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Stickley, Anna. "An exploration of occupational therapy practice in social enterprises in the UK." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/7482/.
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Introduction: Occupational therapy in the UK has been heavily shaped by the medical model, however developments within the occupational therapy profession that have led to a re-focussing on the centrality of occupation for health have resulted in the need for new areas for practice outside of traditional, medicalised settings. The recent changing landscape of health and social care provision in the UK provides occupational therapists with new and different environments for practice. This research explored the provision of occupational therapy within social enterprises in the UK, and the compatibility of the occupational therapy philosophy with a social enterprise model. Methods: This mixed methods exploratory study that was conducted within the pragmatic paradigm and had two phases. In Phase 1, twenty-one online questionnaires were completed by occupational therapists working in social enterprises in the UK and focused on their practice and the social enterprise they work for. Social enterprises that employed occupational therapists were also identified through desk based research. In Phase 2, eight of these social enterprises (which were identified in Phase 1) participated as case studies, using case study methodology to explore occupational therapists perceptions of their practice; service users’ experiences; and the social entrepreneur’s involvement in the provision of occupational therapy. The data collection in the case studies consisted of twenty-six semi-structured interviews with occupational therapists, social entrepreneurs and service users; unstructured observation and formal documentation was used for triangulation. The interviews were analysed using qualitative thematic analysis and the findings of the case studies were combined with findings from Phase 1. Findings: Social enterprise has been used as an effective model for implementing holistic occupational therapy services that promote health, wellbeing and occupational justice. Occupational therapists benefit social enterprises to achieve their social and business aims. Funding social enterprise start-ups and ensuring their sustainability continues to be a challenge and government policy needs to be supported with finance to implement it, without which there is a risk of private companies taking over public sector services. Conclusions: Social enterprises can provide an environment where occupational therapists have freedom to practise according to the principles of their profession without the limitations of the medical model and in a socially inclusive environment. Social enterprise can provide a rewarding and satisfying environment for occupational therapists to practise in client centred, holistic ways. The current health and social care climate provides many opportunities for occupational therapists to create and shape their own environments for practise. Alternatively, occupational therapists may need to promote the profession to existing social enterprises to gain employment in the new organisations that deliver public services.
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Daugherty, Matthew Lane. "Small Business Marketing Strategies for Physical Therapy Practice Owners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6196.
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The United States economy depends on small businesses, which represent 99% of all businesses in the United States, yet approximately 50% of small businesses cease operations in the first 5 years. The purpose of this multiple case study was to explore the marketing strategies used by owners of small businesses to develop and maintain their organization through the initial 5 years of business operation. The population included 5 physical therapy business owners in northeastern Florida who had sustained their business for a minimum of 5 years. The conceptual framework for this study was the brand equity model, and data were collected through semistructured interviews, online company marketing materials, and archival company documents. Yin's 5-step analysis guided the data analysis process: (a) collecting data, (b) grouping data into codes (c) grouping data into themes (d) assessing the themes, and (e) developing conclusions. Member checking, transcript review, and triangulation were used to validate the study data. The 5 study themes were brand awareness, relationship marketing, perceived quality, social media and online marketing, and word-of-mouth marketing. The implications of this study for positive social change include the potential for economic growth in the physical therapy practice market, as well as improved patient access to physical therapy services through a greater number of physical therapy practices.
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Skubik-Peplaski, Camille L. "ENVIRONMENTAL INFLUENCES ON OCCUPATIONAL THERAPY PRACTICE." UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/23.
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Rehabilitation hospitals serve to foster a client’s independence in preparation to return home after an injury or insult. Having space in rehabilitation environments that is home-like and supportive for each client can facilitate participation in occupations and assist in learning and practicing the skills needed to transition to home. Yet, typically occupational therapists provide interventions to clients in therapy gyms with exercise and impairment based equipment. Currently the stroke population is changing and identifying the optimal rehabilitation environment is imperative to guide occupational therapy practice. This dissertation contains three studies relating to the rehabilitation environment and occupational therapy interventions. The first study focused on the perceptions of occupational therapists regarding their optimal rehabilitation environment, identifying that they would prefer to offer their clients a variety of rehabilitation environments and that there is a relationship between the environment and the type of intervention provided. A second study examined the effects of occupation-based interventions provided in a home-like environment to an individual recovering from chronic stroke with the results indicating enhanced occupational performance, resumed competence in desired roles, improvement in affected upper extremity function, and notable neuroplastic change. The final study investigated how the rehabilitation environment influenced the interventions used by the occupational therapists. The findings supported the relationship between the therapy environment and a specific intervention; working in the therapy gym with preparatory methods and being in a home-like space using occupation-based interventions. The environment influenced occupational therapy interventions and it is recommended that the occupational therapist match the client’s goals to the ideal environment for optimal intervention.
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Ver, Loren Van Themaat Dorita Cornelia. "The practice profile of occupational therapists delivering work practice services in South Africa." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15764.
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Over the last decade, industrialised countries have experienced a significant increase in the cost of sickness, disability and employment injury benefits. Concurrently, an increase has been noticed in the need for work rehabilitation due to reasons such as disability as a result of an aging work-force, and work-related stress. Occupational therapists play a crucial role in providing work practice services, but little is known about the type of services they provide or the settings in which they are offered. The aim of this study was to describe the practice profile of occupational therapists delivering services within the field of work practice in South Africa to determine whether the work-related needs of the South African population are being met and to inform future planning of services. Methods: A descriptive cross-sectional study was undertaken. A self-administered survey was distributed to occupational therapists in the field of work practice within South Africa. Convenience and snowball sampling were used to target as many participants as possible. A survey based on the literature was developed and underwent pilot testing. Content and face validity was determined by a panel of experts who participated in a focus group. Instrument utility was established with occupational therapists who did not work in this field. Frequencies and proportions were determined for categorical data. Chi-square tests of association were undertaken to determine whether there were any significant associations between identified variables. A p-value of < 0.05 was considered significant. Open-ended questions were post coded.
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Abu, Mostafa Moussa K. "Perspectives on occupational therapy leadership functions in clinical practice." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3350.
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Thesis (MOccTher (Interdisciplinary Health Sciences. Occupational Therapy))--University of Stellenbosch, 2007.Objectives: The study aimed to identify the functions that occupational therapy leaders perform in clinical settings in the Metropole District of the Provincial Administration of the Western Cape (PAWC) and determine the influence of these functions on clinical practice. Methodology: The researcher used a descriptive design and a non-standardised questionnaire which was compiled to collect the data for the study. The questionnaire was piloted with a group of occupational therapy leaders from the Boland Overberg Region. Feedback was used to refine the final study questionnaire. Thirty-five study questionnaires were mailed or handed to the participants in the study and the researcher received 25 completed questionnaires; therefore, the response rate was 71.4%. The data were analysed using the Statistical Package for the Social Sciences (SPSS 10.0) for all the questions. Descriptive statistics were used to report the data. Inter-observer reliability was checked by using the split-half method. The results revealed that the study questionnaire was reliable as Cronbach's Alfa was calculated at 0.90, correlation coefficient Pearson’s r was calculated at 0.51, and Spearman-Brown was calculated at 0.67. Results: The results were presented in relation to the respondents’ number (N = 25). The participants identified 57 leadership functions, grouped as managerial, ethics-related, education, research, and consultation functions. The participants reported to have high performance in both direct and indirect occupational therapy services. Performance in the direct occupational therapy services functions was higher than the performance in the indirect occupational therapy services. Minimal performance in occupational therapy leadership functions was reported for consultation, ethics related, and research functions which need to be addressed by in-service training. The indirect occupational therapy services enabled the participants in the study to perform on a more optimum level regarding the direct occupational therapy services. The occupational therapy leaders had many empowering factors in their work place such as subordinates, supervisors, and top management. Conclusion: The 57 leadership functions identified in the study culminated in an occupational therapy leadership functions framework (OTLFF) which represents the managerial activities of the occupational therapy leaders in the PAWC. These study findings are useful guidelines for occupational therapy professionals and students as guidelines for leadership training, participant facilities to compile job descriptions, and educational facilities to set educational curricula. Recommendations: The study had many shortcomings; therefore, generalisation of results can't be done. The researcher recommends replication of the study using a larger and more representative sample.
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Jenkins, Mary M. "Occupational therapy : perspectives on the effectiveness of practice." Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242146.
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Shanahan, Margaret M. "Mature students in occupational therapy education and practice." Thesis, Oxford Brookes University, 2002. http://radar.brookes.ac.uk/radar/items/5fc6c175-6cad-0259-6afc-9e5722098b1c/1.
