Pub Date : 2024-04-13DOI: 10.1177/03080226241246139
Karina M. Dancza, Corrine Hoo, Jacintha Goh Xin En, Jervyn Charity Tan, Lee Shu Hui, Rialyn Fae Lagui Masaoy, Ong Chooi Yin, Pay Pei Qi, Sharmaine Yong Mei Xing
Introduction:Practice education is a crucial component of occupational therapy education, providing students with hands-on experience in real-world settings. Supervisors play a vital role in shaping students’ learning experiences, and the Professional Learning through Useful Support Framework, developed in the United Kingdom, serves as a guide for supervisors. However, its applicability in different cultural contexts remains uncertain. This qualitative study explores the perspectives and experiences of supervisors in Singapore who used the Professional Learning through Useful Support Framework to guide their supervision of students.Method:Nine new and five experienced supervisors participated in semi-structured interviews, during a 7-week practice education period. Interviews were transcribed and analysed using template analysis.Findings:Three themes were developed: The Professional Learning through Useful Support Framework brought awareness to supervisors’ supervisory techniques and guided their actions; The Professional Learning through Useful Support Framework gave permission to use a range of supervisory strategies; and The Professional Learning through Useful Support Framework could be used as a catalyst for enhancing support for supervisors.Conclusion:The Professional Learning through Useful Support Framework positively influenced supervisor communication and encouraged a purposeful approach to student supervision. Challenges emerged in implementing the concept of ‘safe failure’ due to cultural attitudes towards success, necessitating cultural adaptation. The study suggests introducing educational opportunities and ongoing support to use the Framework to enhance supervisor skills.
{"title":"Using the PLUS Framework to support supervisors to make the most of practice education supervision: Experiences from Singapore","authors":"Karina M. Dancza, Corrine Hoo, Jacintha Goh Xin En, Jervyn Charity Tan, Lee Shu Hui, Rialyn Fae Lagui Masaoy, Ong Chooi Yin, Pay Pei Qi, Sharmaine Yong Mei Xing","doi":"10.1177/03080226241246139","DOIUrl":"https://doi.org/10.1177/03080226241246139","url":null,"abstract":"Introduction:Practice education is a crucial component of occupational therapy education, providing students with hands-on experience in real-world settings. Supervisors play a vital role in shaping students’ learning experiences, and the Professional Learning through Useful Support Framework, developed in the United Kingdom, serves as a guide for supervisors. However, its applicability in different cultural contexts remains uncertain. This qualitative study explores the perspectives and experiences of supervisors in Singapore who used the Professional Learning through Useful Support Framework to guide their supervision of students.Method:Nine new and five experienced supervisors participated in semi-structured interviews, during a 7-week practice education period. Interviews were transcribed and analysed using template analysis.Findings:Three themes were developed: The Professional Learning through Useful Support Framework brought awareness to supervisors’ supervisory techniques and guided their actions; The Professional Learning through Useful Support Framework gave permission to use a range of supervisory strategies; and The Professional Learning through Useful Support Framework could be used as a catalyst for enhancing support for supervisors.Conclusion:The Professional Learning through Useful Support Framework positively influenced supervisor communication and encouraged a purposeful approach to student supervision. Challenges emerged in implementing the concept of ‘safe failure’ due to cultural attitudes towards success, necessitating cultural adaptation. The study suggests introducing educational opportunities and ongoing support to use the Framework to enhance supervisor skills.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595691","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 : 2024-04-12DOI: 10.1177/03080226241246138
Anello Sara, Diletta Maria Pisaniello, Pier Carlo Battain
Introduction:Post-stroke depression is a frequent but under-diagnosed condition. Nevertheless, it impacts participation in activities of daily living (ADLs) and the rehabilitation process. The aim of this study is to analyze the influence of post-stroke depression on participation in ADLs and on occupational therapy (OT) intervention in adults.Methods:An observational study was conducted through a survey. The questionnaire covered OTs view about the influence of post-stroke depression on ADLs and occupational therapy treatment. Data collected by online questionnaire were analyzed through STATA®, using a mixed method. Quantitative data were analyzed through descriptive statistics. Qualitative data were analyzed by thematic analysis.Results:Sixty-three surveys were valid. Stroke adults manifest hopelessness toward the future, crying and nervousness (“often” / “always” >50%). They have often worse occupational performance than patients with stable mood (55.56%), especially in self-care activities (35.92%). The performance limiting factors are low volition (41%), reduced motor skills (30%), and reduced cognitive skills (19%). OT intervention with these patients aims to increase volition (21.30%), recover roles (16.61%), and improve self-care activities (14.08%).Conclusion:Mood disorders negatively affect participation in ADLs and OT intervention. This study highlights the importance of volitional factors in promoting occupational engagement and provides guidance for OT treatment. Further investigation through specific studies appears necessary.
