Pub Date : 2024-09-14DOI: 10.1177/03080226241280732
Debbie Burridge, Lucy Hughes, Jill Titterington, Nicola Dawson, Susan Ebbels
Introduction:Developing daily living skills, such as self-care, cooking and managing money, is a key priority for adolescents with special educational needs. Previous studies investigated the emergence of daily living skills in young people with a range of neurodevelopmental conditions. However, none focused on adolescents with language disorders, including developmental language disorder.Method:Two groups of 16-year-olds participated in this study: a typically developing group ( n = 88) and a developmental language disorder group ( n = 78), which was subdivided into participants with co-occurring motor difficulties ( n = 56) versus typical motor development ( n = 22). Data were collected using the WHEEL OF INDEPENDENCE™ framework, a daily living skills measurement tool. Between-group comparisons assessed whether there were significant differences in daily living skills between typically developing and developmental language disorder participants and between those with and without motor difficulties within the developmental language disorder group.Results:Findings revealed that typically developing participants had significantly better daily living skills than the developmental language disorder group. Within the developmental language disorder group, participants with motor difficulties showed marginally significantly lower daily living skills than those without.Conclusion:Adolescents with developmental language disorder experience challenges developing their daily living skills, compared to typically developing peers. This may be compounded if they have co-occurring motor difficulties. Further research could inform understanding of the mechanisms underlying these differences in order to develop tailored and effective interventions.
导言：对于有特殊教育需求的青少年来说，培养日常生活技能（如自我照顾、烹饪和理财）是一项重点工作。以往的研究调查了患有各种神经发育障碍的青少年日常生活技能的发展情况。方法：本研究由两组 16 岁的青少年组成：发育典型组（88 人）和发育性语言障碍组（78 人），其中发育性语言障碍组又分为并发运动障碍组（56 人）和发育典型组（22 人）。数据使用日常生活技能测量工具 "独立之轮"（WHEEL OF INDEPENDENCE™）框架收集。组间比较评估了典型发育参与者和发育性语言障碍参与者之间以及发育性语言障碍组中有运动障碍和没有运动障碍的参与者之间在日常生活技能方面是否存在显著差异。结论：与发育正常的同龄人相比，患有发育性语言障碍的青少年在发展日常生活技能方面面临挑战。结论：与发育正常的同龄人相比，患有发育性语言障碍的青少年在发展日常生活技能方面面临挑战，如果他们同时伴有运动障碍，情况可能会更加复杂。进一步的研究可以帮助人们了解这些差异背后的机制，从而开发出量身定制的有效干预措施。
{"title":"Daily living skills in adolescents with and without language disorder, measured using the WHEEL OF INDEPENDENCETM framework","authors":"Debbie Burridge, Lucy Hughes, Jill Titterington, Nicola Dawson, Susan Ebbels","doi":"10.1177/03080226241280732","DOIUrl":"https://doi.org/10.1177/03080226241280732","url":null,"abstract":"Introduction:Developing daily living skills, such as self-care, cooking and managing money, is a key priority for adolescents with special educational needs. Previous studies investigated the emergence of daily living skills in young people with a range of neurodevelopmental conditions. However, none focused on adolescents with language disorders, including developmental language disorder.Method:Two groups of 16-year-olds participated in this study: a typically developing group ( n = 88) and a developmental language disorder group ( n = 78), which was subdivided into participants with co-occurring motor difficulties ( n = 56) versus typical motor development ( n = 22). Data were collected using the WHEEL OF INDEPENDENCE™ framework, a daily living skills measurement tool. Between-group comparisons assessed whether there were significant differences in daily living skills between typically developing and developmental language disorder participants and between those with and without motor difficulties within the developmental language disorder group.Results:Findings revealed that typically developing participants had significantly better daily living skills than the developmental language disorder group. Within the developmental language disorder group, participants with motor difficulties showed marginally significantly lower daily living skills than those without.Conclusion:Adolescents with developmental language disorder experience challenges developing their daily living skills, compared to typically developing peers. This may be compounded if they have co-occurring motor difficulties. Further research could inform understanding of the mechanisms underlying these differences in order to develop tailored and effective interventions.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142250703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/03080226241280465
Betül Üstün, Onur Altuntaş
Purpose:This study was conducted to examine the ICF Core Sets prepared for autism from the perspective of occupational therapists within the scope of the International Classification of Functioning, Disability, and Health.Materials and Methods:Data were collected from 70 occupational therapists working with children diagnosed with autism spectrum disorder. Opinions of the participants were collected using the three-stage Delphi technique.Results:In the first Delphi round in which 70 occupational therapists from our country participated, a total of 2952 concepts related to autism spectrum disorder were named. The collected responses were associated with 142 ICF categories, excluding personal factors, and then the number of categories was reduced to 132 because 10 of them were mentioned by less than 5% of the respondents. While consensus was achieved in 82% of the 111 categories in the comprehensive ICF Core Sets for autism spectrum disorder .Discussion and Conclusion:According to the results of this study, ICF-CSs prepared for autism spectrum disorder overlap with the perspective of occupational therapists to define the physiological, occupational, environmental, and personal factors affecting individuals with autism spectrum disorder . The high level of consensus among occupational therapists underscores the practical applicability and acceptance of ICF Core Sets in the field.
