OCCUPATIONAL THERAPY IN HEALTH CARE最新文献

The Cognitive Orientation to daily Occupational Performance is an innovative, goal-directed approach designed to enhance occupational performance. This umbrella review synthesizes evidence from six systematic reviews published (2001-2024) involving children with developmental coordination disorder, cerebral palsy, neurodevelopmental disorders, and adults with post-stroke. Although Cognitive Orientation to daily Occupational Performance demonstrates promise, conclusions remain inconclusive due to methodological limitations, including a high risk of bias, small sample sizes, and short follow-up periods. Importantly, the review underscores the need for culturally adaptable and methodologically rigorous studies to ensure global applicability. Future research should prioritize robust designs and explore alternative delivery methods to enhance effectiveness and generalizability.

There is a gap in research concerning effective training of school-based occupational therapy practitioners on application of the trauma-informed approach. The aim of this quantitative study was to examine the effectiveness of training on the trauma-informed approach among school-based occupational therapy practitioners. Participants (N = 26) attended two virtual, synchronous trainings on the trauma-informed approach. Outcome measures included surveys and the Creating Trauma-Informed Care Environments: An Organizational Self-Assessment. Quantitative results showed statistically significant improvements in knowledge (z = -4.246, p < .001), confidence (z = -4.498, p < .001), application (z = -3.098, p = .002), and overall effectiveness score (z = 4.466, p < .001) and were supported by qualitative statements. Participants requested more training to enhance application and maintain post-training confidence.

This study aimed to develop the Handwriting Assessment Tool for Primary School Students as a Thai handwriting assessment and evaluate its psychometric properties. Participants were 25 primary school students in Grades 1-3, four classroom teachers, and one school-based occupational therapist. The study comprised two phases: (1) developing the tool, and (2) investigating its psychometric properties, including content validity, internal consistency, inter-rater agreement, and stability reliability. The final tool consisted of two parts: general information on students and writing-related factors, and handwriting performance across five domains including alphabet and numerical writing, copying, dictation, legibility, and writing speed. Results indicated acceptable content validity (IOC = 0.80-1.00), excellent internal consistency (α = 0.96), acceptable inter-rater agreement (IRA = 92.22%), and excellent stability reliability (ICC = 0.97). The Handwriting Assessment Tool appears to be a valid and reliable instrument for evaluating handwriting performance. Further studies with larger samples are recommended to enhance generalizability.

This quantitative study aimed to investigate their self-reported stress levels and work factors that could help to predict occupational stress in pediatric occupational therapists. A cross-sectional survey design study used voluntary response sampling of 154 pediatric occupational therapists. Two-thirds of the surveyed therapists reported moderate to dangerous levels of workplace stress. Analysis of the scores on the Workplace Stress Scale and the Work Environment Impact Scale-Self Report demonstrated a significant positive relationship. In addition, the negative correlations on both of these scales with the scores on the Scales of General Well-Being-clinical tool were significant. Multiple regression analyses resulted in one significant predictor of increased occupational stress and decreased well-being: married marital status. The significant well-being predictors of occupational stress were calmness, connection, autonomy, awareness, optimism, and development. These findings provide new insight into occupational stress and the general well-being of pediatric therapists, which may affect their health, employee retention, and professional sustainability.

Background: Recidivism presents significant barriers to occupational performance and community reintegration. Individuals transitioning from incarceration often face structural stigma, limited access to meaningful occupation, and disrupted occupational identity. These challenges fall within the scope of occupational therapy, yet the profession's role in reentry remains underexplored in the literature.

Objective: In this study, we set out to explore the lived experiences of formerly incarcerated individuals and examine how recidivism affects occupational performance and community participation.

Methods: This qualitative study used a phenomenological design with in-depth, semi-structured interviews conducted with nine formerly incarcerated individuals. Data were analyzed thematically using an inductive approach, with rigor supported by bracketing, member checking, and peer debriefing.

Results: Five central themes emerged, (1) occupational disengagement and mental health barriers; (2) environmental barriers and systemic stigma; (3) structured occupational engagement as a protective factor; (4) the role of social support and mentorship; and (5) the need for individualized rehabilitation approaches. In addition, one intersecting theme was identified across all narratives: the scarcity of resources and support systems post-release. Participants described diverse reentry experiences but consistently emphasized systemic and occupational barriers to reintegration.