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This research study investigated age as a predictor of success in the academic outcome and early professional performance of recent occupational therapy graduates. The study was divided into two parts. The analysis of age and academic performance in occupational therapy education initially provided a picture of mature student success when compared with the performance of younger students, but this finding was negated when the confounding variable of entry qualification was added to the analysis. The mature student data were strongly influenced by the superior academic performance of the students who had a previous degree on entry to occupational therapy education. When these degree-level entrants were removed from the age analysis, the academic performance of the remaining mature students did not differ significantly from that of the younger students. This result indicates that entry qualifications, in particular a previous degree, have a positive predictive affect on academic performance in occupational therapy education. The second part of the study investigated the impact of age on the early professional performance of recent occupational therapy graduates using a competency questionnaire adapted from the curriculum framework document for occupational therapy in the UK (COT, 1998). The hypotheses that age is a value-added factor in the early professional performance and level of threshold competence after graduation was partially upheld in the graduate self-ratings of competence but not in the employer ratings of new graduates in practice. No age differences were observed in the employer ratings of graduate abilities but academic performance at university was related to perceived levels of. competence. When graduates rated their self-perceived levels of competence, it was the mature graduates who consistently rated themselves as being more competent than their younger peers. The type of occupational therapy programme undertaken did not relate to either the employer or graduate ratings of competence. All respondents were provided with an opportunity to comment on the issue of professional competence. Mature students expressed high expectations of their professional competence yet were no different to all other new graduates in reporting stress when making the transition between being a student and qualified practitioner. A discrepancy in expectations of threshold competence was observed between the employer and the graduate comments.
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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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Shim, Margaret Cheng-Sim. "Embracing cultural diversity in occupational therapy mental health practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39592.pdf.
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Abu, Mostafa Moussa. "Perspectives on occupational therapy leadership functions in clinical practice /." Link to the online version, 2007. http://hdl.handle.net/10019/951.
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Reagon, Carly. "Reconfiguring evidence-based practice for use in occupational therapy." Thesis, Cardiff University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490116.
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Decker, Bonnie Rae. "The Participation of Occupational Therapy Faculty in Clinical Practice." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3814.
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The purpose of this research study was to examine the current use of clinical practice by full-time occupational therapy faculty members. Clinical practice, including faculty clinical practice and moonlighting were addressed. The seven research questions addressed were: (a) the perceived benefits of clinical practice as identified by occupational therapy faculty members; (b) the perceived barriers to clinical practice as identified by occupational therapy faculty; (c) if perceived benefits and barriers of clinical practice as identified by occupational therapy faculty differ as a function of their academic institution's Carnegie Classification (The Carnegie Foundation, 2000); (d) if perceived benefits and barriers of clinical practice differ among respondents according to tenure at the institution, tenure status, doctoral degree, rank, administrative duties, and gender; (e) the incidence of clinical practice in occupational therapy faculty members; (f) the relationship between participation in clinical practice and the Carnegie classification of the occupational therapy member's academic institution; (g) the characteristics (tenure status, doctoral degree, rank, administrative duties, and gender) of faculty members that participate in clinical practice either within or outside the faculty role; and (h) the characteristics of clinical practice as described by faculty members and how these differed if the clinical practice is conducted as part of the faculty role or outside the faculty role. Data were collected using an on-line survey that contained 43 questions designed to elicit information that addressed the research questions. The surveys were electronically mailed to the population of full-time occupational therapy faculty members obtained from a search of each academic program's website. A total of 224 responses were obtained. Descriptive statistics, ANOVAs, and Chi Square Test of Associations were used to analyze the data for the independent variables. The results showed that 60 respondents indicated that they participated in some type of faculty clinical practice as part of their faculty role. Most of this work was in a facility that was associated with the academic institution. Most of these respondents were not tenured, did not have a doctoral degree, and did not participate in administrative tasks. Most of these respondents worked in Doctoral-Extensive universities and held the Assistant Professor rank. Most worked two to four hours per week and did not receive release time or financial benefits. There were 99 respondents that indicated that they participated in moonlighting in a wide variety of settings. Most worked in their area of clinical expertise. Most of these respondents were not tenured and did not participate in administrative tasks. Only 37% had a doctoral degree. Over half had the rank of Assistant Professor. Almost 42% worked in Masters I academic institutions. Most worked less than 2 hours per week outside the faculty role and they received full financial benefits. The top three benefits for participating in clinical practice were to maintain clinical skills, enhance teaching, and improve credibility with students. The top three barriers for participating in clinical practice were teaching responsibilities, not a component in tenure decisions, and the additional responsibilities of practice. There were no statistically significant differences between the benefits or barriers to clinical practice and the Carnegie Classification of the respondent's academic institution. One ANOVA was significant between the barriers to clinical practice and if the respondent had a doctoral degree. There were no statistically significant differences between the benefits or barriers and tenure at the institution, the respondent's tenure status, the respondent's degree status, faculty rank, administrative duties, and gender except the respondents that had a doctoral degree had significantly higher barrier scores than those that did not have a doctoral degree. In general, less than five percent of the variance was explained by any of the independent variables. None of the Chi Square analyses revealed any significant differences between the academic institution's Carnegie Classification and if clinical practice was required, if a faculty participated in faculty clinical practice, or if a faculty member participated in moonlighting. In conclusion, although many faculty members recognize the benefits to participation in clinical practice, the barriers to clinical practice may be too great to outweigh the benefits for some faculty members. Most reported that clinical practice carried little weight in promotion or tenure decisions. In order for the scholarship of practice to flourish, active support from all academic institution administration is critical.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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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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Klop, Daleen. "Quality management in a private speech-language therapy practice." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26577.
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This study investigated the principles of quality management and their application to a private speech-language therapy practice. The history of quality management and the development of quality management in industry and health care services were reviewed. Quality was defined in terms of the context of the author's private speech-language therapy practice and a working definition of quality was developed. The principles in the development of a quality management programme were described. These principles were used to develop and implement a quality management programme in the author's private speech-language therapy practice. Financial management and client satisfaction were selected as strategic quality factors in the initial stages of the quality management programme. Practice policies were revised to establish success criteria and to measure the practice's conformance to these criteria. The quality management programme enabled the author to improve the quality and effectiveness of her practice's financial management system and to demonstrate the client-centered orientation of the practice by implementing client satisfaction as a quality indicator.
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Preston, Jennifer A. "Executive function and multiple sclerosis : implications for occupational therapy practice." Thesis, Glasgow Caledonian University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493927.
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Multiple sclerosis is a chronic progressive disease of the central nervous system and is the leading cause of neurological disability in early to middle adulthood. Multiple sclerosis is characterised by a broad array of symptoms including cognitive dysfunction. Like many aspects of multiple sclerosis the cognitive impairment symptom profile varies ; greatly between individuals and across disease trajectories with recent evidence suggesting that cognitive impairment encompasses all the disease subtypes. The most frequently observed cognitive impairments are memory, attention, processing speed, visuospatial abilities and executive functions. Executive functions include the abilities to initiate, plan, organise and monitor our goal-directed behaviours. Executive function deficits are most apparent in unstructured or novel situations therefore accurate identification of executive dysfunction is complex. Traditional measures do not fully reflect the nature of difficulties people experience within the complex demands of everyday life situations.
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Wimpenny, Katherine. "Participatory change : an integrative approach toward occupational therapy practice development." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/c1fd7f27-ab06-16cc-fed8-a864a1e7a109/1.
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The implications of implementing evidence-based change in practice settings are complex and far reaching. Research examining ways to implement professional theory-driven approaches and support occupational therapists to advance their practice is limited. This participatory action research (PAR) study set out to investigate the implementation of an evidence-based occupational therapy conceptual model of practice, the Model of Human Occupation (MOHO) (Kielhofner 2002) across a mental health occupational therapy service. Methods used involved preparatory workshops and twelve months of team-based, monthly group reflective supervision sessions. In addition individual meetings with the occupational therapists took place every six months for the initial twelve months and a further year thereafter. The findings present a fusion of theoretical positions which are integrated within a ‘Participatory Change Cycle’. Emphasis is placed upon the development of a communicative space within which critical consciousness-raising occurred. This in turn enabled the therapists to take steps to advance their practice in light of theory. Fundamentally the therapists engaged in a process of re-negotiation of their professional selves in front of colleagues and myself as an external group facilitator and in the context of professional and political structures. The findings examine how learning occurs amongst people, within the contexts in which it holds meaning; I explore how disciplinary learning has occurred via praxis, which served to transform identities and ways of knowing and participating. The study concludes with recognition of the need for an inclusive approach to practice development which embraces each individual therapist’s personal stance and professional craft knowledge alongside the contribution of intellectual constructs. It is argued that those involved in practice development initiatives work to develop a sustainable group collective, a community of practitioners who remain committed to their professional development whilst remaining mindful of contextual issues including subtle individualistic efforts to effect change, which are not always visible at face value. Furthermore, practice development initiatives require collaboration between occupational therapists from education and practice to maintain perspective regarding the contribution of both propositional and practical know-how.