{"title":"Class of international functioning disability and health core sets for autism spectrum disorder: Occupational therapists’ perspective","authors":"Betül Üstün, Onur Altuntaş","doi":"10.1177/03080226241280465","DOIUrl":"https://doi.org/10.1177/03080226241280465","url":null,"abstract":"Purpose:This study was conducted to examine the ICF Core Sets prepared for autism from the perspective of occupational therapists within the scope of the International Classification of Functioning, Disability, and Health.Materials and Methods:Data were collected from 70 occupational therapists working with children diagnosed with autism spectrum disorder. Opinions of the participants were collected using the three-stage Delphi technique.Results:In the first Delphi round in which 70 occupational therapists from our country participated, a total of 2952 concepts related to autism spectrum disorder were named. The collected responses were associated with 142 ICF categories, excluding personal factors, and then the number of categories was reduced to 132 because 10 of them were mentioned by less than 5% of the respondents. While consensus was achieved in 82% of the 111 categories in the comprehensive ICF Core Sets for autism spectrum disorder .Discussion and Conclusion:According to the results of this study, ICF-CSs prepared for autism spectrum disorder overlap with the perspective of occupational therapists to define the physiological, occupational, environmental, and personal factors affecting individuals with autism spectrum disorder . The high level of consensus among occupational therapists underscores the practical applicability and acceptance of ICF Core Sets in the field.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/03080226241269247
Leisle Ezekiel, Harriet Wilding, Jeremy Dearling, Johnny Collett, Helen Dawes
Introduction:Persistent fatigue after acquired brain injury (ABI) needs long-term self-management. Self-monitoring supports self-management and informs the use of fatigue management strategies. Using ecological momentary assessment to monitor fatigue offers a data-driven approach to managing fatigue.Aims:To explore the usefulness of self-monitoring fatigue in real-time, using ecological momentary assessment to support self-management, from the perspective of people with ABI and occupational therapists.Methods:People with ABI monitoried their fatigue by wearing a Fitbit and completing six surveys a day on their phone for 6 days. Think aloud and semi-structured interviews elicited views on self-monitoring and the data generated. Transcripts were analysed using reflexive thematic analysis.Results:Four themes were developed from people with ABI ( n = 9): (1) Attending to experience, (2) making sense of data, (3) the relationship between fatigue and activity, (4) implications for daily life. Three themes from occupational therapists ( n = 5): (1) Challenges of using of data, (2) perceived benefits of self-monitoring, (3) viewing data in relation to their understanding of fatigue.Conclusion:Data generated in real-time challenged perspectives on fatigue and fatigue management. These insights may help people with ABI and their clinicians to plan personalised strategies for fatigue management and evaluate its impact on daily living.