{"title":"Post-stroke depression, activities of daily living, and occupational therapy intervention: An observational survey","authors":"Anello Sara, Diletta Maria Pisaniello, Pier Carlo Battain","doi":"10.1177/03080226241246138","DOIUrl":"https://doi.org/10.1177/03080226241246138","url":null,"abstract":"Introduction:Post-stroke depression is a frequent but under-diagnosed condition. Nevertheless, it impacts participation in activities of daily living (ADLs) and the rehabilitation process. The aim of this study is to analyze the influence of post-stroke depression on participation in ADLs and on occupational therapy (OT) intervention in adults.Methods:An observational study was conducted through a survey. The questionnaire covered OTs view about the influence of post-stroke depression on ADLs and occupational therapy treatment. Data collected by online questionnaire were analyzed through STATA<jats:sup>®</jats:sup>, using a mixed method. Quantitative data were analyzed through descriptive statistics. Qualitative data were analyzed by thematic analysis.Results:Sixty-three surveys were valid. Stroke adults manifest hopelessness toward the future, crying and nervousness (“often” / “always” >50%). They have often worse occupational performance than patients with stable mood (55.56%), especially in self-care activities (35.92%). The performance limiting factors are low volition (41%), reduced motor skills (30%), and reduced cognitive skills (19%). OT intervention with these patients aims to increase volition (21.30%), recover roles (16.61%), and improve self-care activities (14.08%).Conclusion:Mood disorders negatively affect participation in ADLs and OT intervention. This study highlights the importance of volitional factors in promoting occupational engagement and provides guidance for OT treatment. Further investigation through specific studies appears necessary.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595878","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 : 2024-04-09DOI: 10.1177/03080226241241221
Margaret McGrath, Anne Honey, Yvonne Codd, John V Rider, Rodolfo Morrison, Carla Matta Abizeid, Hiba Zein, Hwei Lan Tan, So Sin Sim, Farahiyah Wan Yunus, Muhammad Hibatullah Romli, Evelina Pituch
{"title":"Every parent matters: The value of a parent-centric approach to supporting parenting occupations and roles","authors":"Margaret McGrath, Anne Honey, Yvonne Codd, John V Rider, Rodolfo Morrison, Carla Matta Abizeid, Hiba Zein, Hwei Lan Tan, So Sin Sim, Farahiyah Wan Yunus, Muhammad Hibatullah Romli, Evelina Pituch","doi":"10.1177/03080226241241221","DOIUrl":"https://doi.org/10.1177/03080226241241221","url":null,"abstract":"","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595879","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 : 2024-04-03DOI: 10.1177/03080226241241990
Monique M Keller, Roline Barnes, Corlia Brandt
Introduction:Metacarpal fractures are viewed as minor injuries, potentially leading to reduced hand function and productivity, especially in working-age people. The study aimed to develop and finalise a second to fifth metacarpal fractures clinical hand rehabilitation guideline.Methods:A three-round eDelphi method, employing REDCap questionnaires and informed by a previous clinical hand rehabilitation guideline, facilitated expert consensus. Experience and qualifications guided expert selection. Consensus was defined as 75% or more experts selecting four or five on a Likert scale or ‘yes’ in ‘yes/no’ questions. Open-ended responses were incorporated, following Conducting and Reporting of Delphi Studies recommendations.Results:Fifteen experts specialising in hand injury management, including orthopaedic surgeons, occupational therapists and physiotherapists, were invited to participate, with attrition of one expert in three rounds. In Round 1, 10 (28.5%), Round 2, 6 (18%) and Round 3, 16 (36%) guideline statements were accepted. Consensus was reached for including grasp types in rehabilitation; activities of daily living (ADLs) types under light, medium and heavy categories; time when early active mobilisation should commence and splint types after conservative management, K-wires and surgical fixation.Conclusion:The finalised clinical hand rehabilitation guideline based on the Occupational Therapy Intervention Process Model (OTIPM) framework may benefit occupation return.