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Thomas, Aliki. "Comparison of evidence-based practice behaviours on a simulated case among occupational therapy students and experienced occupational therapy clinicians." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103526.
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The national occupational therapy (OT) professional association of Canada expects graduates and practicing clinicians to demonstrate the knowledge, skills and attitudes to carry out evidence-based practice (EBP). Evidence-based OT practice involves a process whereby therapists combine expert judgment and clinical experience with available scientific evidence and client choices, to make a clinical decision for a given client. Although academic programs are urged to design curricula that will promote EBP competencies, there are currently no available guidelines to support faculty in the design of an EBP curriculum. Identifying the trajectories of EBP competencies as they develop across the levels of professional education in OT can inform the instructional design required to foster the necessary EBP knowledge and skills across the different levels. The purpose of this doctoral study was to compare EBP behaviours among OT students and expert OT clinicians on a written simulated case and identify the extent to which their practices reflected features of EBP. The practice behaviours of expert clinicians (n = 7) were identified and subsequently used to create a reference model for EBP. Then the EBP behaviours of students (n = 53) in three different academic levels in a professional Master's entry-level OT program and a new group of experienced clinicians (n = 9) were compared to the practice behaviours depicted in the reference model. The EBP reference model illustrates two types of decisions, those based on scientific evidence and those that were primarily driven by clinical experience. Comparisons of EBP behaviours of students and experienced clinicians showed that students had greater breadth of knowledge of EBP aspects taught in the OT program. Experienced clinicians' practice behaviours were most consistent with the decisions illustrated in the model in the aspects of EBP which appeared to depend upon clinical experience. This study has implications for both OT education and clinical practice. The reference model can be used as a practice framework to guide therapists through clinical decision-making in one area of OT practice. In OT education, the model can be used as a framework for teaching and assessment of expert decision-making. The identified gaps in students' knowledge can guide faculty as they monitor and update the EBP content within the OT curriculum.L'association nationale regroupant les professionnels en ergothérapie du Canada s'attend à ce que les diplômés et les cliniciens fassent preuve des connaissances, des compétences et des attitudes requises pour exercer une pratique basée sur des données probantes (PBDP). Une telle pratique repose sur une démarche décisionnelle associant expertise, et expérience clinique aux données scientifiques à la disposition des cliniciens et aux choix de chaque client. Même si les programmes universitaires sont orientés vers la rédaction de cursus favorisant l'acquisition de compétences associées à une PBDP, il n'existe à l'heure actuelle aucune directive pour guider le personnel enseignant dans l'élaboration d'un cursus favorisant la PBDP. La détermination de l'évolution des compétences en PBDP à tous les niveaux de la formation professionnelle en ergothérapie peut éclairer la conception pédagogique nécessaire à l'acquisition des connaissances et compétences liées à la PBDP aux divers paliers. L'objectif de cette recherche de doctorat était de comparer les comportements typiques d'une PBDP chez les étudiants en ergothérapie et chez les cliniciens experts dans le cadre d'un exercice de simulation écrit et de déterminer à quel point leurs pratiques reflètent les caractéristiques de la PBDP. La description des comportements professionnels de cliniciens experts (n = 7) a permis de créer un modèle de référence de PBDP. Les comportements liés à la PBDP des étudiants (n = 53) à divers niveaux d'étude de maîtrise en ergothérapie et d'un nouveau groupe de cliniciens expérimentés (n = 9) ont alors été comparés aux comportements professionnels décrits dans le modèle de référence. Ce modèle de PBDP illustre deux types de décisions, celles qui sont fondées sur des preuves scientifiques et celles qui sont principalement motivées par l'expérience clinique. La comparaison des comportements typiques de la PBDP chez les étudiants et chez les cliniciens expérimentés a révélé que les étudiants avaient plus de connaissances sur les aspects de la PBDP enseignés dans le programme d'ergothérapie. Les comportements professionnels des cliniciens expérimentés correspondaient plus étroitement avec les décisions décrites dans le modèle comme étant des aspects de la PBDP qui semblaient liés à l'expérience clinique. Cette étude a des répercussions tant pour la formation en ergothérapie que pour la pratique clinique. Le modèle de référence peut servir de cadre décisionnel en pratique dans un domaine particulier de l'ergothérapie. Dans le programme de formation des ergothérapeutes, le modèle peut servir de cadre d'enseignement et d'évaluation de l'expertise décisionnelle. Les lacunes cernées quant aux connaissances des étudiants peuvent orienter le corps professoral qui fera le suivi et la mise à jour du contenu lié à la PBDP dans le cursus en ergothérapie.
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Mshanga, Dominick Michael. "Perspectives of occupational therapists on the implementation of client-centred practice in Tanzania." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/19909.
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Background: The concept of client-centred practice (CCP) was first developed and implemented by occupational therapists in Canada during the early 1980s and subsequently transferred into the Tanzanian occupational therapy curriculum by international volunteer educators. Currently, the occupational therapy curriculum at the Kilimanjaro Christian Medical University College (KCMUCo) in Moshi, Tanzania covers CCP using assessment tools and models developed by the Canadian Association of Occupational Therapy. To date, no occupational therapy research has been conducted to investigate the relevance of CCP for Tanzania, or to document the perspectives of therapists in applying the principles of CCP. This study was indicated to inform the occupational therapy curriculum at the KCMUCo and the Tanzania Occupational Therapy Association (TOTA) about occupational therapy practice realities related to the implementation of CCP in Tanzania and to guide the alignment of the occupational therapy curriculum towards a local understanding of CCP or an alternative (non-Western) perspective. This study, therefore, aimed to determine the understanding and use of CCP by occupational therapists in Tanzania. Methodology: The study used a descriptive cross-sectional design. All qualified occupational therapists working in different regions in Tanzania were approached to participate in the study (N=80). A questionnaire, the Professional Questionnaire for Assessing CCP (PQACCP) was adapted for the study. The questionnaire consisted of five sections: 1) demographic and practice information; 2) an adaptation of an existing checklist on understanding CCP (Parker, 2006); 3) potential barriers to CCP; 4) enablers of CCP; and, 5) therapist opinions on the relevance of CCP for the Tanzanian context. The checklist of potential barriers and enablers was adapted from Sumsion & Smyth, (2000). Data were analysed using the SSPS software program (version 20.0). Numerical variables were checked for normality and the appropriate measures of central tendency and dispersion calculated. Frequencies and proportions were determined for categorical items. The Chi-square test of association was done to determine whether there were any observed associations between demographic variables and barriers/enablers.
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Lidström, Holmqvist Kajsa. "Occupational therapy practice for clients with cognitive impairments following aquired brain injury : occupational therapists' perspective." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskap och medicin, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-26007.
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The overall aim of this thesis was to describe occupational therapy practice for clients with cognitive impairment following acquired brain injury (CIABI) from the perspective of practicing occupational therapists (OTs). To fulfill this aim, qualitative and quantitative approaches were used including interviews (Study I) and questionnaires (Studies II -IV). Based on the qualitative descriptions generated in Study I, a questionnaire was developed and evaluated for content validity and test-rest validity (Study II). The questionnaire was then used in a survey (Study III). The reactive Delphi technique was used to empirically define the aspects that OTs found to be consistent with the concept of therapeutic use of self (Study IV). The results showed that a predominant practice pattern was the use of ADL activities for intervention regardless of whether limitations in occupational performance or cognitive function were assessed, or whether the approach to therapy was remedial or compensatory. General ADL-instruments were used more than instruments focused on impairment level. Therapies covering a wide range of cognitive impairments, and abilities important to organizing and executing occupational performance were commonly targeted. Therapies targeting clients’ activity limitations were prioritized before remediating impairment. Therapeutic use of self was regarded as being important and the results identified clientspecific aims not earlier described in relation to therapeutic use of self. Another prominent practice pattern was the collaborative approach toward clients, relatives, and other staff. Theories used to support practice were primarily general. Occupational therapy practice for clients with CIABI was found to be complex, and the practice patterns were affected by circumstances such as the ‘hidden’ nature of the cognitive impairments, perceived lack of knowledge, and organizational issues. The results of this thesis can be used as a foundation for further research on practice patterns or the specific therapies used. It can facilitate discussions on strengths and weaknesses witcurrent practice, the need for development, and research utilization.
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Hurst, Heather Suzanne. "Using the Canadian model of occupational performance in occupational therapy practice : a case study enquiry." Thesis, University of the West of England, Bristol, 2017. http://eprints.uwe.ac.uk/28439/.
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The focus of this thesis was to understand the influence of a conceptual model of practice upon occupational therapists in a British health and social care setting. Case study methodology was used to explore the clinical practice of Occupational Therapists (OTs) in one county in England who implemented the Canadian Model of Occupational Performance (CMOP) (CAOT 1997a, 2002). The research focused upon a deeper understanding of the complex interactions between individual factors and the case being examined. This required examination of three sources of data, namely meeting minutes, artefacts and participant interviews. Each was examined separately and then themes from all three units were examined to identify themes from across the dataset to understand inter-relationships to support the development of theoretical propositions and contribute to theory building. This study identified that use of a single model, the CMOP actively encouraged practice development in this county and was a dynamic and multifaceted social process.