{"title":"Exploring the usefulness of real-time digitally supported fatigue monitoring in fatigue management: Perspectives from occupational therapists and brain injury survivors","authors":"Leisle Ezekiel, Harriet Wilding, Jeremy Dearling, Johnny Collett, Helen Dawes","doi":"10.1177/03080226241269247","DOIUrl":"https://doi.org/10.1177/03080226241269247","url":null,"abstract":"Introduction:Persistent fatigue after acquired brain injury (ABI) needs long-term self-management. Self-monitoring supports self-management and informs the use of fatigue management strategies. Using ecological momentary assessment to monitor fatigue offers a data-driven approach to managing fatigue.Aims:To explore the usefulness of self-monitoring fatigue in real-time, using ecological momentary assessment to support self-management, from the perspective of people with ABI and occupational therapists.Methods:People with ABI monitoried their fatigue by wearing a Fitbit and completing six surveys a day on their phone for 6 days. Think aloud and semi-structured interviews elicited views on self-monitoring and the data generated. Transcripts were analysed using reflexive thematic analysis.Results:Four themes were developed from people with ABI ( n = 9): (1) Attending to experience, (2) making sense of data, (3) the relationship between fatigue and activity, (4) implications for daily life. Three themes from occupational therapists ( n = 5): (1) Challenges of using of data, (2) perceived benefits of self-monitoring, (3) viewing data in relation to their understanding of fatigue.Conclusion:Data generated in real-time challenged perspectives on fatigue and fatigue management. These insights may help people with ABI and their clinicians to plan personalised strategies for fatigue management and evaluate its impact on daily living.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-06DOI: 10.1177/03080226241278087
Anne Escher, Arti Gandhi, Sue Berger
Introduction:Aphasia, an acquired communication disorder, often results in restrictions to participation in daily activities leading to a decline in social networks, reduced quality of life, and decreased emotional well-being. Collaborative goal setting in rehabilitation settings is an important aspect of client-centered therapy for all clients; however, it is often ignored for people with aphasia due to lack of time, limited training in communication strategies, and a negative approach toward communicating with the person with aphasia.Method:This study used qualitative descriptive methodology to explore the experience of adults with aphasia with collaborative goal setting. Through interviews and observation, authors sought to gain an understanding of the facilitators and barriers to collaborative goal setting for people with aphasia. Participants were four adults with poststroke aphasia recruited from a university Aphasia Resource Center.Findings:Findings demonstrate that the environment and a client-centered approach support goal setting while too many adaptations and limited comprehension limit goal setting.Conclusion:The authors conclude that occupational therapy practitioners should support collaborative goal setting for people with aphasia through use of aphasia-friendly goal-setting processes, including adaptations to existing goal-setting measures as appropriate.
{"title":"Exploration of collaborative goal setting in occupational therapy for adults with aphasia","authors":"Anne Escher, Arti Gandhi, Sue Berger","doi":"10.1177/03080226241278087","DOIUrl":"https://doi.org/10.1177/03080226241278087","url":null,"abstract":"Introduction:Aphasia, an acquired communication disorder, often results in restrictions to participation in daily activities leading to a decline in social networks, reduced quality of life, and decreased emotional well-being. Collaborative goal setting in rehabilitation settings is an important aspect of client-centered therapy for all clients; however, it is often ignored for people with aphasia due to lack of time, limited training in communication strategies, and a negative approach toward communicating with the person with aphasia.Method:This study used qualitative descriptive methodology to explore the experience of adults with aphasia with collaborative goal setting. Through interviews and observation, authors sought to gain an understanding of the facilitators and barriers to collaborative goal setting for people with aphasia. Participants were four adults with poststroke aphasia recruited from a university Aphasia Resource Center.Findings:Findings demonstrate that the environment and a client-centered approach support goal setting while too many adaptations and limited comprehension limit goal setting.Conclusion:The authors conclude that occupational therapy practitioners should support collaborative goal setting for people with aphasia through use of aphasia-friendly goal-setting processes, including adaptations to existing goal-setting measures as appropriate.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-06DOI: 10.1177/03080226241276384
Limor Rosenberg
Introduction:Mindsets are ability-related beliefs concerning the malleability of human traits such as intelligence or personality. Mindsets span a continuum between fixed and growth mindsets; they shape engagement and behavior and contribute to performance and achievements. However, children’s mindsets regarding participation in daily activities have yet to be studied. The study objectives were to explore the domain-specificity of children’s mindsets and the correlations between mindsets and participation.Methods:Sixty-six children (36 boys) aged 6–9 years ( m = 7.39 ± 0.85) completed the Kids’ Mindset Questionnaire assessing mindset regarding behavior, praxis, and literacy. Their parents completed the Children Participation Questionnaire-School.Results:Children were found to endorse growth mindsets. However, the behavior mindset score was the lowest compared to praxis and literacy mindsets ( X2 = 8.72, p = 0.013). Behavior and literacy mindsets were not correlated with participation; however, the praxis mindset was positively correlated with children’s independence and enjoyment in participation ( r = 0.29, r = 0.249, p < 0.05, respectively).Conclusions:Children tend to endorse growth mindsets; however, mindsets are domain-specific; the behavior mindset is the least malleable. Children’s beliefs regarding the malleability of praxis skills are of value for their involvement in participation. For occupational therapy practitioners, fostering children’s growth mindset can be a complementary way to promote optimal participation.
