802260807101108.

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There is continuing debate concerning the role of occupational therapists within community mental health practice. This opinion piece advocates the need for occupational therapists to undertake more profession-specific work. Its argument draws upon real life case studies as well as the service users' views expressed in the recent College of Occupational Therapists' 10-year strategy for occupational therapy mental health services.

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Steeden, Beryl. "The British Association/College of Occupational Therapists Archive." British Journal of Occupational Therapy 60, no. 8 (August 1997): 364. http://dx.doi.org/10.1177/030802269706000810.

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White, Elizabeth. "College of Occupational Therapists' annual conference and exhibition." International Journal of Therapy and Rehabilitation 15, no. 7 (July 2008): 289. http://dx.doi.org/10.12968/ijtr.2008.15.7.30407.

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Dissertations / Theses on the topic "College of Occupational Therapists"

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Roberts, Charlene M. "Relationships among admission variables, professional education outcome measures, and job performance of University of Missouri physical therapy graduates /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737870.

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Bloch, Elise M. "Occupational therapists' attitudes toward family-centered care." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/2016.

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The purpose of this study was to examine pediatric occupational therapists attitudes towards family-centered care. Specific attributes identified by the literature (professional characteristics, educational experiences and organizational culture) were investigated to determine their influence on these attitudes. Study participants were 250 pediatric occupational therapists who were randomly selected from the American Occupational Therapy Association special interest sections. Participants received a mail packet with three instruments to complete and mail back within 2 weeks. The instruments were (a) the Professional Attitude Scale (b) the Professional Characteristics Questionnaire, and (c) the Family-Centered Program Rating Scale. There was a 50% return rate. Data analysis was conducted in SPSS using descriptive statistics, correlations and regression analysis. The analysis showed that pediatric occupational therapists working in various practice settings demonstrate favorable attitudes toward family-centered care as measured by the Professional Attitude Scale. There was no correlation between professional characteristics and educational experiences to therapists' attitudes. A moderate correlation (r=.368, p These study findings suggest that organizational culture has some influence on occupational therapists attitudes toward family-centered care (R2 =.16). These findings suggest educators should consider families as valuable resources when considering program planning in family-centered care at preservice and workplace settings.

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Moyers, Penelope A. "Engagement in professional updating by occupational therapists." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832990.

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Dubin's and Cohen's (1970) Empirical Motivational Model of Updating (EMMPU) guided the design of this research, leading to the examination of the relationships among lifelong learning characteristics, job satisfaction, and engagement in professional updating activities for occupational therapists. Occupational therapists completed the Characteristics of Lifelong Learners in the Professions Questionnaire (Livneh, 1986), the Index of Organizational Reactions (Smith, 1976), the Professional Activity Engagement Survey, and participated in qualitative interviews.Statistically, no relationships were found among job satisfaction, characteristics of lifelong learning, and engagement in professional updating activities. The qualitative data suggested that these relationships existed. Characteristics of lifelong learning significantly predicted 7% of the variation in time spent engaged in professional updating activities. There were significant differences found on characteristics of lifelong learning and engagement in professional updating activities among therapists with varying educational 1eve1s.Utilizing grounded theory methodology, a theory of Professional Learning Management emerged from the data, contributing to the understanding of professional updating that was not addressed by the EMMPU model. In the theory of Professional Learning Management, patient treatment interaction triggered the need for updating by occupational therapists. The patient interaction determined the specifics of the necessary learning in regards to the content, timing, context, and methods. Occupational Therapists were reliant upon off-the-job learning in order to provide quality patient care. There was a cyclical feedback loop between off-the-job learning and application of that learning on the job within the patient treatment situation.Unlike the EMMPU model, updating occurred under both positive and negative contexts. The high engagers in professional updating were able to learn in spite of the barriers restricting learning efforts. The barriers to learning were not managed as well by the medium and low engagers in professional updating activities. Regardless of level of updating, occupational therapists utilized a variety of updating methods in accordance with the way in which the learning needs were defined by the patient treatment situation.3
Department of Educational Leadership

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Lloyd, Katherine Elise. "Occupational Therapists: A Study of Managing Multiple Identities." The University of Montana, 2010. http://etd.lib.umt.edu/theses/available/etd-05132010-221502/.

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This qualitative study uncovered the identity construction of occupational therapists located in two regions of the United States. In utilizing an organizational communication studies lens, it was discovered that occupational therapists possess multiple, conflicting, and intersecting identities. The four central categories that emerged from the data were: Therapist as catalyst of functional activity, Therapist as envoy of profession, Therapist as navigator of bureaucracy, and Therapist as member of interdisciplinary team. Therapist as catalyst of functional activity proves to be the preferred identity of occupational therapists and the subsequent identities work to support or interfere with occupational therapists ability to see themselves as a catalyst of functional activity for their patients. This study further problematizes the notion that individuals have preferred identities and the effects this has on identity construction. The examination also provides useful insights for the development of Occupational Therapy as a profession.

