Pub Date : 2024-10-01Epub Date: 2024-05-17DOI: 10.1111/1440-1630.12957
Jasleen Grewal, Janice J Eng, Brodie M Sakakibara, Julia Schmidt
Introduction: Individuals with acquired brain injury (ABI) experience high rates of poor functional outcomes such as inability to complete activities of daily living (ADL). Occupational therapy needs to be customised to the individual's function, goals, and environment to facilitate improvement in ADLs after ABI. Virtual reality (VR) is a novel treatment approach that aims to improve skills within an individualised environment. This study aimed to review the current literature for the use of VR platforms that incorporate ADLs to improve functional outcomes after ABI.
Methods: This review followed the six-stage framework by Arksey & O'Malley (2005). Electronic databases were searched for peer-reviewed journal articles based on inclusion and exclusion criteria.
Results: One thousand and six hundred eighty articles were screened, including 413 full text articles and 13 articles were included for review. Among the 13 articles, six were RCTs and the rest were pre-post intervention studies. Studies largely used non-immersive VR platforms, which incorporated ADLs such as grocery shopping, aiming to improve functional outcomes.
Consumer and community consultation: Consumer and community were not involved in executing this study.
Conclusion: This review suggests mixed results if VR is effective at treating upper limb, cognition, and ADL function after ABI. Using their clinical reasoning, occupational therapists can determine the suitability of VR for ADL rehabilitation for specific patient populations and settings. Plain Language Summary Individuals who sustain an acquired brain injury can have difficulty performing their daily activities such as, making a meal or getting dressed, because of limited function (e.g., physical and cognitive problems). To help improve their ability to complete daily activities, occupational therapy needs to be customised to the individual's function, goals, and environment. Virtual reality is a new rehabilitation approach that allows individuals to improve their function in an individualised environment. In this study, we reviewed the current studies that have used virtual reality platforms that incorporate daily activities to improve function after acquired brain injury. We searched databases and screened the titles and abstracts of 1,680 studies. Then, 413 full-text studies were screened, and 13 studies were included. Studies mostly used non-immersive platforms to practise daily activities such as, grocery shopping, aiming to improve function after acquired brain injury. This review suggests mixed results if virtual reality can effectively treat function after acquired brain injury.
{"title":"The use of virtual reality for activities of daily living rehabilitation after brain injury: A scoping review.","authors":"Jasleen Grewal, Janice J Eng, Brodie M Sakakibara, Julia Schmidt","doi":"10.1111/1440-1630.12957","DOIUrl":"10.1111/1440-1630.12957","url":null,"abstract":"<p><strong>Introduction: </strong>Individuals with acquired brain injury (ABI) experience high rates of poor functional outcomes such as inability to complete activities of daily living (ADL). Occupational therapy needs to be customised to the individual's function, goals, and environment to facilitate improvement in ADLs after ABI. Virtual reality (VR) is a novel treatment approach that aims to improve skills within an individualised environment. This study aimed to review the current literature for the use of VR platforms that incorporate ADLs to improve functional outcomes after ABI.</p><p><strong>Methods: </strong>This review followed the six-stage framework by Arksey & O'Malley (2005). Electronic databases were searched for peer-reviewed journal articles based on inclusion and exclusion criteria.</p><p><strong>Results: </strong>One thousand and six hundred eighty articles were screened, including 413 full text articles and 13 articles were included for review. Among the 13 articles, six were RCTs and the rest were pre-post intervention studies. Studies largely used non-immersive VR platforms, which incorporated ADLs such as grocery shopping, aiming to improve functional outcomes.</p><p><strong>Consumer and community consultation: </strong>Consumer and community were not involved in executing this study.</p><p><strong>Conclusion: </strong>This review suggests mixed results if VR is effective at treating upper limb, cognition, and ADL function after ABI. Using their clinical reasoning, occupational therapists can determine the suitability of VR for ADL rehabilitation for specific patient populations and settings. Plain Language Summary Individuals who sustain an acquired brain injury can have difficulty performing their daily activities such as, making a meal or getting dressed, because of limited function (e.g., physical and cognitive problems). To help improve their ability to complete daily activities, occupational therapy needs to be customised to the individual's function, goals, and environment. Virtual reality is a new rehabilitation approach that allows individuals to improve their function in an individualised environment. In this study, we reviewed the current studies that have used virtual reality platforms that incorporate daily activities to improve function after acquired brain injury. We searched databases and screened the titles and abstracts of 1,680 studies. Then, 413 full-text studies were screened, and 13 studies were included. Studies mostly used non-immersive platforms to practise daily activities such as, grocery shopping, aiming to improve function after acquired brain injury. This review suggests mixed results if virtual reality can effectively treat function after acquired brain injury.</p>","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":" ","pages":"868-893"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140959431","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}