{"title":"Development of a clinical hand rehabilitation guideline for second to fifth metacarpal fracture rehabilitation: A Delphi method","authors":"Monique M Keller, Roline Barnes, Corlia Brandt","doi":"10.1177/03080226241241990","DOIUrl":"https://doi.org/10.1177/03080226241241990","url":null,"abstract":"Introduction:Metacarpal fractures are viewed as minor injuries, potentially leading to reduced hand function and productivity, especially in working-age people. The study aimed to develop and finalise a second to fifth metacarpal fractures clinical hand rehabilitation guideline.Methods:A three-round eDelphi method, employing REDCap questionnaires and informed by a previous clinical hand rehabilitation guideline, facilitated expert consensus. Experience and qualifications guided expert selection. Consensus was defined as 75% or more experts selecting four or five on a Likert scale or ‘yes’ in ‘yes/no’ questions. Open-ended responses were incorporated, following Conducting and Reporting of Delphi Studies recommendations.Results:Fifteen experts specialising in hand injury management, including orthopaedic surgeons, occupational therapists and physiotherapists, were invited to participate, with attrition of one expert in three rounds. In Round 1, 10 (28.5%), Round 2, 6 (18%) and Round 3, 16 (36%) guideline statements were accepted. Consensus was reached for including grasp types in rehabilitation; activities of daily living (ADLs) types under light, medium and heavy categories; time when early active mobilisation should commence and splint types after conservative management, K-wires and surgical fixation.Conclusion:The finalised clinical hand rehabilitation guideline based on the Occupational Therapy Intervention Process Model (OTIPM) framework may benefit occupation return.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595813","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 : 2024-04-01DOI: 10.1177/03080226241229370
{"title":"Thanks to reviewers","authors":"","doi":"10.1177/03080226241229370","DOIUrl":"https://doi.org/10.1177/03080226241229370","url":null,"abstract":"","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140565321","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 : 2024-03-29DOI: 10.1177/03080226241241991
Lene Odgaard, Mette Ryssel Bystrup, Jørgen Feldbæk Nielsen, H. Stabel
Holistic rehabilitation approaches addressing the numerous complex challenges in young persons with acquired brain injury are required. The purpose of this study was to describe and evaluate the holistic person-centered youth mentoring intervention program, which is based on occupational therapy. Prospectively collected data were extracted from a national clinical quality database ( n = 59). Proportions of young persons receiving different aspects of support and proportions rating the intervention as meaningful were calculated. One-year changes in occupation, work ability, and social interactions were calculated. The young persons most frequently received support for energy management (75%) and structuring of everyday life (61%). Seventy-three percent rated the intervention as meaningful. One year post-inclusion, occupation and work ability had increased by 35% and 58%, respectively, and it had declined by 10% and 26%, respectively. The 1-year increase and decrease in social interactions were less clear (15% and 25%, respectively). One-year changes did not differ between those who entered the program early or late after injury indicating the potential beneficial effect of the program. The findings could indicate that the program has a unique value in supporting young persons with acquired brain injury to create a meaningful everyday life through occupation, work ability, and social interaction.