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Buchanan, Helen. "Evidence-based practice in the occupational therapy profession in South Africa and the Western Cape." Doctoral thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10185.
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Includes bibliographical references (leaves 257-276).Research from upper-income countries has revealed the difficulties occupational therapists experience in implementing evidence-based practice (EBP). This thesis investigated the state of EBP in occupational therapy in South Africa and evaluated the effectiveness of two EBP educational interventions. The research consisted of three linked studies: a national cross-sectional survey of 436 registered occupational therapists; the development of a questionnaire and audit checklist to evaluate EBP knowledge, attitudes and behaviour; and a randomised controlled trial that tested whether an interactive educational intervention (IE) was more effective than a didactic one (DE) for improving EBP knowledge, attitudes and behaviour in occupational therapists.
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Ramafikeng, Matumo Catherine. "Students’ negotiation of practice education in occupational therapy: a case study." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28382.
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There are persistent problems with the graduation rates of black Occupational Therapy students. The transition from classroom to the practice-based component of occupational therapy education is particularly challenging, and yet, very little research has been conducted on students’ learning in this area. This study explores learning processes in practice education as experienced by African language speakers studying occupational therapy in a relatively elite English medium university in South Africa. The thesis draws on poststructuralist theory to describe and analyse the complex ways in which three students experience, interpret and act within the multiple teaching and learning spaces that characterise the transition to practice education. A single instrumental qualitative case study design was adopted and semi-structured interviews, focus group discussions and document reviews were conducted. Methods of analysis included discourse analysis, thematic analysis and genre analysis. The findings show the complexity of the process of negotiating access to the occupational therapy practice education discourse. This process was marked by navigation of issues that stem from language, curriculum, pedagogy and identity. Three themes emerged that signal creative ways in which participants navigated these issues. These are; enacting primary and previous secondary discourses, negotiating and re-negotiating identities and discovering curriculum expectations through trial-and-error. The findings question commonplace assumptions that language is the reason why African language speakers struggle with the transition from theory to practice. While language is central to learning, the study illustrates the multiple ways in which aspects of practice and the relationship between theory and practice are implicit. The study also shows ways in which varying expectations, past experiences of learning and mismatches between curriculum aims, pedagogy and assessment impact on how students learn. The study also highlights the ways in which the resources that students bring into the academy such as their multilingualism and life experiences, are often under-valued within the practice education context. These findings will be useful in guiding the development of curriculum and pedagogic practices that embrace and value diversity. This thesis recommends a shift of perspective in understanding learning in the practice context that conceives of students as social beings engaged in social practices.
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Balbadhur, Raashmi. "The use of spirituality in occupational therapy practice : an appreciative inquiry." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76753.
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Spirituality has been identified as vital to client-centred, holistic occupational therapy (OT) practice. Attending to mind, body and spirit are essential for health and wellbeing. Spiritual beliefs have a significant impact on everyday routines and habits and give meaning and an additional dimension to everyday activities. Occupational therapists recognise the potential to make spirituality tangible through the use of deeply meaningful occupations.
Many occupational therapists avow that they are unclear on how to integrate spirituality into treatment. They lack the confidence, knowledge and skill to address spirituality. Many argue that preparation for such a role should be embedded in the curricula.
This study aimed to explore how spirituality is being addressed in OT practice by educators and clinicians in Gauteng, South Africa. A qualitative, descriptive, explorative research design using Appreciative Inquiry (AI) as an approach was conducted. The participants’ understanding of spirituality, their current successes, and their wishes concerning spirituality, as well as recommendations on how to address spirituality in OT were investigated. Purposive sampling resulted in a total of 24 participants. Data was collected by means of an AI workshop that consisted of self-report, AI interview schedules and focus group inquiries. Data was analysed through thematic analysis.
Four major themes emerged from this study, namely 1) understanding spirituality as a construct, 2) client-centred practice/approach, 3) envisioned practice enablers of spirituality, and 4) nurturing spirituality within the therapist. Participants clearly articulated how spirituality is defined and understood in their practice. Current successes in spirituality were attributed to client-centred practice. Strategies to address, sustain and implement spirituality in education and practice were identified.
These findings may contribute to the current discussion on spirituality in OT. Literature on the utilisation of the AI approach in OT and in healthcare is limited, thus this study may also serve to contribute to the existing body of knowledge.Dissertation (MOccTher)--University of Pretoria, 2019.
Occupational Therapy
MOccTher
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Pringle, Eve. "Research and practice : an empirical study of the 'therapy' occupations." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324661.
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D'Oliveira, Jenna. "Occupation-centred practice : perspectives of occupational therapists working in acute mental health care." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78424.
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Introduction: The prevalence of mental disorders is rising across the world and in South Africa driving the need for effective, occupation-centred practice in acute mental health care. In the acute setting, however, many occupational therapists experience challenges to practising in an occupation-centred manner. Occupation though remains the core construct of occupational therapy and occupational therapists everywhere are being urged to rediscover the power of occupation and embrace, develop, and maintain an occupation-centred practice.
Aim: This study aimed to describe occupation-centred practice from the perspective of occupational therapists working in acute mental health care, in and around the City of Tshwane, South Africa.
Methodology: A qualitative, explorative, descriptive design was used. Through maximum variance purposeful sampling nineteen participants were recruited to two focus groups. Transcriptions were analysed using the six steps of thematic analysis as described by Braun and Clarke to construct themes.
Results: Four themes were constructed namely, 1. The process of occupation-centred practice, 2. Activities enable occupation-centred practice, 3. The theoretical underpinnings of occupation-centred practice and 4. Influencers of occupation-centred practice.
Conclusion: Occupational therapists confirmed the centrality of occupation in their practice and further described occupation-centred practice as a process that entails the use of activities to facilitate experiences. Theoretical constructs that were helpful in guiding occupation-centred practice were highlighted. Influencers were experienced as either supporting or constraining occupation-centred practice. Significance: This study contributes to the evidence base of the profession in South Africa, ensuring that Occupational Therapy maintains its unique role and contribution to acute mental health care.Dissertation (MOccTher)--University of Pretoria, 2020.
Occupational Therapy
MOccTher
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Manalo, Joseph B. "Ascend Physical Therapy| A Private Practice Clinic for the Next Level." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605220.
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Perfect economic conditions in the national unemployment rate, healthcare crisis in the medical management of acute and chronic conditions, aging population, and the promotion of an active lifestyle culminate in the need of services for physical therapy to address the medical necessity in the healthcare management of musculoskeletal disorders. A private practice in the City of Redondo Beach is primed to provide the needed services patients are seeking to help address all their musculoskeletal needs and goals. The combination of specialized training, advance education, and excellent patient satisfaction is placing Ascend Physical Therapy at the forefront as the first and best choice for physical therapy. Patient outcomes will exceed expectations and will form a relationship with both patients, provider and referral source that will foster a healthy active lifestyle.
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Hollis, Vivien. "Practice portrayed : an exploration of occupational therapy clinical skills and their development." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361345.
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Parker, Davina Margaret. "An exploration of client-centred practice in occupational therapy : perspectives and impact." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4432/.
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Client-centred practice underpins Occupational Therapy and is defined as a partnership between the client and therapist that empowers a client to fulfil his/her occupational roles in a variety of environments. Given the importance of this approach, there has been limited exploration of what therapists and clients experience of this approach. A mixed method design examining the view of the clients and therapists was undertaken using; a systematic review to examine worldwide evidence of a clientcentred outcomes measure, a survey of a sample of therapists’ experiences and individual client and therapist interviews. Findings from this programme of work revealed that the clients’ perspective of client-centred practice was the value they placed on the attitude and behaviour of the therapist, communicating respect and treating them as equals. Therapists valued partnership but were challenged in establishing a relationship with the client and failed to negotiate goals with them. Using a client-centred outcomes measure (the COPM) reinforced partnership, demonstrated joint goal setting and evaluated client satisfaction. Implications for practice; training needed in client-centred practice, theoretical models, interviewing, risk assessment, goal negotiation and use of outcome measures. Communication, use of language and documentation should be clientcentred and reflect the client’s needs.
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Colborn, Anne Pas. "Learning to combine practice and research: an emerging role in occupational therapy." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/39035.
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Vermeulen, Nicola. "Final year occupational therapy students' experience of supervision during community fieldwork practice." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/5210.