<div> <section> <h3> Introduction</h3> <p>Coaching is proposed as a core enabling skill of occupational therapy and increasingly suggested for a diverse range of health populations. In recent years, research on coaching has proliferated, emerging from within and outside of occupational therapy. Yet, concern has been raised about the absence of theoretical underpinning and diversity of descriptions of coaching in occupational therapy, as well as low-quality evidence supporting its effectiveness. The aim of this study is to map the use of coaching by occupational therapists from 2007 to 2022 to identify the populations, settings and outcomes it is applied to, differences between coaching interventions and evidence supporting its use.</p> </section> <section> <h3> Methods</h3> <p>This systematic scoping review applied Arksey and O'Malley's five-stage methodological framework with further methodological direction using the Levac framework. There was no consumer involvement in undertaking this review.</p> </section> <section> <h3> Results</h3> <p>Findings from 60 research publications on coaching indicate its use with populations across the lifespan in primarily community settings to improve occupational performance, participation and self-efficacy. A wide range of coaching interventions are designed or used by occupational therapists, with Occupational Performance Coaching being the most researched (16/27, 59% of named interventions). Common elements of coaching interventions included collaborative goal setting and problem-solving; however, a lack of described theory or coaching methods persists. High-quality study designs indicate its effectiveness; however, an absence of fidelity definition or monitoring limits interpretation of many studies.</p> </section> <section> <h3> Conclusion</h3> <p>The language of coaching is becoming common practice within occupational therapy, and evidence indicates effectiveness of some coaching interventions. Advances in coaching research and use by occupational therapists will be aided by an explicit statement of the theoretical basis for coaching interventions, with congruent coaching methods, mechanisms and outcomes stated.</p> </section> <section> <h3> PLAIN LANGUAGE SUMMARY</h3> <p>This scoping review maps the use of coaching by occupational therapists in current published research. Key aspects of coaching examined include how coaching is defined, who it is used with and how effective it is. The kinds of outcomes th
{"title":"A scoping review of coaching in occupational therapy: Mapping methods, populations and outcomes","authors":"Fiona Graham, Dorothy Kessler, Melissa Nott, Charmaine Bernie, Parimala Kanagasabai, Christine A. Barthow","doi":"10.1111/1440-1630.12991","DOIUrl":"10.1111/1440-1630.12991","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Coaching is proposed as a core enabling skill of occupational therapy and increasingly suggested for a diverse range of health populations. In recent years, research on coaching has proliferated, emerging from within and outside of occupational therapy. Yet, concern has been raised about the absence of theoretical underpinning and diversity of descriptions of coaching in occupational therapy, as well as low-quality evidence supporting its effectiveness. The aim of this study is to map the use of coaching by occupational therapists from 2007 to 2022 to identify the populations, settings and outcomes it is applied to, differences between coaching interventions and evidence supporting its use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This systematic scoping review applied Arksey and O'Malley's five-stage methodological framework with further methodological direction using the Levac framework. There was no consumer involvement in undertaking this review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings from 60 research publications on coaching indicate its use with populations across the lifespan in primarily community settings to improve occupational performance, participation and self-efficacy. A wide range of coaching interventions are designed or used by occupational therapists, with Occupational Performance Coaching being the most researched (16/27, 59% of named interventions). Common elements of coaching interventions included collaborative goal setting and problem-solving; however, a lack of described theory or coaching methods persists. High-quality study designs indicate its effectiveness; however, an absence of fidelity definition or monitoring limits interpretation of many studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The language of coaching is becoming common practice within occupational therapy, and evidence indicates effectiveness of some coaching interventions. Advances in coaching research and use by occupational therapists will be aided by an explicit statement of the theoretical basis for coaching interventions, with congruent coaching methods, mechanisms and outcomes stated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> PLAIN LANGUAGE SUMMARY</h3>\u0000 \u0000 <p>This scoping review maps the use of coaching by occupational therapists in current published research. Key aspects of coaching examined include how coaching is defined, who it is used with and how effective it is. The kinds of outcomes th","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 6","pages":"1106-1130"},"PeriodicalIF":1.6,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12991","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142309189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacki Liddle, Bobby Redman, Dennis Frost, Peter Worthy, Phil Jamieson, Sarah J. Wallace
<p>In health, the value of research evidence in informing practice, service decisions and funding is well established and an embedded part of everyday practice (e.g., Bennett & Bennett, <span>2000</span>). However, there are concerns about the state of health research for these purposes. The timeframes for embedding robust research findings into practice are slow (often cited at 17 years) and even with focused efforts in implementation science, practice is often lagging behind research (Juckett et al., <span>2019</span>). In addition, there can be gaps or quality concerns within published research about particular practice areas, populations and settings. More broadly, some areas of research are also noting a <i>replicability crisis</i> where earlier findings are unable to be replicated in subsequent studies, bringing the validity of original findings into question. The challenge of <i>research waste</i>, where expensive research may be unpublished, unread or unable to be used in practice is also challenging researchers to focus on and disseminate useful, prioritised, needed and high-quality research (Chalmers et al., <span>2014</span>). These research challenges should raise concerns for occupational therapists, health services and consumers of health services, and has led to proposed changes in the way research needs to be conducted and applied (Korbmacher et al., <span>2023</span>).