{"title":"Youth mentoring: A new holistic intervention targeting the needs of young persons with acquired brain injury","authors":"Lene Odgaard, Mette Ryssel Bystrup, Jørgen Feldbæk Nielsen, H. Stabel","doi":"10.1177/03080226241241991","DOIUrl":"https://doi.org/10.1177/03080226241241991","url":null,"abstract":"Holistic rehabilitation approaches addressing the numerous complex challenges in young persons with acquired brain injury are required. The purpose of this study was to describe and evaluate the holistic person-centered youth mentoring intervention program, which is based on occupational therapy. Prospectively collected data were extracted from a national clinical quality database ( n = 59). Proportions of young persons receiving different aspects of support and proportions rating the intervention as meaningful were calculated. One-year changes in occupation, work ability, and social interactions were calculated. The young persons most frequently received support for energy management (75%) and structuring of everyday life (61%). Seventy-three percent rated the intervention as meaningful. One year post-inclusion, occupation and work ability had increased by 35% and 58%, respectively, and it had declined by 10% and 26%, respectively. The 1-year increase and decrease in social interactions were less clear (15% and 25%, respectively). One-year changes did not differ between those who entered the program early or late after injury indicating the potential beneficial effect of the program. The findings could indicate that the program has a unique value in supporting young persons with acquired brain injury to create a meaningful everyday life through occupation, work ability, and social interaction.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366920","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 : 2024-03-28DOI: 10.1177/03080226241239564
Kate Cowen, Tracy Collins, Susan Carr, Gemma Wilson Menzfeld
Background:Social participation activities, an important area of occupation, have been effective in reducing social isolation and loneliness. However, most attendees are women, warranting the need to explore older men’s social participation needs.Methods:Qualitative methods, including interviews and a collaborative workshop, were used to explore the research aim. Public involvement included establishing partnerships with six staff from four community organisations and twelve older men. The project was informed by a steering committee. The steering group offered insight into all aspects of the research except analysis, which was performed thematically.Findings:Intergenerational engagements and the appropriate environment to establish connections with their communities were highlighted as beneficial to men. However, there is a lack of appropriate local spaces to connect communities through social participation. This suggests the need for occupational therapists to diversify their roles, moving beyond the individual and into community development.Conclusions:Occupational therapists’ unique and varied skill set, including the understanding of the profound impact of the environment on occupational engagement and, thus, well-being would offer valuable contributions to community development roles, including the built environment to ensure all communities have places for connection where individuals of all ages can thrive.
{"title":"The role of Occupational Therapy in community development to combat social isolation and loneliness","authors":"Kate Cowen, Tracy Collins, Susan Carr, Gemma Wilson Menzfeld","doi":"10.1177/03080226241239564","DOIUrl":"https://doi.org/10.1177/03080226241239564","url":null,"abstract":"Background:Social participation activities, an important area of occupation, have been effective in reducing social isolation and loneliness. However, most attendees are women, warranting the need to explore older men’s social participation needs.Methods:Qualitative methods, including interviews and a collaborative workshop, were used to explore the research aim. Public involvement included establishing partnerships with six staff from four community organisations and twelve older men. The project was informed by a steering committee. The steering group offered insight into all aspects of the research except analysis, which was performed thematically.Findings:Intergenerational engagements and the appropriate environment to establish connections with their communities were highlighted as beneficial to men. However, there is a lack of appropriate local spaces to connect communities through social participation. This suggests the need for occupational therapists to diversify their roles, moving beyond the individual and into community development.Conclusions:Occupational therapists’ unique and varied skill set, including the understanding of the profound impact of the environment on occupational engagement and, thus, well-being would offer valuable contributions to community development roles, including the built environment to ensure all communities have places for connection where individuals of all ages can thrive.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140323287","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}
The Gap–Kalamazoo Communication Skills Assessment Form (GKCSAF) is widely used in medical education, yet its reliability in real occupational therapy clinical settings remains unexplored. This study aimed to assess the intra-rater and inter-rater reliability, as well as random measurement error, of the GKCSAF in occupational therapy. Five independent raters evaluated audio-recordings and transcripts of conversations involving 30 patients treated by 22 assessors (7 therapists and 15 students). Both direct and coded ratings were used. For direct ratings, intra-rater reliability was moderate for total score (intraclass correlation coefficient (ICC) = 0.76), but poor for inter-rater (ICC = 0.31). minimal detectable change (MDC%) was acceptable for the same rater (17.8%) but not for different raters (38.3%). Weighted kappa values indicated poor to fair reliability (−0.01 to 0.34) for each domain score. Coded ratings showed moderate intra-rater reliability (ICC = 0.69) and poor inter-rater reliability (ICC = 0.22). MDC% was acceptable for the same rater (24.8%) but not for different raters (65.5%). Weighted kappa values indicated poor to fair reliability (−0.02 to 0.33) for each domain score. GKCSAF displays acceptable intra-rater but poor inter-rater reliability in occupational therapy clinical scenarios. Multiple raters are advised for enhanced reliability, while coding might not significantly enhance it. It is advisable to use the GKCSAF cautiously in occupational therapy education, ensuring adequate training, and possibly incorporating multiple raters for assessment consistency.