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Stav, Wendy B. "Practice patterns of occupational therapists related to driving." NSUWorks, 2001. http://nsuworks.nova.edu/hpd_ot_student_dissertations/4.

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Jansson, Ida, and Emil Heitz. "Occupational Therapists’ Experiences of working in Irish Schools." Thesis, Luleå tekniska universitet, Institutionen för hälsovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79728.

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Purpose. The purpose of the study was to describe Occupational Therapists’ experiences of working in Irish schools. Method. Convenience sampling was used to recruit the eight participants in the study. A semi-structured interview was used to gain data about their experiences. The data was analysed through latent and manifest content analysis inspired by Olsson and Sörensen (2011) and meaning units were identified, condensed and labelled with codes. Result. The analysis resulted in three categories: “Resources impact the delivery of service” which shows how resources, within and outside of the participants control, impact the delivery of service and the challenges that might lead to. “Importance of communication and understanding” describes the dynamic between the participants’, school-staff and parents. ”Comparing school-based and clinic-based occupational therapy” where the participants share their experiences and opinions of school-based and clinic-based Occupational Therapy. Conclusion. Resources and communication have a beneficial effect on Occupational Therapy in schools. Many factors add to the complexity of delivering the service. A preference of school-based Occupational Therapy is seen, however, Occupational Therapy today is generally more clinic-based. More research on the topic is needed.

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Thompson, Amy Litteken. "Compression vest use : a survey of occupational therapists /." Oklahoma City : [s.n.], 2008.

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Stav, Wendy. "Practice patterns of occupational therapists related to driving." Diss., NSUWorks, 2001. https://nsuworks.nova.edu/hpd_ot_student_dissertations/23.

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"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Occupational Therapy Department, College of Allied Health, Nova Southeastern University 2001."--T.p.

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Roots, Robin Katharine. "Understanding rural rehabilitation practice : perspectives of occupational therapists and physical therapists in British Columbia." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33022.

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Background: Providing rehabilitation services to meet the needs of rural residents and address poor health outcomes requires overcoming the challenges of geography, limited referral options and a shortage of occupational therapists (OTs) and physical therapists (PTs). However, little is known about how rehabilitation professionals in rural areas enact their practice to meet and overcome these challenges. To address this gap and contribute to enhancing health for rural residents, this research constructed an understanding of rural rehabilitation practice from the perspectives of OTs and PTs in rural British Columbia (BC). Methods: This qualitative study employed a purposive sample of OTs and PTs in rural communities (population < 15,000) in northern BC. Potential participants were recruited through a study information mail-out to workplaces and were selected according to inclusion criteria to ensure a variety of work experiences, roles and practice settings. In semi-structured interviews, participants were asked to describe the skills and knowledge they perceived as unique to rural and strategies used to overcome challenges. Guided by interpretive description, transcripts were analysed inductively using broad-level coding and findings collapsed into interpretive categories. Interpretations and implications for education, practice and policy were reviewed with participants to ensure relevancy for rural practice. Results: From interviews with 6 OTs and 13 PTs, serving a total of 15 rural communities, rehabilitation practice and participants’ definition of health was understood to be substantially shaped by rurality, or the contextual features of geography, determinants of health and access to services. Participants considered general practice ‘a specialty’ requiring advanced skills in assessment. They described ‘stretching their role’ and ‘participating and partnerships’ as means to overcome resource shortages. Reflective practice, networking and collaboration were deemed essential to maintaining competency. Rural clinical placements, mentoring and improving access to continuing education were regarded as central to recruitment and retention. Conclusion: This research illuminates the influence of rurality on the practice of OTs and PTs in rural BC. The findings asserted the importance of incorporating rural content in professional training programs and providing accessible professional development resources to addressing health human resource shortages and meeting the rehabilitation needs of rural residents.

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Ásmundsdóttir, Elín Ebba. "Icelandic occupational therapists' attitudes toward educational and professional issues." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1328.

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The entire population of Icelandic occupational therapists were surveyed concerning characteristics and attitudes toward professionalism and educational goals. There were 87 questionnaires sent out and 80 (92%) were returned and used for analysis. This data will have a positive impact upon the development of the first Icelandic occupational therapy curriculum. Icelandic occupational therapists, in general, value academic skills over technical skills, are active in their association, willing to take on duties for the advancement of the profession and are interested in conducting research. The attitudes of the Icelandic occupational therapists were generally quite uniform. T- tests and one-way ANOVAs (p < .05) revealed some significant differences in a number of attitudes by education level, length of professional experience and country of education. The results show the importance of providing Icelandic occupational therapy practitioners with the opportunity to take part in research. This study will serve as a foundation for future studies on Icelandic occupational therapists and provide reference data for later comparison.