</p><p>We believe an important tool to begin to address many of these concerns is inclusive research. We are a team of researchers who contribute to allied health research and have either or both living experience of disability/health conditions and health or technology qualifications. By inclusive research we mean research which is conducted in partnership with interest holders in the research, particularly living experience experts/consumers, families, communities, clinicians, managers and policy makers. In addition, we contend research should use inclusive ways of defining and engaging with participants to collect data. Finally, dissemination and implementation of findings should be planned for and enacted within the partnered research, ensuring the research is usable and used.</p><p>Partnering with interest holders, particularly those with living experience, has many benefits for the planning and conduct of research. These partnerships can allow for meaningful prioritisation of research areas, inclusive design and planning of projects and consideration of implementation requirements. It can allow for troubleshooting research challenges (e.g., recruitment, communication about the study, online approaches to engagement, outcome measurement and design of implementation strategies) (Liddle et al., <span>2022</span>). It can also support research dissemination, ensuring that those people who will use, or should know about the research, can engage with the information in an accessible format (e.g., easy-read, audio and visual formats). Importantly, these partnersh
{"title":"Inclusive research: Making more impact through accessibility and collaboration","authors":"Jacki Liddle, Bobby Redman, Dennis Frost, Peter Worthy, Phil Jamieson, Sarah J. Wallace","doi":"10.1111/1440-1630.12990","DOIUrl":"10.1111/1440-1630.12990","url":null,"abstract":"<p>In health, the value of research evidence in informing practice, service decisions and funding is well established and an embedded part of everyday practice (e.g., Bennett & Bennett, <span>2000</span>). However, there are concerns about the state of health research for these purposes. The timeframes for embedding robust research findings into practice are slow (often cited at 17 years) and even with focused efforts in implementation science, practice is often lagging behind research (Juckett et al., <span>2019</span>). In addition, there can be gaps or quality concerns within published research about particular practice areas, populations and settings. More broadly, some areas of research are also noting a <i>replicability crisis</i> where earlier findings are unable to be replicated in subsequent studies, bringing the validity of original findings into question. The challenge of <i>research waste</i>, where expensive research may be unpublished, unread or unable to be used in practice is also challenging researchers to focus on and disseminate useful, prioritised, needed and high-quality research (Chalmers et al., <span>2014</span>). These research challenges should raise concerns for occupational therapists, health services and consumers of health services, and has led to proposed changes in the way research needs to be conducted and applied (Korbmacher et al., <span>2023</span>).</p><p>We believe an important tool to begin to address many of these concerns is inclusive research. We are a team of researchers who contribute to allied health research and have either or both living experience of disability/health conditions and health or technology qualifications. By inclusive research we mean research which is conducted in partnership with interest holders in the research, particularly living experience experts/consumers, families, communities, clinicians, managers and policy makers. In addition, we contend research should use inclusive ways of defining and engaging with participants to collect data. Finally, dissemination and implementation of findings should be planned for and enacted within the partnered research, ensuring the research is usable and used.</p><p>Partnering with interest holders, particularly those with living experience, has many benefits for the planning and conduct of research. These partnerships can allow for meaningful prioritisation of research areas, inclusive design and planning of projects and consideration of implementation requirements. It can allow for troubleshooting research challenges (e.g., recruitment, communication about the study, online approaches to engagement, outcome measurement and design of implementation strategies) (Liddle et al., <span>2022</span>). It can also support research dissemination, ensuring that those people who will use, or should know about the research, can engage with the information in an accessible format (e.g., easy-read, audio and visual formats). Importantly, these partnersh","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 5","pages":"641-643"},"PeriodicalIF":1.6,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12990","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anna Francis, Amily Le, Karen Adams-Leask, Nicholas Procter
Introduction
Mental health personal safety tools aim to promote a recovery focus and empower an individualised approach to consumer care. These clinical tools are predominantly utilised in acute mental health settings with a person during or straight after a crisis. There is currently a gap in the literature regarding the preparation of personal safety tools in non-acute mental health settings. This descriptive article discusses the learnings and outcomes from a co-designed project that aimed to develop a personal safety tool suitable for a community mental health rehabilitation setting.
Methods
Seven people with lived experience engaging within a mental health community-based rehabilitation service were recruited through convenience sampling to participate in the co-design project. A focus group approach was utilised during four group meetings to develop a personal safety tool template. Experiences and ideas about safety planning were transcribed during meetings and thematic analysis extracted key themes. Five steps underpinned the co-design process that included identifying the need, establishing the co-design group, planning, design and development, and review and closure.