{"title":"Reliability of the Gap–Kalamazoo communication skills assessment form in occupational therapy","authors":"Shih-Chen Fan, Shao-Tong Tsai, Yi-Ching Wang, Meng-Lin Lee, Sheau-Ling Huang, Ching-Lin Hsieh","doi":"10.1177/03080226241239574","DOIUrl":"https://doi.org/10.1177/03080226241239574","url":null,"abstract":"The Gap–Kalamazoo Communication Skills Assessment Form (GKCSAF) is widely used in medical education, yet its reliability in real occupational therapy clinical settings remains unexplored. This study aimed to assess the intra-rater and inter-rater reliability, as well as random measurement error, of the GKCSAF in occupational therapy. Five independent raters evaluated audio-recordings and transcripts of conversations involving 30 patients treated by 22 assessors (7 therapists and 15 students). Both direct and coded ratings were used. For direct ratings, intra-rater reliability was moderate for total score (intraclass correlation coefficient (ICC) = 0.76), but poor for inter-rater (ICC = 0.31). minimal detectable change (MDC%) was acceptable for the same rater (17.8%) but not for different raters (38.3%). Weighted kappa values indicated poor to fair reliability (−0.01 to 0.34) for each domain score. Coded ratings showed moderate intra-rater reliability (ICC = 0.69) and poor inter-rater reliability (ICC = 0.22). MDC% was acceptable for the same rater (24.8%) but not for different raters (65.5%). Weighted kappa values indicated poor to fair reliability (−0.02 to 0.33) for each domain score. GKCSAF displays acceptable intra-rater but poor inter-rater reliability in occupational therapy clinical scenarios. Multiple raters are advised for enhanced reliability, while coding might not significantly enhance it. It is advisable to use the GKCSAF cautiously in occupational therapy education, ensuring adequate training, and possibly incorporating multiple raters for assessment consistency.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368764","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 : 2024-03-21DOI: 10.1177/03080226241239563
Chia-Hui Hung, Mei-Hsiang Chen, Shih-Chen Fan
Introduction:Integrating assistive technology (AT) into occupational therapy (OT) education is critical to educating students to utilize AT to enhance individual independence. This study aims to describe the development of a science, technology, engineering, arts, and mathematics (STEAM)-based AT curriculum in OT and evaluate its effectiveness using the Kirkpatrick model.Methods:An 18-week STEAM-based AT curriculum was created with lectures, hands-on activities, and a simulation exam. A one-group pretest–posttest observational study was undertaken with 40 undergraduate students to gauge its effectiveness. Their professionalism was evaluated using a multidimensional checklist, whereas a satisfaction survey gathered their feedback on the curriculum experience.Results:Level 1: Participants reported high satisfaction (mean = 4.61, SD = 0.36), with a 97.5% agreement. Level 2: 95% ( n = 38) passed the AT curriculum exam. Level 3: Therapists and patients expressed satisfaction with participants’ AT skills (therapists: t(39) = 12.22, p < 0.001; patients: t(39) = 8.84, p < 0.001). Level 4: Participants showed significant improvement in professionalism ( t(39) = 16.45, p < 0.001). Lastly, using the Kirkpatrick model, the STEAM-based AT curriculum passed the evaluation.Conclusions:The STEAM-based AT curriculum in OT enhances professionalism and potentially boosts patient satisfaction with AT services provision.