{"title":"Mindset and participation: Correlations among healthy children","authors":"Limor Rosenberg","doi":"10.1177/03080226241276384","DOIUrl":"https://doi.org/10.1177/03080226241276384","url":null,"abstract":"Introduction:Mindsets are ability-related beliefs concerning the malleability of human traits such as intelligence or personality. Mindsets span a continuum between fixed and growth mindsets; they shape engagement and behavior and contribute to performance and achievements. However, children’s mindsets regarding participation in daily activities have yet to be studied. The study objectives were to explore the domain-specificity of children’s mindsets and the correlations between mindsets and participation.Methods:Sixty-six children (36 boys) aged 6–9 years ( m = 7.39 ± 0.85) completed the Kids’ Mindset Questionnaire assessing mindset regarding behavior, praxis, and literacy. Their parents completed the Children Participation Questionnaire-School.Results:Children were found to endorse growth mindsets. However, the behavior mindset score was the lowest compared to praxis and literacy mindsets ( X2 = 8.72, p = 0.013). Behavior and literacy mindsets were not correlated with participation; however, the praxis mindset was positively correlated with children’s independence and enjoyment in participation ( r = 0.29, r = 0.249, p < 0.05, respectively).Conclusions:Children tend to endorse growth mindsets; however, mindsets are domain-specific; the behavior mindset is the least malleable. Children’s beliefs regarding the malleability of praxis skills are of value for their involvement in participation. For occupational therapy practitioners, fostering children’s growth mindset can be a complementary way to promote optimal participation.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-19DOI: 10.1177/03080226241270520
Gemma Bradley, Beth Atkin, Helen Atkin, Jason Scott
Introduction:Social prescribing is a process of helping people to access non-medical activities to promote well-being. For occupational therapists, this is not new, although the social prescribing agenda is creating new roles around these approaches. This study aimed to explore how occupational therapists were involved in social prescribing in the United Kingdom and how they would like to contribute to future developments.Method:Semistructured interviews were carried out with 19 occupational therapists who identified they were involved in social prescribing activities.Findings:Thematic analysis led to two over-arching themes: (1) position and identity; and (2) making it work.Conclusion:Participants perceived similarity with social prescribing, leading to difficulty in positioning occupational therapy alongside this role, emotional responses and identity challenge. Points of distinction between the roles were articulated, including occupational therapy being more medical, having oversight of more complex needs and having more senior roles within teams. To manage workflow, occupational therapists delegate to social prescribing workers, although there is a lack of clarity about competence and varying involvement in supervision. Part of desired future involvement included clearer workflow, occupational therapy involvement in supervision and service development and creating legitimacy for both roles to address social determinants of health.