Consumer and community involvement
Consumer involvement commenced at step two of the co-design process. The completed personal safety tool was designed with consumer input and review.
Findings
The personal safety tool consisted of nine intervention components. Four key themes emerged from focus group meetings that informed the content of the tool: (i) ensuring the personal safety tool is individualised and meaningful, (ii) promoting exploration of personal strengths and interests, (iii) enabling opportunities to learn self-management skills, and (iv) treating the personal safety tool as a dynamic and adaptable tool.
Conclusion
Findings suggest that a personal safety tool targeted to a mental health community-based rehabilitation setting should have an individualised and preventative focus to mental health care. Embedding co-design principles can support opportunities for meaningful consumer engagement and establishing consumer and clinician partnerships.
{"title":"Utilising co-design to develop a lived experience informed personal safety tool within a mental health community rehabilitation setting","authors":"Anna Francis, Amily Le, Karen Adams-Leask, Nicholas Procter","doi":"10.1111/1440-1630.12988","DOIUrl":"10.1111/1440-1630.12988","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Mental health personal safety tools aim to promote a recovery focus and empower an individualised approach to consumer care. These clinical tools are predominantly utilised in acute mental health settings with a person during or straight after a crisis. There is currently a gap in the literature regarding the preparation of personal safety tools in non-acute mental health settings. This descriptive article discusses the learnings and outcomes from a co-designed project that aimed to develop a personal safety tool suitable for a community mental health rehabilitation setting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Seven people with lived experience engaging within a mental health community-based rehabilitation service were recruited through convenience sampling to participate in the co-design project. A focus group approach was utilised during four group meetings to develop a personal safety tool template. Experiences and ideas about safety planning were transcribed during meetings and thematic analysis extracted key themes. Five steps underpinned the co-design process that included identifying the need, establishing the co-design group, planning, design and development, and review and closure.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Consumer and community involvement</h3>\u0000 \u0000 <p>Consumer involvement commenced at step two of the co-design process. The completed personal safety tool was designed with consumer input and review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The personal safety tool consisted of nine intervention components. Four key themes emerged from focus group meetings that informed the content of the tool: (i) ensuring the personal safety tool is individualised and meaningful, (ii) promoting exploration of personal strengths and interests, (iii) enabling opportunities to learn self-management skills, and (iv) treating the personal safety tool as a dynamic and adaptable tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Findings suggest that a personal safety tool targeted to a mental health community-based rehabilitation setting should have an individualised and preventative focus to mental health care. Embedding co-design principles can support opportunities for meaningful consumer engagement and establishing consumer and clinician partnerships.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 6","pages":"1076-1088"},"PeriodicalIF":1.6,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12988","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141918194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Odgers, S., Thomas, Y., and Tokolahi, E. (2024). Mothering occupations: A review identifying mothering occupations, Australian Occupational Therapy Journal. 71(2), 352–363. https://doi.org/10.1111/1440-1630.12921
In Section 1.3, the author had cited ‘Le Slootjes, 2021’, which is incorrect. The correct citation is ‘Slootjes, 2022’.
The following reference in the reference list is also in error:
Le Slootjes, H. (2021). The role of occupational therapists in perinatal health [Doctoral dissertation]. https://opal.latrobe.edu.au/articles/thesis/The_Role_of_Occupational_Therapists_in_Perinatal_Health/19836172
The correct reference is as follows:
Slootjes, H. (2022). The Role of Occupational Therapists in Perinatal Health [Doctoral thesis, La Trobe University]. Open Access at La Trobe (OPAL). https://doi.org/10.26181/19836172.v1.
We apologise for this error.