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Books on the topic "College of Occupational Therapists"

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Therapists, College of Occupational. British Journal of Occupational Therapy: The official publications of the College of Occupational Therapists : Occupational Therapy News. London: College of Occupational Therapists, 1995.

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Therapists, College of Occupational. College of Occupational Therapists standards for education: Pre-registration education standards. London: College of Occupational Therapists, 2004.

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College of Occupational Therapists' learning and development standards for pre-registration education: Accreditation process. London: College of Occupational Therapists, 2014.

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Rheumatology: Evidence-based practice for physiotherapists and occupational therapists. Edinburgh: Churchill Livingstone, 2010.

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World Federation of Occupational Therapists. International Congress. Developing opportunities: WFOT 11th world congress : 11th International Congress of Occupational Therapists, Imperial College, London, 17-22 April 1994 : congress abstracts. London: West Square Associates, 1994.

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Matthew, Molineux, ed. Occupation for occupational therapists. Oxford, UK: Blackwell Pub., 2004.

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Maskill, Linda, and Stephanie Tempest, eds. Neuropsychology for Occupational Therapists. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119557036.

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Beaton, Jane S. Marketing handbook for occupational therapists. London: College of Occupational Therapists, 1995.

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Grieve, June I. Neuropsychology for occupational therapists: Cognition in occupational performance. 3rd ed. Oxford: Blackwell Pub., 2008.

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Colorado. Department of Regulatory Agencies. Office of Policy, Research, and Regulatory Reform. 2006 sunrise review, occupational therapists and occupational therapy assistants. Denver, Colo: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2006.

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Book chapters on the topic "College of Occupational Therapists"

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Graham, Christine A. "Occupational therapists." In Quality care for elderly people, 173–81. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3003-3_11.

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Crompton, Simon. "Occupational Therapists." In The Carers Guide, 23. London: Palgrave Macmillan UK, 1994. http://dx.doi.org/10.1007/978-1-349-13869-2_14.

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Parnell, Annette R. "Physical and Occupational Therapists." In Collaboration, 281–307. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233688-24.

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Tempest, Stephanie, and Linda Maskill. "Occupation and Cognitive Rehabilitation." In Neuropsychology for Occupational Therapists, 1–16. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119557036.ch1.

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Hildebrandt, Sacha. "Executive Functions." In Neuropsychology for Occupational Therapists, 165–76. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119557036.ch10.

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Maskill, Linda. "Cognitive Function in the General Population." In Neuropsychology for Occupational Therapists, 177–94. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119557036.ch11.

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Maskill, Linda, and Stephanie Tempest. "Assessment and Measuring Change." In Neuropsychology for Occupational Therapists, 17–31. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119557036.ch2.

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Maskill, Linda, and Stephanie Tempest. "Intervention for Cognitive Impairments and Evaluating Outcomes." In Neuropsychology for Occupational Therapists, 33–49. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119557036.ch3.

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Maskill, Linda, and Stephanie Tempest. "Cognition: Methods and Processes." In Neuropsychology for Occupational Therapists, 51–69. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119557036.ch4.

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Jefferson, Richard, and Linda Maskill. "Attention." In Neuropsychology for Occupational Therapists, 71–87. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119557036.ch5.

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Conference papers on the topic "College of Occupational Therapists"

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Vigouroux a, Nadine, Damien Sauzin a, and Frédéric Vella a. "Software Interfaces of the Jaco Robotic Arm: Results of a Focus Group." In Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001244.

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Robotics is a good opportunity for developing assistive technologies that could provide greater functionalities to provide for more independent activities of daily living. The Jaco robotic arm is one of these devices. Using standard joystick control requires fine motor skills, which are often lacking in persons with spinal cord injury (SCI). A user-centered approach was conducted to design two alternative graphical user interfaces to control the Jaco arm. Firs, five Graphical User Interfaces (GUI) were designed: three based on a software keyboard and two on pie menu concepts. The three software keyboards differ from the visual representation: text buttons, icon buttons, or color organization and are adapted to the Jaco’s control modes. The two pie menus differ according to the interaction technique used to access the second level of the pie menu, i.e. the two techniques designed: pointing and “goal crossing”. Then two groups (one of occupational therapists and another of persons with quadriplegia caused by SCI) were invited to answer a questionnaire to collect their feedback and evaluate their future needs regarding the five GUIs presented. Following the focus group two GUIs were proposed taking into account these issues. The paper will discuss the user-centered approach and the issues that arose at each stage of the design.