Conclusion: Occupational therapy has the potential to play a critical role in supporting reentry through trauma-informed, identity-driven, and community-integrated interventions. Addressing structural stigma and building therapeutic alliances may be essential strategies for both practice and advocacy.

The purpose of this project was to investigate sitting pressure distribution in manual wheelchair users while propelling across different surfaces, and whether differing terrain would generate more significant pressures on the sitting surfaces compared to others. Sitting pressure refers to any pressure experienced by any body tissue while sitting but is generally on the buttocks, dorsal thighs and lower back for individuals who can maintain a typical sitting posture of flexed ankles, knees, and hips along with an upright torso that is in midline. Wheelchair sitting pressure was measured on 39 adult novice wheelchair participants. Participants self-propelled and were pushed across three surfaces. Results were that self-propulsion generates greater sitting pressure on the wheelchair user compared to being pushed across three different surfaces of carpet, tile and concrete (ps <.0167). The integral pressure was greater during passively traversing on carpet compared to concrete (p=.002). During active propulsion, carpet elicited greater pressure than both tile and concrete surfaces (ps<.0167). Occupational therapists should consider the impact that passive versus active wheelchair propulsion and floor surfaces have upon wheelchair sitting pressure.

Functional cognition is a crucial aspect of occupational therapy practice, yet there is a lack of open-access, self-directed learning resources for occupational therapy practitioners (OTPs) and students to enhance their knowledge in this area. This article introduces a series of multimedia e-learning modules designed to support the understanding and application of occupational therapy strategies grounded in theory to address functional cognition. It discusses theoretical foundations, instructional design principles, and case-based applications incorporated into the modules. These flexible and interactive e-learning tools offer an innovative solution for bridging the gap between theory and practice in functional cognition.

A research roundtable was designed to nurture occupational therapy students' ability to understand research articles, an important but challenging skill. Small groups of students took turns analyzing an article with the support of interprofessional faculty facilitators. Survey feedback collected across two academic years from 75 students suggests that the roundtables were valuable for student learning. The small groups, the facilitators, and the open discussions contributed to an emotionally-safe, engaging experience. Students reported gaining a deeper understanding about research, which elevated their confidence.

Occupational therapy students face high levels of academic and professional stress that can negatively impact learning, performance, and well-being. This article describes an instructional strategy implemented in a foundational occupational therapy doctoral course: a 3-h stress management retreat grounded in self-determination theory (SDT). Integrated into a module on compassion fatigue, the retreat included mindfulness, journaling, environmental awareness, and self-care goal-setting activities designed to support students' autonomy, competence, and relatedness. Faculty actively participated in each phase, modeling therapeutic use of self and reinforcing wellness as a professional responsibility. Pre- and post-retreat surveys revealed modest improvements in students' perceived stress regulation and academic confidence. Student reflections and facilitated discussions highlighted increased self-awareness and professional insight. This experiential, replicable intervention offers a flexible, evidence-informed approach to promoting resilience and embedding well-being into occupational therapy education and clinical preparation.

During the primary school years, children develop skills and body functions which support their occupational participation in activities like play, self-care, academic learning, social participation, and sleep. Interoception, emotional regulation and anxiety management skills are three body functions that underpin children's occupational participation and performance. This scoping review explored what is known in the published and grey literature about the relationship between interoception and emotional regulation or anxiety, and occupational participation in school-aged children. The review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR) guidelines for reporting and the methodology was guided by the Joanna Briggs Institute Methodology for Scoping Reviews. Evidence which met the inclusion criteria were critically appraised using the Crowe Critical Appraisal Tool and analyzed using narrative synthesis. Two themes with the capacity to impact childhood occupational participation emerged: (i) interoception and emotional regulation may be related, and (ii) education may improve interoceptive awareness. No anxiety-related themes were identified. This review supports the need for further research to understand the relationship between children's interoception, their ability to regulate their emotions and anxiety, and their impact childhood occupational participation.