Odgers, S., Thomas, Y., and Tokolahi, E. (2024)。 母亲职业：A review identifying mothering occupations, Australian Occupational Therapy Journal. 71(2), 352-363。https://doi.org/10.1111/1440-1630.12921In 第 1.3 节，作者引用了 "Le Slootjes, 2021"，这是不正确的。参考文献列表中的以下参考文献也有误：Le Slootjes, H. (2021).The role of occupational therapists in perinatal health [Doctoral dissertation]. https://opal.latrobe.edu.au/articles/thesis/The_Role_of_Occupational_Therapists_in_Perinatal_Health/19836172The 正确的参考文献如下：Slootjes, H. (2022).The Role of Occupational Therapists in Perinatal Health [Doctoral thesis, La Trobe University].https://doi.org/10.26181/19836172.v1.We 对此错误深表歉意。
{"title":"Correction to “Mothering occupations: A review identifying mothering occupations”","authors":"","doi":"10.1111/1440-1630.12989","DOIUrl":"10.1111/1440-1630.12989","url":null,"abstract":"<p>\u0000 <span>Odgers, S.</span>, <span>Thomas, Y.</span>, and <span>Tokolahi, E.</span> (<span>2024</span>). <span>Mothering occupations: A review identifying mothering occupations</span>, <i>Australian Occupational Therapy Journal</i>. <span>71</span>(<span>2</span>), <span>352</span>–<span>363</span>. https://doi.org/10.1111/1440-1630.12921</p><p>In Section 1.3, the author had cited ‘Le Slootjes, 2021’, which is incorrect. The correct citation is ‘Slootjes, 2022’.</p><p>The following reference in the reference list is also in error:</p><p>Le Slootjes, H. (2021). The role of occupational therapists in perinatal health [Doctoral dissertation]. https://opal.latrobe.edu.au/articles/thesis/The_Role_of_Occupational_Therapists_in_Perinatal_Health/19836172</p><p>The correct reference is as follows:</p><p>Slootjes, H. (2022). <i>The Role of Occupational Therapists in Perinatal Health</i> [Doctoral thesis, La Trobe University]. Open Access at La Trobe (OPAL). https://doi.org/10.26181/19836172.v1.</p><p>We apologise for this error.</p>","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 5","pages":"895"},"PeriodicalIF":1.6,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12989","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141894975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shahar Zaguri-Vittenberg, Naomi Weintraub, Miri Tal-Saban
<div> <section> <h3> Introduction</h3> <p>Participation in occupations is considered essential for individuals' health and wellbeing. Participation is a multidimensional construct that encompasses objective and subjective dimensions that transform over the course of life. Nonetheless, there is a lack of comprehensive measures that examine young adults' participation in age-appropriate activities. Therefore, we developed the Young Adults' Daily Participation Scale (YADAPS) and aimed to explore its psychometric properties.</p> </section> <section> <h3> Methods</h3> <p>In Study 1, the content validity of the YADAPS was established based on nine experts. Its internal consistency, criterion, convergent, and construct validity were explored among 115 typical young adults (21–35 years). Using a different sample, Study 2 examined YADAPS discriminant validity among 33 young adults with developmental coordination disorder (DCD) and 52 typical peers.</p> </section> <section> <h3> Consumer and community involvement</h3> <p>No consumer and community involvement was included in these studies.</p> </section> <section> <h3> Results</h3> <p>The relevance of YADAPS items was sufficient. Internal consistency was acceptable to excellent in most scales (.74 ≤ <i>α</i> ≤ .89). Criterion validity was supported by correlations between the subjective participation scales and a wellbeing measure. Convergent validity was found for all scales. No gender effect was observed (<i>p</i> ≥ .05). However, significant differences (<i>p</i> ≤ .05) were found between individuals with and without DCD.</p> </section> <section> <h3> Conclusions</h3> <p>The YADAPS appears to be a promising measure of objective and subjective dimensions of participation in young adults. The results support the importance of examining various participation dimensions, including occupational experience. Thus, it may be used for clinical purposes among young adults as well as for occupational science research, to broaden our understanding on the interplay between participation dimensions in various life situations in young adulthood. However, further research is needed on psychometric properties, the most suited scoring method, and to consolidate their robustness among diverse populations of young adults.</p> </section> <section> <h3> PLAIN LANGUAGE SUMMARY</h3> <p>Participation, or how one engages in daily l
{"title":"Young Adults' Daily Participation Scale: A measure of objective and subjective participation","authors":"Shahar Zaguri-Vittenberg, Naomi Weintraub, Miri Tal-Saban","doi":"10.1111/1440-1630.12987","DOIUrl":"10.1111/1440-1630.12987","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Participation in occupations is considered essential for individuals' health and wellbeing. Participation is a multidimensional construct that encompasses objective and subjective dimensions that transform over the course of life. Nonetheless, there is a lack of comprehensive measures that examine young adults' participation in age-appropriate activities. Therefore, we developed the Young Adults' Daily Participation Scale (YADAPS) and aimed to explore its psychometric properties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In Study 1, the content validity of the YADAPS was established based on nine experts. Its internal consistency, criterion, convergent, and construct validity were explored among 115 typical young adults (21–35 years). Using a different sample, Study 2 examined YADAPS discriminant validity among 33 young adults with developmental coordination disorder (DCD) and 52 typical peers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Consumer and community involvement</h3>\u0000 \u0000 <p>No consumer and community involvement was included in these studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The relevance of YADAPS items was sufficient. Internal consistency was acceptable to excellent in most scales (.74 ≤ <i>α</i> ≤ .89). Criterion validity was supported by correlations between the subjective participation scales and a wellbeing measure. Convergent validity was found for all scales. No gender effect was observed (<i>p</i> ≥ .05). However, significant