{"title":"Enhancing occupational therapy education: Evaluating the impact of a STEAM-based assistive technology curriculum using Kirkpatrick’s four-level model","authors":"Chia-Hui Hung, Mei-Hsiang Chen, Shih-Chen Fan","doi":"10.1177/03080226241239563","DOIUrl":"https://doi.org/10.1177/03080226241239563","url":null,"abstract":"Introduction:Integrating assistive technology (AT) into occupational therapy (OT) education is critical to educating students to utilize AT to enhance individual independence. This study aims to describe the development of a science, technology, engineering, arts, and mathematics (STEAM)-based AT curriculum in OT and evaluate its effectiveness using the Kirkpatrick model.Methods:An 18-week STEAM-based AT curriculum was created with lectures, hands-on activities, and a simulation exam. A one-group pretest–posttest observational study was undertaken with 40 undergraduate students to gauge its effectiveness. Their professionalism was evaluated using a multidimensional checklist, whereas a satisfaction survey gathered their feedback on the curriculum experience.Results:Level 1: Participants reported high satisfaction (mean = 4.61, SD = 0.36), with a 97.5% agreement. Level 2: 95% ( n = 38) passed the AT curriculum exam. Level 3: Therapists and patients expressed satisfaction with participants’ AT skills (therapists: t(39) = 12.22, p < 0.001; patients: t(39) = 8.84, p < 0.001). Level 4: Participants showed significant improvement in professionalism ( t(39) = 16.45, p < 0.001). Lastly, using the Kirkpatrick model, the STEAM-based AT curriculum passed the evaluation.Conclusions:The STEAM-based AT curriculum in OT enhances professionalism and potentially boosts patient satisfaction with AT services provision.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140198868","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 : 2024-03-19DOI: 10.1177/03080226241233112
Joanna Apps, Stephen Webb, Eve Hutton
Introduction:Parent/carers of disabled children want timely and personalized support. Research suggests that technology may address some limitations associated with traditional methods of communication with therapists (e.g. letter, telephone). This exploratory study examined United Kingdom (UK) parents and carers views on the use of digital technology (i.e. computers/phones) in supporting their child and the potential for its greater use in the care of children with complex needs.Methods:An online survey was distributed via special schools and support forums/networks. Questions explored use of and attitudes to digital technology in the care of children with complex needs. Descriptive statistical analyses and content analyses were undertaken on the data.Results:Respondents were 43 parents/carers whose children used rehabilitation services prior to the COVID-19 pandemic. The majority used digital technology frequently to support their child and saw the potential for greater use in rehabilitation services – provided this was not at the expense of in-person therapist contact.Conclusion:Parents and carers held positive views of digital technology as a tool to support their child and enhance rehabilitation services. Recommendations include regular service consultation on parental/child attitudes to digital service delivery and longitudinal studies to assess related health outcomes.
{"title":"Parents’ and carers’ attitudes to the use of digital technology and its role in the care of children with complex needs","authors":"Joanna Apps, Stephen Webb, Eve Hutton","doi":"10.1177/03080226241233112","DOIUrl":"https://doi.org/10.1177/03080226241233112","url":null,"abstract":"Introduction:Parent/carers of disabled children want timely and personalized support. Research suggests that technology may address some limitations associated with traditional methods of communication with therapists (e.g. letter, telephone). This exploratory study examined United Kingdom (UK) parents and carers views on the use of digital technology (i.e. computers/phones) in supporting their child and the potential for its greater use in the care of children with complex needs.Methods:An online survey was distributed via special schools and support forums/networks. Questions explored use of and attitudes to digital technology in the care of children with complex needs. Descriptive statistical analyses and content analyses were undertaken on the data.Results:Respondents were 43 parents/carers whose children used rehabilitation services prior to the COVID-19 pandemic. The majority used digital technology frequently to support their child and saw the potential for greater use in rehabilitation services – provided this was not at the expense of in-person therapist contact.Conclusion:Parents and carers held positive views of digital technology as a tool to support their child and enhance rehabilitation services. Recommendations include regular service consultation on parental/child attitudes to digital service delivery and longitudinal studies to assess related health outcomes.","PeriodicalId":49096,"journal":{"name":"British Journal of Occupational Therapy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172218","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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