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Kayyali, Ruba, Atif Alamri, Mohamad Eid, Rosa Iglesias, Shervin Shirmohammadi, Abdulmotaleb El Saddik, and Edward Lemaire. "Occupational Therapists' Evaluation of Haptic Motor Rehabilitation." In 2007 29th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2007. http://dx.doi.org/10.1109/iembs.2007.4353404.

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Aoyama, Hiroo, and Leila Aflatoony. "HomeModAR: A Home Intervention Augmented Reality Tool for Occupational Therapists." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3334480.3382993.

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Moraiti, Argyro, Vero Vanden Abeele, Erwin Vanroye, and Luc Geurts. "Empowering Occupational Therapists with a DIY-toolkit for Smart Soft Objects." In TEI '15: Ninth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2677199.2680598.

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England, Suzy. "15 The data literacy learning and development needs of occupational therapists." In Faculty of Clinical Informatics Annual Scientific Conference 2022. BMJ Publishing Group Ltd, 2022. http://dx.doi.org/10.1136/bmjhci-2022-fciasc.15.

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Aflatoony, Leila, and Shreya Shenai. "Unpacking the Challenges and Future of Assistive Technology Adaptation by Occupational Therapists." In CHItaly '21: 14th Biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3464385.3464715.

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Otani, Kagari, and Yasunobu Ito. "Acquisition and sharing of knowledge and skills of visiting nurses in Japan." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002554.

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The purpose of this study is to clarify, through ethnographic research, how nurses acquire and share their knowledge and skills of home nursing in clinical settings. The field research took place at a visiting nurse station in Nagoya, Japan between 2013 and November 2021. Research method used were participant observations and interviews at visiting nurse station and patients’ homes. One of the authors is an assistant professor of nursing at a university’s Nurse and Health department who also leads students in the clinical training at the visiting nurse station. The research data were acquired from periodical nurse station visits and from accompanying nurses in their activities.visiting nurses considered patients and family as partners, and they explored the preferred care together with the patient to create tailored care. We showed the following in a paper at AHFE-HSSE conference in 2021: the visiting nurses read into the patient’s societal background, life and beliefs, and visiting nurses analyzed the living style patients wish for, in order to propose the method which materialize this kind of living. The value co-created by the nurses and patient formulated the “normal living style” wished to be sustained by the patient (Otani and Ito 2021).Incidentally, in nursing education in Japan, universities nursing faculties and nursing schools educate students in basic knowledge and skills of nursing in wards to home nursing in Japan. The co-creative practices and techniques of visiting nursing care need to be learned while working in a clinical setting after the nurse is licensed. The paper revealed the following: The visiting nurse "co-created" with the patient to produce a nursing technique that fit the patient's needs based on the "sticky information" (von Hippel 1994) obtained in the patient's home. At the visiting nurse station, the nurses reported new information obtained at the patient's home or communicated to the patient during daily conferences. The nurse illustrated and demonstrated the nursing techniques that fit the patient to colleague nurses.In addition, the nurses had a joint conference with physical, occupational, and speech therapists working in the same station. The participants reported to each other the new information the patient during their stay at the patient's home, and described the techniques of each specialist that fit the patients. The information revealed in the conference was recorded into the patient's medical chart each time. The nursing skills created in the patient's home through co-creation with the patient are sticky information that is difficult to transfer, but they are shared and accumulated through gestural demonstrations at conferences by the health professionals.

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Jacobs, Jonathan, Japie Greeff, and Reolyn Heymann. "Input Device to Assist Occupational Therapists Treat Children with Difficulty Crossing the Midline." In 2019 IEEE AFRICON. IEEE, 2019. http://dx.doi.org/10.1109/africon46755.2019.9133800.

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Hogan, DAM, S. Nolan, and BA Greiner. "1638a Work related musculoskeletal disorders, physical work factors and psychosocial work factors for chartered physiotherapists, physical therapists and athletic therapists in ireland." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.314.

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Zhao, Haiyan, and Yanjun Dai. "Respect-work and College Students’ Occupational Values." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.169.

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Reports on the topic "College of Occupational Therapists"

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Cai, Jing, and Morris M. Kleiner. The Labor Market Consequences of Regulating Similar Occupations: The Licensing of Occupational and Physical Therapists. W.E. Upjohn Institute, June 2016. http://dx.doi.org/10.17848/wp16-259.

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Rothstein, Jesse, and Cecilia Elena Rouse. Constrained After College: Student Loans and Early Career Occupational Choices. Cambridge, MA: National Bureau of Economic Research, May 2007. http://dx.doi.org/10.3386/w13117.

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