differences (<i>p</i> ≤ .05) were found between individuals with and without DCD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The YADAPS appears to be a promising measure of objective and subjective dimensions of participation in young adults. The results support the importance of examining various participation dimensions, including occupational experience. Thus, it may be used for clinical purposes among young adults as well as for occupational science research, to broaden our understanding on the interplay between participation dimensions in various life situations in young adulthood. However, further research is needed on psychometric properties, the most suited scoring method, and to consolidate their robustness among diverse populations of young adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> PLAIN LANGUAGE SUMMARY</h3>\u0000 \u0000 <p>Participation, or how one engages in daily l","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 6","pages":"1059-1075"},"PeriodicalIF":1.6,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12987","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141894976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kelsey Philpott-Robinson, Kirsti Haracz, Dianne Blackwell, Carly Mallise, Carl Leonard, Alison Lane, Kylie Wales
<div> <section> <h3> Introduction</h3> <p>Occupational therapists support children with self-regulation needs to engage in meaningful occupations at home, school, and in the community. However, little is known about how Australian practitioners perceive their role working with children with self-regulation needs in the Australian healthcare context. Therefore, we explored the contemporary practice experiences of Australian occupational therapists working with children 4–12 years referred for self-regulation support, to better understand elements constituting efficacious service delivery to enhance occupational engagement.</p> </section> <section> <h3> Methods</h3> <p>A qualitative descriptive design, underpinned by constructivism and relativism, was implemented to address the research aim. Occupational therapists were recruited online to participate in audio-recorded focus groups and interviews. The audio recordings were anonymised, transcribed verbatim, and analysed through reflexive thematic analysis.</p> </section> <section> <h3> Consumer and Community Involvement</h3> <p>No consumers were involved in the study design or analysis.</p> </section> <section> <h3> Findings</h3> <p>Four themes were generated, encapsulating the experience of 13 occupational therapists working with children with self-regulation needs: (1) navigating the complexities of self-regulation, (2) intervening to support the child and surrounding systems, (3) bringing the occupational therapy perspective to the self-regulation puzzle, and (4) working within an evolving practice context. Themes 1–3 describe specific processes that all occurred within the context of Theme 4. Overall, participants detailed successful practice to support children with self-regulation needs to participate in meaningful occupations that required person-centredness, collaboration, coaching, and adaptability of therapists responding to different stakeholder demands.</p> </section> <section> <h3> Conclusion</h3> <p>Self-regulation is a complex area of practice, and occupational therapists have a key role in supporting occupational engagement by balancing the child's needs with those of family, other stakeholders, and funding bodies. Findings support occupational therapists and decision-makers advocating for the unique role of occupational therapy in supporting self-regulation in childhood as part of a collaborative, multi-disciplinary approach. Specific consideration must also be given to ways that current funding schemes in Australia enable occupational therapy services for children with self-regulation n
{"title":"The experiences of occupational therapists supporting children with self-regulation needs: A qualitative descriptive study","authors":"Kelsey Philpott-Robinson, Kirsti Haracz, Dianne Blackwell, Carly Mallise, Carl Leonard, Alison Lane, Kylie Wales","doi":"10.1111/1440-1630.12985","DOIUrl":"10.1111/1440-1630.12985","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Occupational therapists support children with self-regulation needs to engage in meaningful occupations at home, school, and in the community. However, little is known about how Australian practitioners perceive their role working with children with self-regulation needs in the Australian healthcare context. Therefore, we explored the contemporary practice experiences of Australian occupational therapists working with children 4–12 years referred for self-regulation support, to better understand elements constituting efficacious service delivery to enhance occupational engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative descriptive design, underpinned by constructivism and relativism, was implemented to address the research aim. Occupational therapists were recruited online to participate in audio-recorded focus groups and interviews. The audio recordings were anonymised, transcribed verbatim, and analysed through reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Consumer and Community Involvement</h3>\u0000 \u0000 <p>No consumers were involved in the study design or analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Four themes were generated, encapsulating the experience of 13 occupational therapists working with children with self-regulation needs: (1) navigating the complexities of self-regulation, (2) intervening to support the child and surrounding systems, (3) bringing the occupational therapy perspective to the self-regulation puzzle, and (4) working within an evolving practice context. Themes 1–3 describe specific processes that all occurred within the context of Theme 4. Overall, participants detailed successful practice to support children with self-regulation needs to participate in meaningful occupations that required person-centredness, collaboration, coaching, and adaptability of therapists responding to different stakeholder demands.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Self-regulation is a complex area of practice, and occupational therapists have a key role in supporting occupational engagement by balancing the child's needs with those of family, other stakeholders, and funding bodies. Findings support occupational therapists and decision-makers advocating for the unique role of occupational therapy in supporting self-regulation in childhood as part of a collaborative, multi-disciplinary approach. Specific consideration must also be given to ways that current funding schemes in Australia enable occupational therapy services for children with self-regulation n","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 6","pages":"1041-1058"},"PeriodicalIF":1.6,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794128","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}