{"title":"Occupational therapist’s involvement in social prescribing: A qualitative interview study","authors":"Gemma Bradley, Beth Atkin, Helen Atkin, Jason Scott","doi":"10.1177/03080226241270520","DOIUrl":"https://doi.org/10.1177/03080226241270520","url":null,"abstract":"Introduction:Social prescribing is a process of helping people to access non-medical activities to promote well-being. For occupational therapists, this is not new, although the social prescribing agenda is creating new roles around these approaches. This study aimed to explore how occupational therapists were involved in social prescribing in the United Kingdom and how they would like to contribute to future developments.Method:Semistructured interviews were carried out with 19 occupational therapists who identified they were involved in social prescribing activities.Findings:Thematic analysis led to two over-arching themes: (1) position and identity; and (2) making it work.Conclusion:Participants perceived similarity with social prescribing, leading to difficulty in positioning occupational therapy alongside this role, emotional responses and identity challenge. Points of distinction between the roles were articulated, including occupational therapy being more medical, having oversight of more complex needs and having more senior roles within teams. To manage workflow, occupational therapists delegate to social prescribing workers, although there is a lack of clarity about competence and varying involvement in supervision. Part of desired future involvement included clearer workflow, occupational therapy involvement in supervision and service development and creating legitimacy for both roles to address social determinants of health.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-19DOI: 10.1177/03080226241267172
Julieta Camino, Ana Paula Trucco, Naoko Kishita, Eneida Mioshi, Tamara Backhouse
Introduction:As people with dementia progressively experience difficulties when performing daily tasks, family carers often become the main providers of support. Little is known about the role of carer support during task performance. Therefore, Occupational Therapy interventions are often underinformed in this area. Knowledge of how carers assist people with dementia could support Occupational Therapists in promoting participation in daily tasks. The objective was to explore how carers support people with dementia during the performance of daily tasks.Methods:A secondary analysis was conducted on observations video-recorded for the TASKed project, where people with dementia completed a task with carer support. Data were analysed using an inductive reflexive thematic analysis approach.Findings:Video recordings of 21 dyads were included in this study. Five themes were generated depicting how carers supported people with dementia during task performance: (1) person-enabled assistance, (2) goal-directed assistance, (3) carer-led assistance, (4) partnership-oriented assistance and (5) bystander.Conclusion:Our findings suggest carers employ different approaches when assisting people with dementia with daily tasks. Knowledge of these different modes of assistance could help Occupational Therapists and researchers understand what works well and what could be changed to facilitate the participation of people with dementia in daily activities.
{"title":"How do family carers assist people with dementia? A qualitative observation study of daily tasks","authors":"Julieta Camino, Ana Paula Trucco, Naoko Kishita, Eneida Mioshi, Tamara Backhouse","doi":"10.1177/03080226241267172","DOIUrl":"https://doi.org/10.1177/03080226241267172","url":null,"abstract":"Introduction:As people with dementia progressively experience difficulties when performing daily tasks, family carers often become the main providers of support. Little is known about the role of carer support during task performance. Therefore, Occupational Therapy interventions are often underinformed in this area. Knowledge of how carers assist people with dementia could support Occupational Therapists in promoting participation in daily tasks. The objective was to explore how carers support people with dementia during the performance of daily tasks.Methods:A secondary analysis was conducted on observations video-recorded for the TASKed project, where people with dementia completed a task with carer support. Data were analysed using an inductive reflexive thematic analysis approach.Findings:Video recordings of 21 dyads were included in this study. Five themes were generated depicting how carers supported people with dementia during task performance: (1) person-enabled assistance, (2) goal-directed assistance, (3) carer-led assistance, (4) partnership-oriented assistance and (5) bystander.Conclusion:Our findings suggest carers employ different approaches when assisting people with dementia with daily tasks. Knowledge of these different modes of assistance could help Occupational Therapists and researchers understand what works well and what could be changed to facilitate the participation of people with dementia in daily activities.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-17DOI: 10.1177/03080226241270456
Jo Watson, Sureshkumar Kamalakannan
{"title":"A new tool to support research capability building","authors":"Jo Watson, Sureshkumar Kamalakannan","doi":"10.1177/03080226241270456","DOIUrl":"https://doi.org/10.1177/03080226241270456","url":null,"abstract":"","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1177/03080226241270442
Siobhan Elliott, Catherine Haighton
Introduction:Social prescribing is building traction internationally and within the United Kingdom healthcare system, highlighted as the biggest investment in the National Health Service. The Royal College of Occupational Therapists has highlighted the contribution that occupational therapy can make to social prescribing. Therefore, this study aimed to investigate Bachelor of Science, Master of Science and Degree Apprenticeship Occupational Therapy students’ and educators’ perspectives and understanding of occupational therapists’ role within social prescribing.Method:Qualitative one-to-one, in depth, semi-structured interviews were carried out with occupational therapy students ( n = 5) and educators ( n = 4). Data were subject to framework analysis.Results:Three main themes were constructed: Knowledge of social prescribing and occupational therapy involvement, social prescribing context and education provided on social prescribing. Students had a basic knowledge of social prescribing, but there was no shared definition of social prescribing between students or educators. Students were unsure of the occupational therapist’s role within social prescribing, as they had not been exposed to this area during their practice placements.Conclusion:Universal use of the international consensus definition of social prescribing is needed to ensure consistent teaching of the approach. Including social prescribing within practice placements for occupational therapy students would aid understanding of the approach.