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Magister Scientiae (Occupational Therapy) - MSc(OT)Fieldwork is seen to be an essential component in the curriculum of an undergraduate occupational therapy (OT) program through which students develop their professional behavior and apply theoretical education to clinical practice. Students in their final year of the undergraduate OT program at the University of the Western Cape (UWC) use the UWC Community Process as a guide to community fieldwork in community settings. This process follows a community development approach to allow students to focus on the needs of the community. The community fieldwork placement is compulsory for all final year OT students. The main aims of the placement are for students to develop their understanding of the role of an occupational therapist in a community setting and to enhance their understanding of the occupational nature of communities. This study focuses on final year UWC OT students' experiences of the supervision they received while following the steps of the Community Process as well as their perceptions of the relationship between their supervision and their learning about occupation based community practice. The aim of the study was to explore how the 2009 final year OT students experienced fieldwork supervision during their community fieldwork placement. The study followed an interpretivist paradigm with a qualitative research methodological approach and a phenomenological design. Purposeful sampling was used to select participants from the UWC OT department who undertook their community fieldwork placement in 2009. All the data utilized in this study was directly linked to the students' experiences of supervision during their learning of the Community Process. Therefore, the methods of data collection that were used included the students' daily reflective journals, their portfolio files and an evaluative focus group held at the end of the year 2009. All data was critically analyzed through a process of thematic analysis in order to meet the research objectives. The techniques of triangulation and a detailed description of the research process were employed to ensure trustworthiness of the study. The ethical principles of autonomy, nonmaleficence, beneficence as well as informed written consent were adhered to in the study. The findings of the study highlighted the emotions that the students experienced, the development of their professional judgement and the challenges and experiences they encountered in their personal and professional development. The findings further showed that the process of becoming a part of the community allowed the students to define their role as an OT in a community setting and to increase their understanding of community development in the context of their role within the community. The findings also emphasized the students' experiences with regards to various teaching and learning techniques and approaches used within the supervision of their community fieldwork placement. The significance of this study lies in its contribution to the generation of an understanding of how supervision influences students' understanding of occupation-based community practice in occupational therapy.
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Estes, Joanne P. "Occupational Therapists' Experiences with Ethical and Occupation-based Practice in Hospital Settings." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/24.
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Changes in health care delivery practices are impacting the provision of care in all venues. Occupational therapists working in hospital settings strive to meet professional mandates for occupation-based practice within a medical-model system. Ethical practice is another aspect of service provision vulnerable to contextual influences. The aims of the two studies reported here were to explore occupational therapists’ experiences with occupation-based practice, and with ethical issues, in hospital settings. Grounded theory methods were employed for both studies. Data were collected via individual, semi-structured interviews with 22 participants for the first study. For the second study, nine participants participated in individual, semi-structured interviews, journaling, and follow up interviews. Data analysis resulted in four emergent themes for each study. The main themes of the first study were Occupation-based practice expresses professional identity; Occupation-based practice is more effective; Occupation-based practice can be challenging in the clinic; and, Occupation-based practice takes creativity to adapt. The four themes of the second study were Anything less would be unethical: Key issues; I trust my gut: Affective dimension of ethical practice; Ethical practice is expected but challenging; and, It takes a village. Occupational therapists negotiate challenges inherent in contemporary hospital-based practice to provide occupation-based services and to practice ethically. Occupation-based practice is perceived to be more effective than biomedical approaches to intervention. Therapists must employ creative strategies to overcome challenges presented by medical-model service delivery contexts in order to provide occupation-based interventions. In comparison to other health care professionals working in adult rehabilitation practice, occupational therapists experience both common and unique ethical issues. A discovery of this study was that occupational therapists also experience ethical tensions related to team members’ and families’ sometimes subtle, and less frequently explicit, requests to falsify recommendations in documentation. Experiences with ethical issues include an inherent affective component in the form of moral distress and a strong sense of caring. The impact of systemic/organizational and relational forces is a reality that contemporary occupational therapists must negotiate in order to provide occupation-based and ethical practice.
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Pentland, Duncan. "Realising evidence based practice : a systemic investigation of core knowledge processes in mental health." Thesis, Queen Margaret University, 2013. https://eresearch.qmu.ac.uk/handle/20.500.12289/7714.
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Aims: To investigate the systemic circumstances required for mental health professionals to engage in the core processes of evidence based practice. Background: Successful evidence based practice is the function of inter-related processes including knowledge acquisition, generation, and application, which occur in complex and dynamic circumstances. Dominant models and approaches to facilitating the use of knowledge in practice by health professionals remain based on linear, technical processes which aim to instigate behavioural changes at the individual level. Emergent conceptualisations argue the need for strategies that consider systemic factors which can impede or facilitate the processes underpinning the operation of evidence based practices in mental health. As yet no efforts have been made to actively apply systems thinking in efforts to improve evidence based practice in mental health. Method: A collective case-study research design was developed by adapting Soft Systems Methodology. Three cases were examined, each selected due to their ability to provide information about one of the core processes under investigation; knowledge acquisition, knowledge generation and knowledge application. Data was collected iteratively from thirteen participants through focus groups and semi-structured interviews. Analysis was undertaken through the inductive open coding of data into sub-categories, following which key categories were identified and considered against individual, group and organisational systems levels. Findings: This study identified twenty-four key categories across the cases and located these against the three systems levels. As anticipated, complex dynamic interactions between different elements at the different levels were identified including, the role of motivation, perception and skill at the individual level, the importance of team wisdom, support and decision making, and the need for organisations to provide adequate infrastructures, ensure access to specialist expertise and a number of elements contributing to a culture of space and support for evidence based practice.
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Soeker, Shaheed. "Occupational self efficacy : an occupational therapy practice model to facilitate returning to work after a brain injury." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6021_1323934895.
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This qualitative study explored and described the lived experience of people with brain injuries with regard to resuming their worker roles. Based on the results, an occupational therapy practice model to facilitate return to work was developed. The theoretical framework of occupational science with emphasis on occupational risk factors informed the study. The research design was a theory generative design based on a qualitative, phenomenological, explorative and descriptive research approach utilizing the methods of theory generation as advocated by Chinn and Kramer (1999), Walker and Avant (2005) and Dickoff, James and Wiedenbach (1968).
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Zubala, Ania. "Description and evaluation of arts therapies practice with adults suffering from depression in the UK." Thesis, Queen Margaret University, 2013. https://eresearch.qmu.ac.uk/handle/20.500.12289/7400.
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This thesis contributes new knowledge to the field of arts therapies and their relevance in the treatment of depression in adults. The global burden of depression means that available treatments do not address all areas within the complexity of the condition and arts therapies may potentially present a relevant alternative by offering opportunities for non-verbal expression and exploration of creativity. Literature up to date does not offer comprehensive enough description of arts therapies practice and therefore establishing of credible evidence has not been possible. This thesis addresses the gap by exploring the nature of arts therapies practice and its value in the treatment of depression. The research consists of two phases: phase 1 provides a description of arts therapies practice with depression in the UK based on data collected from 395 survey respondents, while phase 2 evaluates group brief art therapy for adults experiencing mild to moderate depression. The project employs mixed methodologies within a creative research design incorporating surveys, interviews, arts-based inquiry and a pilot clinical study to examine multiple perspectives and offer findings meaningful to diverse audience. This project establishes that depression is a common condition among arts therapists’ clients while some of the practitioners consider work with depression their main area of professional interest. It further finds that the therapists address depression through the use of humanistic, psychodynamic and integrative approaches and discovers that certain areas of the therapy process have particular relevance in the treatment of depression (e.g. time, group work, motivation, reconnecting). The pilot clinical study concludes with decrease of depression levels and increase of subjectively perceived wellbeing in all participants immediately after nine sessions of art therapy and in the follow-up. Participants’ experiences, researcher’s observations and arts-based reflections on the therapy process highlight the potential value of arts therapies in areas relating to, among others: connection and sharing, awareness of others and self, sense of achievement, self-expression and regain of meaning. The findings are integrated in the final discussion, which proposes a set of concepts particularly relevant to the treatment of adult depression through arts therapies. This research provides the first comprehensive description of arts therapists’ work with depression in the UK and confirms the potential of this practice to be effective, which is relevant to health professionals and may lead to increased involvement of arts therapies in mainstream healthcare. The particular value of this project lies in shaping the basis for further explorations in the form of larger RCTs as well as demonstrating relevance and superiority of creative research designs in evaluating arts therapies.
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Goodwin, Brittney M. "Parent's experiences accessing speech-language services across socioeconomic levels within private practice settings." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196195.
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The purpose of this study was to investigate if socioeconomic status has a direct impact upon the accessibility of speech-language resources. A secondary purpose was to identify the possible barriers experienced by parents when accessing speech-language pathology resources. Online questionnaires were completed by 31 parents who had at least one child between the ages of 0-18 with or without a speech-language or hearing disorder, and were currently or previously received services at either Tichenor Orthopedic Clinic for Children in Long Beach, CA or Sounds Smart Speech Therapy in Placentia, CA. Results indicated that inverse relationship between the income level and the number of barriers experienced when accessing resources exists (i.e., income level increases = number of barriers experienced decreases). The results further indicated that the higher level of parental education, the sooner the child will be diagnosed. Further research is necessary to assist speech-language pathologists in facilitating parent education and identification of children with speech-language deficits (i.e., delays and/or disorders) across socioeconomic levels.