Elinda Ai Lim Lee, Benjamin Milbourn, Bahareh Afsharnejad, Ellena Chitty, Annie-May Jannings, Roisin Kealy, Tamara McWhirter, Sonya Girdler
<div> <section> <h3> Introduction</h3> <p>While the adoption of strengths-based approaches to supporting autistic adolescents is growing in popularity, the application of this approach to a digital arts mentoring program has yet to be explored. This study reports on the core elements contributing to the success of a community digital arts mentoring program for autistic adolescents from the mentors' perspective. This paper presents an in-depth exploration of mentors' experiences, comprising a component of a broader line of research investigating a digital arts mentoring program for autistic adolescents emphasising positive youth development.</p> </section> <section> <h3> Methods</h3> <p>The digital arts mentoring program spanned 20 weeks across two Australian school terms and was attended by two groups of autistic adolescents (<i>N</i> = 18) aged between 11 and 17 years. A qualitative approach was utilised in exploring the perspective of their mentors (<i>N</i> = 6). Qualitative data were collected at the end of each school term for each group with the mentors using an interpretive phenomenological approach and Colaizzi's seven-step analysis method. Thirteen individual interviews were conducted with six mentors.</p> </section> <section> <h3> Consumer and Community Involvement</h3> <p>This research was conducted with a disability arts provider to provide a digital arts mentoring program to autistic adolescents. The mentors employed have lived experience with disorders such as attention deficit hyperactivity disorder (ADHD) and anxiety.</p> </section> <section> <h3> Results</h3> <p>Five primary themes emerged from the data: positive connections, mentor knowledge and experience, mentoring approaches, autism education, program organisation, resources and environment. Subthemes underpinned the primary themes related to positive connections (three subthemes), mentoring approaches (four subthemes) and program organisation, resources and environment (three subthemes).</p> </section> <section> <h3> Conclusion</h3> <p>The findings suggest that prior experience, sufficient training, a supportive environment and a flexible and adaptable approach were essential for success. Understanding the core elements of a strengths-based digital arts program in occupational therapy provides a comprehensive framework for utilising clients' inherent strengths and creativity as therapeutic tool, creating an empowering environment, fostering meaningful outcomes for clients.</p>
{"title":"‘We are all bringing, like a unique sort of perspective’: The core elements of a strengths-based digital arts mentoring program for autistic adolescents from the perspective of their mentors","authors":"Elinda Ai Lim Lee, Benjamin Milbourn, Bahareh Afsharnejad, Ellena Chitty, Annie-May Jannings, Roisin Kealy, Tamara McWhirter, Sonya Girdler","doi":"10.1111/1440-1630.12980","DOIUrl":"10.1111/1440-1630.12980","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>While the adoption of strengths-based approaches to supporting autistic adolescents is growing in popularity, the application of this approach to a digital arts mentoring program has yet to be explored. This study reports on the core elements contributing to the success of a community digital arts mentoring program for autistic adolescents from the mentors' perspective. This paper presents an in-depth exploration of mentors' experiences, comprising a component of a broader line of research investigating a digital arts mentoring program for autistic adolescents emphasising positive youth development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The digital arts mentoring program spanned 20 weeks across two Australian school terms and was attended by two groups of autistic adolescents (<i>N</i> = 18) aged between 11 and 17 years. A qualitative approach was utilised in exploring the perspective of their mentors (<i>N</i> = 6). Qualitative data were collected at the end of each school term for each group with the mentors using an interpretive phenomenological approach and Colaizzi's seven-step analysis method. Thirteen individual interviews were conducted with six mentors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Consumer and Community Involvement</h3>\u0000 \u0000 <p>This research was conducted with a disability arts provider to provide a digital arts mentoring program to autistic adolescents. The mentors employed have lived experience with disorders such as attention deficit hyperactivity disorder (ADHD) and anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five primary themes emerged from the data: positive connections, mentor knowledge and experience, mentoring approaches, autism education, program organisation, resources and environment. Subthemes underpinned the primary themes related to positive connections (three subthemes), mentoring approaches (four subthemes) and program organisation, resources and environment (three subthemes).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings suggest that prior experience, sufficient training, a supportive environment and a flexible and adaptable approach were essential for success. Understanding the core elements of a strengths-based digital arts program in occupational therapy provides a comprehensive framework for utilising clients' inherent strengths and creativity as therapeutic tool, creating an empowering environment, fostering meaningful outcomes for clients.</p>","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 6","pages":"998-1014"},"PeriodicalIF":1.6,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thomas Bevitt, Robert B. Pereira, Rachel Bacon, Stephen Isbel