{"title":"Occupational therapy students’ and educators’ perspectives and understanding of the role of occupational therapy within social prescribing: A qualitative interview study","authors":"Siobhan Elliott, Catherine Haighton","doi":"10.1177/03080226241270442","DOIUrl":"https://doi.org/10.1177/03080226241270442","url":null,"abstract":"Introduction:Social prescribing is building traction internationally and within the United Kingdom healthcare system, highlighted as the biggest investment in the National Health Service. The Royal College of Occupational Therapists has highlighted the contribution that occupational therapy can make to social prescribing. Therefore, this study aimed to investigate Bachelor of Science, Master of Science and Degree Apprenticeship Occupational Therapy students’ and educators’ perspectives and understanding of occupational therapists’ role within social prescribing.Method:Qualitative one-to-one, in depth, semi-structured interviews were carried out with occupational therapy students ( n = 5) and educators ( n = 4). Data were subject to framework analysis.Results:Three main themes were constructed: Knowledge of social prescribing and occupational therapy involvement, social prescribing context and education provided on social prescribing. Students had a basic knowledge of social prescribing, but there was no shared definition of social prescribing between students or educators. Students were unsure of the occupational therapist’s role within social prescribing, as they had not been exposed to this area during their practice placements.Conclusion:Universal use of the international consensus definition of social prescribing is needed to ensure consistent teaching of the approach. Including social prescribing within practice placements for occupational therapy students would aid understanding of the approach.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction:The COVID-19 pandemic has significantly impacted the home healthcare industry, with increased rates of burnout and stress among homecare rehabilitation professionals (hcRPs). This study aimed to (1) examine the nature of burnout and occupational stress among homecare rehabilitation professionals at a large home care organization in Ontario, Canada, transitioning out of the pandemic, and (2) assess its impact on work participation and engagement.Methods:We conducted a cross-sectional survey using the National Institute for Occupational Safety and Health Generic Job Stress Questionnaire and Copenhagen Burnout Inventory to examine burnout and job stress.Results:One hundred thirty-nine participants identified that work stress and burnout are more likely to occur when one struggles to cope, experiences unexpected circumstances, and feels a lack of control, which can lead to anger and emotional exhaustion. The adjusted odds ratio for emotional exhaustion was 5.46, indicating that the probability of experiencing work stress among homecare rehabilitation professionals increases as emotional exhaustion increases. Significant associations were found between coping with daily tasks and levels of burnout.Conclusion:Work stress and burnout influence coping, unexpected circumstances in homecare rehabilitation professionals work–life. Furthermore, highlighting the need to provide organizational support and policies that specifically address these issues in the home care sector.
{"title":"Burnout and occupational stress of home care rehabilitation professionals transitioning out of the COVID-19 pandemic in Ontario, Canada","authors":"Behdin Nowrouzi-Kia, Emily King, Brydne Edwards, Sonia Nizzer, Amin Yazdani, Basem Gohar, Ali Bani-Fatemi, Aaron Howe, Yusra Fayyaz, Bushra Alam, Raabia Khan, Vijay Kumar Chattu","doi":"10.1177/03080226241269251","DOIUrl":"https://doi.org/10.1177/03080226241269251","url":null,"abstract":"Introduction:The COVID-19 pandemic has significantly impacted the home healthcare industry, with increased rates of burnout and stress among homecare rehabilitation professionals (hcRPs). This study aimed to (1) examine the nature of burnout and occupational stress among homecare rehabilitation professionals at a large home care organization in Ontario, Canada, transitioning out of the pandemic, and (2) assess its impact on work participation and engagement.Methods:We conducted a cross-sectional survey using the National Institute for Occupational Safety and Health Generic Job Stress Questionnaire and Copenhagen Burnout Inventory to examine burnout and job stress.Results:One hundred thirty-nine participants identified that work stress and burnout are more likely to occur when one struggles to cope, experiences unexpected circumstances, and feels a lack of control, which can lead to anger and emotional exhaustion. The adjusted odds ratio for emotional exhaustion was 5.46, indicating that the probability of experiencing work stress among homecare rehabilitation professionals increases as emotional exhaustion increases. Significant associations were found between coping with daily tasks and levels of burnout.Conclusion:Work stress and burnout influence coping, unexpected circumstances in homecare rehabilitation professionals work–life. Furthermore, highlighting the need to provide organizational support and policies that specifically address these issues in the home care sector.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141935694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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