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Jarvis, Kathryn. "Occupational therapy for the upper limb after stroke : implementing evidence-based constraint induced movement therapy into practice." Thesis, Keele University, 2016. http://eprints.keele.ac.uk/2412/.
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Background Constraint induced movement therapy (CIMT), an intervention to increase upper limb (UL) function post-stroke, is not used routinely by therapists in the United Kingdom; reasons for this are unknown. Using the Promoting Action on Research Implementation in Health Services (PARIHS) framework to analyse CIMT research and context, a series of related studies explored implementation of CIMT into practice. Methods and Findings Systematic review: nineteen CIMT randomised controlled trials found evidence of effectiveness in sub-acute stroke, but could not determine the most effective evidence-based protocols. Further review of qualitative data found paucity of evidence relating to acceptability and feasibility of CIMT. Focus group: perceptions of the feasibility, including facilitators and barriers, of implementing CIMT into practice were explored in a group of eight therapists. Thematic analysis identified five themes: personal characteristics; setting and support; ethical considerations; education and training; and practicalities, which need to be addressed prior to implementation of CIMT. Mixed-methods, pilot study (three single cases): pre- and post-CIMT (participant preferred protocol) interviews explored perceptions and experiences of CIMT, with pre- and post-CIMT measurement of participation and UL function. Findings indicated: (i) provision of evidence-based CIMT protocols was feasible, although barriers persisted; (ii) piloted data collection and analysis methods facilitated exploration of stroke survivors’ perceptions and experiences, and recorded participation and UL function. Conclusions Findings traversed PARIHS elements (evidence, context, facilitation), and should be considered prior to further CIMT implementation. Future studies of CIMT should explore: effects of CIMT protocol variations; characteristics of stroke survivors most likely to benefit from CIMT; interactions between CIMT and participation.
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Kirkwood, Robert D. T. "Exploring participatory inquiry with young people to inform community-based occupational therapy practice." Thesis, University of Brighton, 2013. https://research.brighton.ac.uk/en/studentTheses/316fcaf7-4c4b-4294-8ace-359ecb6ebea3.
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Baxter, Theresa Anne. "The realities of practice placement : learning from the experiences of occupational therapy students." Thesis, University of Sheffield, 2006. http://etheses.whiterose.ac.uk/14490/.
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This thesis reports on research carried out with student occupational therapists following a period of practice placement education. The research carried out seeks to give a voice to student occupational therapists and to explore their perceptions and expectations of the practice placement experience. Using a qualitative research approach, six focus groups were held with occupational therapy students so that they were able to discuss their practice placement experiences. From these discussions, four key themes emerged: • Supervision and the supervisory relationship • Assessment • Student expectations • The student as a person Findings from the research identified that the so-called 'theory-practice' divide exists in occupational therapy education. When the students undertake their practice placements they move into a completely different learning environment - or 'community of practice' - to that experienced within the university classroom. As a consequence, they have to develop the ability to interact and learn within these very distinct communities. It is also evident from the research that there is a multitude of factors that impinge upon the students' learning and experiences on placement. The research findings clearly indicate that there is a need for change in how occupational v therapy education is provided, particularly in light of the current modernisation agenda for health and social care. Two more key points to come out of the research are that practice placement educators require more guidance in providing a quality learning experience for the students, and that students need more assistance in engaging with the learning experience while on placement. Recommendations from the study include increased collaboration between the University and practice placements; a redesign of the curriculum to embrace the practice placement element; more effective use of the skills of both practice placement educators and placement tutors; and greater consideration of the whole learning experience from the students' perspective.
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Lipsitt, Rosalyn S. "Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31186.
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Educational PsychologyPh.D.
Occupational therapy (OT) is a rehabilitation profession in which licensed therapists facilitate functional independence, to the greatest extent possible, of an individual with disabilities. Education for OT is at the Master’s level consisting of a two-year academic program followed by clinical Fieldwork II, a required 12-week internship under the mentorship of a licensed therapist with at least one year’s experience. In light of the fact that clinical fieldwork sites differ in size and resources, and clinical instructors may have only one year’s experience and no formal training in instruction, there is great variability in students’ clinical fieldwork experiences. The purpose of this study was to determine novice rehab OT’s perceptions of four key factors in clinical education: First, skill areas in which they felt most prepared; second, areas perceived as obstacles in adjustment to entry-level practice; third, essential elements of an ideal clinical learning environment; and fourth, the need for credentialing clinical instructors. Participants were 1-3 years post rehab fieldwork with first job in rehab. An online survey (N=45) and audiotaped interviews (N=9) were utilized to collect data on the perceptions of new OT’s on Fieldwork II experiences. Interviewees represented a convenience sample independent of survey participants. Most participants reported feeling prepared to perform basic clinical skills, communicate on interdisciplinary teams and seek mentorship in the workplace. Less proficiency was perceived in the areas of patient/family communication, and coping with reality shock (adjustment to real life practice). Over half of the participants felt that there should be some kind of mandatory credentialing for clinical instructors. There was consensus among OT’s regarding the ideal Fieldwork II setting which included well-trained instructors, availability for onsite learning and a well-equipped clinical site.
Temple University--Theses
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Vora, Isha. "A comparison of walking and motor behaviors in children and adults during structured and unstructured practice." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21270.
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Thesis (M.S.O.T.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.OBJECTIVE: We examined how gait behaviors in children and adults differed during a structured and during a minimally structured, practice walking task when temporal constraints were imposed. METHODS: Fifteen children between the ages of 5-7 and fifteen adults between the ages of 18-30 participated in an overground walking task: structured (i.e., on a defined path to specific paces) and minimally structured (i.e., freely around a room) interspersed with practice walking to the specific paces. At the beginning and end of the study, participants walked at their own pace on a 6-m long gait carpet. During the structured task, subjects walked on the same gait carpet to the beat of three different metronome paces (slow, normal, and fast). The distance and timing of participants’ steps were measured with the mechanized, pressure-sensitive gait carpet. During the minimally structured practice task, subjects walked freely around the room for two minutes to the same three metronome paces (slow, normal, and fast). All subject trials were videotaped and the two-minute minimally structured practice periods were analyzed using a video coding system. RESULTS: Compared to children, adults demonstrated a greater difference from their baseline walking in all gait parameters (i.e., velocity, cadence, step length, step time, swing time, stance time, single limb support time, and double limb support time) at the slow metronome pace (all ps<.01). However, at the slow pace, children had more difficulty keeping pace with the metronome compared to adults both before (p=.001) and after practice (p=.001). Furthermore, the magnitude of children’s errors in meeting the metronome pace was larger than that of adults at the normal (p=.007) and slow (p=.002) paces. During the two-minute minimally structured practice periods, children demonstrated more gait behaviors than adults however, only foot behaviors (i.e., leaping, cross stepping, walking backward, and toe-walking) reached initial significance when walking at the normal compared to the slow pace. Follow up comparisons did not reach significance for any of the gait behaviors for children or adults. CONCLUSION: We found that children and adults modified their gait patterns when given a temporal constraint in order to try to match the constraint. Children were more prone to maintain gait patterns that were similar to their baseline walking than adults and subsequently had more difficulty matching all of the metronome paces. In addition, children demonstrated a larger variety and frequency of gait behaviors than adults when able to structure their own walking during minimally structured practice tasks.
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Copeland, Juliet Bertaut. "Parent and Therapist Perceptions of Sensory Based Strategies Used by Occupational Therapists in Family-Centered Early Intervention Practice." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1090.
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A qualitative approach was used to explore the perceptions of parents and therapists in early intervention regarding sensory diets and their efficacy, particularly their goodness of fit within family routines and occupations. Open-ended interviews were conducted with therapist and parent participants and analysis of the data resulted in a model depicting how sensory diets became a "way of life" for families. The Sensory Diet "Way of Life" Model revealed seven themes that illustrated how occupational therapists in early intervention enter the homes of the families they serve and establish a "partnership" with parents to address a child's needs. Once this "partnership" is established, knowledge is transferred to parents who then transform their "vision" of their child and are empowered to generalize knowledge of sensory processing and sensory diets to ever enlarging environments. Ultimately, the sensory diet became a "way of life" for these families. Implications for the field of occupational therapy were given following the presentation of the model.
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Clarke, Channine. "Occupational therapy students' experiences of role-emerging placements and their influence on professional practice." Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/a61504f4-cecc-4d7b-8e09-879ab99a4161.
