British Journal of Occupational Therapy最新文献

Introduction: The measurement of handgrip strength is widely accepted for assessing and evaluating hand function. Age and gender are known factors that correlate directly with the handgrip strength. This review aimed to identify whether other biological and functional factors influence adult handgrip strength and if so, which are the most important.

Method: A systematic review was performed on studies that examined handgrip strength in relation to biological and functional factors including anthropometric characteristics, occupation, hand dominance and ethnicity within a working-aged population.

Results: The search retrieved 19 studies which were critiqued using the McMasters Critical Appraisal Tool. This review concludes an individual's height, hand length, hand width/palm width, forearm circumference and hand dominance along with their occupation influence handgrip strength in addition to the established categories of age and gender. It is recommended that future research examines how these factors influence handgrip strength to allow for improved interpretation of handgrip strength in comparison to normative data sets.

Introduction: There is a growing body of evidence regarding the contribution to the management of chronic pain by occupational therapists. However, there is limited research available regarding contemporary practice in the United Kingdom (UK).

Method: An on-line questionnaire was circulated via social media, profession specific publications and specialist interest groups. Responses were requested from UK-based Health and Care Professions Council registered occupational therapists who identified working with those living with chronic pain and their friends, family and supporters.

Findings: A total of 26 occupational therapists responded. Occupational therapists are working in diverse service settings, offering a range of interventions and recognised the unique contribution by occupational therapists to this area of practice. Perceived barriers to delivering intervention included staffing levels, understanding of the occupational therapists' role and suggestions for additional interventions were stated.

Conclusion: This research increases understanding of UK-based occupational therapist's current practice in pain management and views of their role. It provides considerations for further research including how to increase awareness of occupational therapy's contribution to this area of practice, exploring the occupational needs of individuals and those of friends, family and supporters to ensure intervention is designed to best meet the needs of this population.

Aim: This study examined the viewpoints of occupational therapy educators in higher education regarding ableism and its impact on occupational therapy practice. It forms part of a wider study which also explored occupational therapy student perspectives, published separately.

Method: An online survey involved the administration of Likert-scales and open-ended survey questions, enabling a comprehensive examination of occupational therapy educators' perspectives on ableism in occupational therapy.

Findings: The sample comprised 32 teaching staff actively engaged in occupational therapy degree-level education. Most participants (72%) perceived occupational therapy as inherently ableist. Content analysis showed variations in how respondents understood the term 'ableism', and this appeared to be a compounding factor in respondents' views as to whether the profession is ableist. Most (89%) respondents agreed that the profession focuses on independence, affirming past critiques. Themes, including cultural sensitivity, challenges with engaging in disability studies, and power dynamics within occupational therapy education, emerged.

Conclusion/impact: This study provides insight into educators' opinions of occupational therapy practices and their promotion of ableism. Future qualitative research should aim to unravel additional understanding of ableism within occupational therapy, including its origins, so future systemic changes required to address the harm of ableism can begin to be addressed.

[This corrects the article DOI: 10.1177/03080226241229298.].

Objects: The Empathic Communication Coding System (ECCS) is a promising measure of such behaviors, yet its reliability remains largely unestablished. The aim of the study was to examine the intra-rater and inter-rater reliability of the ECCS.

Methods: Transcripts of occupational therapy audio recordings were used to examine the reliabilities. Two occupational therapists were trained to evaluate the data for inter-rater reliability, and one of them evaluated the data twice for intra-rater reliability. Transcripts of 20 patients treated by 18 therapists were evaluated for intra-rater reliability. Transcripts of 25 patients treated by 22 occupational therapy interns were evaluated for inter-rater reliability. Adult rehabilitated patients with basic verbal communication ability were recruited. The percentage of agreement and Cohen's κ were calculated as the indices of reliability.

Results: The results showed acceptable intra-rater reliability but poor inter-rater reliability of the ECCS.

Conclusions: The ECCS demonstrates potential as a reliable tool for assessing empathic behaviors over time when evaluated by the same raters.

Introduction: Increased cancer survivorship has prompted focus on optimising quality of life, including work reintegration. Despite frequently cited return-to-work barriers for women with breast cancer, there are no conclusive work-focused interventions for this cohort. The aim of this study was to assess feasibility and acceptability of a self-management intervention supporting return-to-work for women with breast cancer.

Methods: A mixed-methods single-arm feasibility study evaluated intervention feasibility. Participants completed an online occupational therapy-led 'Work and Cancer' intervention over 6 weeks. Feasibility was determined by recruitment, adherence, retention and acceptability. Acceptability was also assessed through semi-structured interviews. Data were analysed using descriptive statistics and thematic analysis.

Results: Ten out of twelve participants who were approached, participated in the study. Retention and adherence was 100% and 90%, respectively. Every participant completed pre- and post-measures. Qualitative data indicated online and group format as enablers to intervention completion and juggling employment as a barrier.

Conclusion: It is feasible to recruit and retain participants to the 'Work and Cancer' intervention which was widely accepted by women with breast cancer. Large-scale evaluation will determine intervention effectiveness on work and health-related outcomes.

Introduction: Professional reasoning is important in making informed and autonomous decisions and practice-based learning provides an opportunity for students to develop this. This study explores the experience of professional reasoning during practice-based learning from the student's perspective.

Method: A dialogical approach was used, and this is a qualitative approach rooted in the analysis of dialogue and subjectivity. It is based on the philosophy of Mikhail Bakhtin. Bakhtin suggests speech is composed of different genres indicating how we position ourselves in relation to others. Twelve occupational therapy students were interviewed after their final practice placement.

Findings: Professional reasoning during practice-based learning was experienced as complex, multifactorial and contextually influenced. It was a means of enacting, affirming, and negotiating a professional identity, and of being socialised into the reasoning of the profession. Person and occupation-centred values, narrative and empathy influenced students' reasoning but could conflict with educator and institutional demands. The findings also illustrate the emotionality of learning to reason.

Conclusion: Both the cognitive and affective aspects of learning to reason need consideration when supporting students. Educators and universities need to address the emotionality associated with reasoning and support students to develop person and occupation-centred practice within the pragmatic constraints of practice.