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Changes in health and social care present exciting opportunities for occupational therapists to expand their practice into innovative settings. To prepare graduates for these opportunities, placement experiences must reflect current trends in practice. Role-emerging placements are increasingly being used to help students develop the skills, knowledge and attributes needed to become the therapists of tomorrow. Whilst the literature on role-emerging placements is increasing, studies have tended to be general placement evaluations, with limited studies exploring students' experiences in detail. No studies have explored the influence of role-emerging placements on graduates' professional practice and identity. This study adopted a phenomenological design to gain a deeper understanding of how occupational therapy students experience and ascribe meaning to role-emerging placements and the ways in which such placements influence their professional practice and identity once qualified. In-depth initial interviews were carried out with five MSc pre-registration occupational therapy students within one month of having undertaken a role-emerging placement. Follow-up interviews were carried out six months after the students had graduated and gained employment. Interviews were audio taped, transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Key findings reveal that the role-emerging placements acted as a strong catalyst for the students' ontological development. Through engaging in challenging and autonomous learning experiences, they developed deeper insights of who they were becoming as professionals. This led to a professional identity that was of their own making. Having to continually reflect on and verbalise the core essence and contribution of occupational therapy, students developed clarity of understanding about the uniqueness of the profession. This is an important finding in light of the historical difficulty occupational therapists have had articulating their unique role and professional identity. Once qualified, participants had mixed experiences concerning the extent to which they were able to sustain this identity and enact practice in a way that was meaningful to them. A significant finding was the difficulty that graduates experienced working in NHS settings where the nature of occupational therapy practice restricted their ability to work in a way that was congruent with the professional way of being that they had developed during their placement. Consideration therefore needs to be given to the nature of occupational therapy practice in traditional settings. Recommendation is made for role-emerging placements to be made compulsory for all occupational therapy students to assist them in their ontological development and prepare them more effectively for practice. Further research into the long-term influence of such placements, in particular on graduates' practice and identity, is required.
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Poulin, Valérie. "Executive function assessment and intervention post-stroke: building and translating the evidence into practice." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123189.
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Deficits in executive functions (EF), such as planning, problem-solving and inhibition affect up to 75% of individuals with stroke and may compromise their ability to successfully return to community living and to work. Detection and effective treatment of these disorders is thus critical. Studies over the past decade have provided evidence of substantial gaps in our knowledge on how to effectively manage EF impairment post-stroke (Bayley et al., 2007; Canadian Stroke Network, 2008; Korner-Bitensky, Barrett-Bernstein, Bibas, & Poulin, 2011). To address these gaps there has been growing attention and research into the management of EF impairment post-stroke. The studies conducted as part of this thesis were designed to address some of these gaps specific to EF assessment and intervention research, and to promote increased use of evidence-based practices for the management of executive dysfunction post-stroke. The first manuscript provided a critical review of 17 performance-based EF tools that can be used across the continuum of stroke care to evaluate the daily consequences of executive dysfunction. The next step was to conduct a systematic review to identify and critically appraise the evidence for the use of specific EF interventions post-stroke. The systematic review of EF interventions described in the second manuscript identified different treatment approaches that were showing promise in helping persons with stroke to cope with EF deficits. The preliminary evidence on specific EF skill retraining suggested that structured, individualized and intense computerized EF training could improve targeted EF impairments (Stablum, Umilta, Mogentale, Carlan, & Guerrini, 2000; Westerberg et al., 2007). The evidence from studies on cognitive strategy training also supported the use of explicit strategies applied to ecologically relevant problems to improve some EF impairments (e.g., planning and problem-solving) and, possibly, real-world activities (Man, Soong, Tam, & Hui-Chan, 2006; Schweizer et al., 2008). However, further research was required to compare the impact of these different intervention approaches on a variety of outcomes. Accordingly, a pilot randomized controlled trial was conducted to determine the feasibility and preliminary efficacy of two promising interventions, a strategy-training approach – the Cognitive Orientation to daily Occupational Performance (CO-OP) approach which is based on the use of meta-cognitive problem-solving strategies to achieve self-selected functional goals – and a computer-based EF training program (see Manuscript 3). Our findings provide preliminary evidence supporting the feasibility and efficacy of using both CO-OP and Computerized EF training for select patients with executive dysfunction post-stroke. EF impairments and participation in everyday life were differentially impacted by the interventions.Finally, another important goal of my doctoral work was to enhance knowledge translation in the area of EF. As explained in the fourth manuscript, the thesis led to the creation of a series of web-based interactive learning modules on EF assessment and intervention, as well as user-friendly pocket cards designed to summarize EF rehabilitation best-practices for clinicians. These e-learning modules address the need to enhance expertise in the management of EF disorders post-stroke.Les déficits des fonctions exécutives (FE) comme la planification, la résolution de problèmes et l'inhibition touchent jusqu'à 75% des personnes ayant subi un accident vasculaire cérébral (AVC) et perturbent la réalisation des activités quotidiennes et rôles sociaux, pouvant ainsi compromettre le retour à domicile ou au travail. La détection et la prise en charge de ces déficits est donc primordiale. Plusieurs études réalisées au cours des dix dernières années ont toutefois indiqué des lacunes importantes dans les connaissances reliées à la prise en charge de la dysfonction exécutive post-AVC (Bayley et al., 2007; Canadian Stroke Network, 2008; Korner-Bitensky et al., 2011), ce qui a mené à des efforts accrus en recherche afin de combler les lacunes dans ce domaine. Les études menées dans le cadre de cette thèse visaient à contribuer aux connaissances sur l'évaluation et le traitement des personnes ayant des déficits des FE, ainsi qu'à promouvoir une utilisation accrue de pratiques fondées sur les données probantes dans la prise en charge de la dysfonction exécutive post-AVC.Le premier manuscrit présente une revue critique de 17 évaluations des FE basées sur la performance de tâches fonctionnelles qui peuvent être utilisées au cours du continuum de soins post-AVC afin d'évaluer les conséquences de la dysfonction exécutive dans le quotidien. L'étape suivante a consisté à réaliser une revue systématique afin d'identifier et d'apprécier le niveau d'évidences supportant l'utilisation d'interventions pour améliorer les FE après un AVC. La revue systématique décrite dans le deuxième manuscrit a permis d'identifier différentes approches de traitement prometteuses pour la prise en charge de la dysfonction exécutive post-AVC. Des évidences limitées mais encourageantes suggèrent que l'utilisation d'un entraînement intensif, structuré et individualisé des FE à l'ordinateur peut améliorer les FE ciblées (Stablum et al., 2000; Westerberg et al., 2007). D'autres approches basées sur des stratégies cognitives suggèrent que l'utilisation de stratégies explicites appliquées à des situations concrètes de la vie quotidienne peuvent améliorer certains déficits des FE (ex.: résolution de problèmes et planification) et, possiblement, la réalisation des activités quotidiennes (Man et al, 2006; Schweizer et al., 2008). Cependant, des recherches additionnelles demeuraient nécessaires afin de comparer l'impact respectif de ces approches d'intervention sur différentes mesures de résultats.Un essai clinique randomisé pilote a donc été réalisé afin de déterminer la faisabilité et l'efficacité préliminaire de deux interventions prometteuses, l'une reposant sur l'utilisation de stratégies cognitives – l'approche Cognitive Orientation to daily Occupational Performance (CO-OP) dans laquelle la personne apprend à utiliser des stratégies de résolution de problèmes pour atteindre ses propres buts en termes d'activités fonctionnelles – et l'autre consistant en un programme d'entraînement des FE à l'ordinateur. Les résultats obtenus fournissent des évidences préliminaires appuyant la faisabilité et l'efficacité de chaque intervention auprès de certains groupes de patients ayant une atteinte des FE. Des améliorations spécifiques à chaque intervention ont été notées dans les déficits des FE ainsi que la participation dans les activités quotidiennes. Finalement, un autre objectif important était de favoriser le transfert des connaissances dans le domaine des FE. Tel qu'expliqué dans le quatrième manuscrit, mon travail de thèse a mené à la création d'une séries de modules d'apprentissage en ligne sur l'évaluation et le traitement des FE, ainsi que de cartes en format de poche résumant les meilleures pratiques cliniques auprès des personnes ayant une atteinte de FE post-AVC. Ces modules et outils d'apprentissage en ligne ont été créés en réponse au besoin d'accroître l'expertise des cliniciens dans la prise en charge de la dysfonction exécutive post-AVC.
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Craig, Elmari. "The knowledge of social workers in private practice regarding human sexuality and sex therapy." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-07252005-115242/.
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Chu, Sidney Kin Hoi. "Developing a model of occupational therapy practice for children with attention deficit hyperactivity disorder (ADHD)." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/5158.
Full textAbstract:
This three-stage study led to the development of a delineation model of occupational therapy practice for children with Attention Deficit Hyperactivity Disorder (ADHD). Stage one explored the current practice of occupational therapy in the United Kingdom (UK) by conducting a national survey of 282 paediatric occupational therapists. Results indicated that there were only a small number of occupational therapists (8.5%) working in a designated service for children with ADBD. This result suggested that occupational therapy for children with ADHD is a small field of practice. Stage two involved the consensus development on the role of occupational therapy for children with ADHD. Seventy-two paediatric occupational therapists participated in the study. The therapists' top six priorities of assessment and five priorities of intervention were identified. An occupational therapy delineation model of practice was developed by integrating data generated from this research, information from the literature review, and the author's clinical experience. In order to apply the model to clinical practice, a family-centred occupational therapy care package was developed. The third stage evaluated the process and outcome of the devised care package by conducting a multi-centred efficacy study. Twenty occupational therapists from the four countries in the UK attended a 3-day course to learn to implement the care package. Following their training, they submitted data on a sample of 20 children with ADHD. The majority of these children (85%) showed improvement in their behavioural patterns after the implementation of the care package. Over half of the cases (65%) had statistically significant changes of scores in the ADHD Rating Scales. Parents also reported experiencing good family-centred care delivered by the research therapists. The whole study makes a significant contribution to occupational therapy knowledge by creating a new delineation model of practice for which the research undertaken offers some validation.
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Barnitt, Rosemary E. "An investigation of ethical dilemmas in occupational therapy and physiotherapy : issues of methodology and practice." Thesis, King's College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360509.
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Pongsaksri, Arisa. "A trans-cultural study of the practice of occupational therapists in Thailand and Australia : reframing theories of practice /." Curtin University of Technology, School of Occupational Therapy, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15810.
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Culturally appropriate conceptual models for practice are of major interest to occupational therapists, an emerging health profession in Thailand. Currently in Thailand, occupational therapy education and practice derives its conceptual models from Western models. How these models are translated into practice in Thailand is unclear, as there are currently no research studies relating to the cultural and clinical practice demands of Thai occupational therapists and of service delivery in Thailand. In addition, how occupational therapists in Australia apply conceptual models in practice has also been given limited attention in the research literature. A comparison is made between Thai and Western Australian occupational therapists to examine the use of theoretical models in the Western cultural context and to investigate the influences of cultural differences on occupational therapy practice. The purpose of this study is to identify the conceptual models most frequently used by occupational therapists in Thailand and in Australia, to describe the application of these models to practice, and to explore the cultural influences impacting on the application to practice. The need for a derived but more culturally specific conceptual model for occupational therapy practice in Thailand was also investigated. Focus group interviews were conducted as the initial stage of the study, to obtain in-depth background information about occupational therapy practice. Content analysis using transcript-based analysis and systematic coding was used to analyse the focus group data. The results demonstrated three main conceptual approaches: among both Westem Australian and Thai occupational therapists. These three models were described as the Performance Model, the Whole Person Model, and the Medical Model.The findings from focus group interviews and related literature were used to develop a questionnaire. The questionnaire was designed as a self-report measure, using a 4 point scale ranging from ‘strongly agree’ to ‘strongly disagree’. It was arranged in 4 parts: Part A-Background Information, Part B- Models of Occupational Therapy Practice, Part C-Occupational Therapy Practice, and Part D-Practice Comment. Parts A, B and C consisted of closed-ended questions, whereas Part D was constructed to elicit open-ended questions. The survey data was collected from 138 Thai occupational therapists (ThaiOTs) and 155 Western Australian occupational therapists (WAOTs). A Chi-square test result demonstrated that ThaiOTs favoured the Medical Model for practice whilst WAOTs used the Performance Model and the Whole Person Model (p < 0.05). Principal component factor analysis was used to identify significant factors differentiating the practice of WA and Thai occupational therapists and to guide the development of the model of practice for ThaiOTs. The Mann-Whitney U Test results showed clear differences of therapist practice between Australia and Thailand in relation to their views about Clients, Professional Perspective (Therapists), Intervention, Cultural Implications, and Health Care Systems due to the influence of the culture and socio-cultural environment (p < 0.05). The outcomes from all stages in the study were used to develop a model of practice for Thai occupational therapists. This model named the ‘Samphan’ Framework of Practice focuses on the client and family as an inseparable unit, which differs from an individual, or client focus central to most Western models.
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Cordingley, Kevin John. "How do occupational therapists practising in forensic mental health know? : a practice epistemology perspective." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/12205.
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My research explored the knowledge of occupational therapists practising in forensic mental health. There is no ‘gold standard’ evidence in this practice area but other forms of evidence, including experience and “intuition”, are used in practice. My research aimed to identify the knowledge formed from and used in this practice area. My research design used qualitative methodology that was informed by American pragmatist, social constructivist and post-modern theory. In particular, I used grounded theory and situational analysis to generate and to analyse the data. The practitioners were three occupational therapists working in various forensic services in one London based NHS trust. My data was generated longitudinally over eight to twelve months, where the practitioners participated in email and face-to-face interviews. The critical incident technique and the critical decision method enabled practitioners to describe and explain their knowledge about one patient with whom they were working over the interviews. The practitioners also reflected upon participating in the research. My findings demonstrated that the practitioners’ knowledge was created from practice through the interaction of three categories. First, steps of practice were structures through which knowledge was generated about the service user. Second were rules for practice where expectations had to be met. Unpredictable situations and knowledge gaps prevented meeting expectations, so new knowledge was created from practice to meet them. The third category was a blend of the practitioners’ personal and professional experiences and emotions. Practitioners created a connection with service users in order to build a therapeutic relationship, alongside creating a nuanced narrative with their service users, which helped to build empathy. In conclusion, the practitioners in my research used various forms of knowledge in practice. My thesis contributes to existing scholarship by supporting a practice epistemology approach. Thus knowledge for occupational therapy in forensic mental health is created from practice.
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Raine, Rosalind Angela Oates. "The meaning and process of engagement in outdoor adventure from an occupational science perspective to inform health promotion and occupational therapy practice." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12249.
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Background: Outdoor adventure can offer meaningful occupations that enhance health and wellbeing. Theory in relation to the meaning of outdoor adventure from an occupational science perspective, and the process by which people become engaged in occupation, is underdeveloped. Methodology: Phenomenological philosophy underpinned the methodology. Five elements are presented in this thesis, data were explored from: a systematic review and meta-synthesis of research exploring the meaning of outdoor adventure; focus groups exploring factors affecting sustained engagement in walking in a community context; adventure autobiographies as exemplars of engagement and outdoor culture; and interviews with participants who engaged in outdoor adventure. Concepts arising from the findings were thematically synthesised. Findings and discussion: The meaning of outdoor adventure was associated with a sense of connection to self, others, nature, the environment, time and place. Meaning was associated with engagement that was congruent with aspirations for identity, health and wellbeing, values, and beliefs. The meaning and process of engagement in outdoor adventure were influenced by the ability to establish confidence in relation to developing social networks, physical skills and the knowledge required to participate in chosen occupations. The process of engagement in outdoor adventure was influenced by convenience and the ability to accommodate participation alongside other work and family routines, in terms of time, location and priorities. The process of engagement in outdoor adventure was influenced by context. The findings also suggest a change in the meaning of engagement in outdoor adventure over time. Conclusion: The implications of the study are that these aspects of meaning and dynamic process could be considered within health promotion and occupational therapy practice to enhance initiating, sustaining and returning to occupational engagement in outdoor adventure. Further research would be beneficial in relation to evaluating the application of these concepts in occupational therapy practice.
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Muir, Sherry Lynne. "Supervisor Perceptions of Entry-Level Doctorate and Master's of Occupational Therapy Degrees." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2324.
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In occupational therapy (OT), there is a push to encourage the entry-level doctorate (eOTD) over the master's of OT (MOT), without having identified which degree develops therapists who can best meet the needs of clients, while providing the fewest negative consequences for stakeholders. This collective case study assessed whether there are differences between OTs with MOT and with eOTD. Each supervisor's experiences with the two degree groups represented a separate case, then all were collectively considered. The central research question was whether OT supervisors, who have observational knowledge of clinical performance, perceived differences between MOTs and eOTDs in factors that impact the stakeholders of OT services, as identified using Freeman's stakeholder theory. Ten supervisors who geographically represented the five eOTD programs and diverse areas of OT practice were selected for initial interviews, with four others added to achieve saturation. Fourteen semi-structured interviews were conducted to begin to identify perceived similarities and differences between OTs with the different degrees. These data were inductively coded and then analyzed using a thematic analysis procedure. The results of this small, exploratory study indicate that eOTDs do not have higher skills and abilities; desire higher compensation, but do not receive it; sometimes bring attitudes of superiority; are not more respected because of their degree; and are negatively affected by higher debt load. Positive social change implications stemming from this study suggest that stakeholder theory can be used to guide policy discussions in professional healthcare associations and that policy makers in the profession of OT should exercise caution in adopting the eOTD as the required entry-level degree until further evidence on the efficacy of the eOTD degree is clear.