<div> <section> <h3> Introduction</h3> <p>Consumer contribution to occupational therapy student learning is mandated for Australian educational programs. However, there is limited research about how consumers contribute to student learning during practice placements. A scoping review was completed to explore the concepts of existing feedback systems for consumers to authentically contribute to student learning during practice placements.</p> </section> <section> <h3> Methods</h3> <p>Five databases were searched for all articles up to and including July 2023. All publications were included if they described and investigated authentic contribution to student learning during a practice placement experience. Data from the results and discussion sections of the papers were transformed into qualitative data and thematically analysed to develop a conceptual understanding of consumer feedback systems.</p> </section> <section> <h3> Results</h3> <p>Forty-six papers met the eligibility criteria. Most articles originated from Medicine (30%) and Nursing (45%) education. Feedback systems were primarily designed to critique student communication and professional behaviours using a variety of standardised and non-standardised methods. Five interconnected themes were created that addressed the concepts of consumer feedback systems. The themes were (1) creating value specific for each stakeholder is essential, (2) preparation is required and nuanced; (3) consumers do engage and provide critical feedback when the system is supportive of all stakeholders; (4) gathering approaches need to be responsive to the diversity of practice and learning; (5) processing feedback with a trusted mentor is critical for learning.</p> </section> <section> <h3> Conclusions</h3> <p>Consumers, academics, practice educators, and students recognised that consumers have an important role in contributing to student learning during practice placements. Future consumer feedback systems need to be co-produced to create an optimal mode for consumers to authentically contribute to student learning constructively and safely.</p> </section> <section> <h3> Consumer and community involvement</h3> <p>A consumer consultant was a member of the advisory panel for the larger research project that this review is part of and provided advice to the research team at all stages of the project.</p> </section> <section> <h3> PLAIN LANGUAGE SU
{"title":"Exploring the concepts of consumer feedback systems for occupational therapy student learning during practice placements: A scoping review","authors":"Thomas Bevitt, Robert B. Pereira, Rachel Bacon, Stephen Isbel","doi":"10.1111/1440-1630.12984","DOIUrl":"10.1111/1440-1630.12984","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Consumer contribution to occupational therapy student learning is mandated for Australian educational programs. However, there is limited research about how consumers contribute to student learning during practice placements. A scoping review was completed to explore the concepts of existing feedback systems for consumers to authentically contribute to student learning during practice placements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Five databases were searched for all articles up to and including July 2023. All publications were included if they described and investigated authentic contribution to student learning during a practice placement experience. Data from the results and discussion sections of the papers were transformed into qualitative data and thematically analysed to develop a conceptual understanding of consumer feedback systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Forty-six papers met the eligibility criteria. Most articles originated from Medicine (30%) and Nursing (45%) education. Feedback systems were primarily designed to critique student communication and professional behaviours using a variety of standardised and non-standardised methods. Five interconnected themes were created that addressed the concepts of consumer feedback systems. The themes were (1) creating value specific for each stakeholder is essential, (2) preparation is required and nuanced; (3) consumers do engage and provide critical feedback when the system is supportive of all stakeholders; (4) gathering approaches need to be responsive to the diversity of practice and learning; (5) processing feedback with a trusted mentor is critical for learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Consumers, academics, practice educators, and students recognised that consumers have an important role in contributing to student learning during practice placements. Future consumer feedback systems need to be co-produced to create an optimal mode for consumers to authentically contribute to student learning constructively and safely.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Consumer and community involvement</h3>\u0000 \u0000 <p>A consumer consultant was a member of the advisory panel for the larger research project that this review is part of and provided advice to the research team at all stages of the project.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> PLAIN LANGUAGE SU","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 6","pages":"1089-1105"},"PeriodicalIF":1.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141749829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
McIntyre, K., McKinstry, C., Bailie, L., Daniell, R. & Clews, A. (2024). Enhancing occupational therapy service provision with military veterans through policy reform: Findings from a national survey. Australian Occupational Therapy Journal, 71(3), 369–378. https://doi.org/10.1111/1440-1630.12929
The name of author ‘Laura Baillie’ has been misspelt. This should be corrected to ‘Laura Bailie’.
The online article has been corrected.
We apologise for this error.
McIntyre, K., McKinstry, C., Bailie, L., Daniell, R. & Clews, A. (2024)。 通过政策改革加强退伍军人职业治疗服务：一项全国性调查的结果。澳大利亚职业治疗期刊》，71（3），369-378。https://doi.org/10.1111/1440-1630.12929The 作者姓名 "Laura Baillie "拼写错误。在线文章已更正，我们对此错误深表歉意。
{"title":"Correction to “Enhancing occupational therapy service provision with military veterans through policy reform: Findings from a national survey”","authors":"","doi":"10.1111/1440-1630.12983","DOIUrl":"10.1111/1440-1630.12983","url":null,"abstract":"<p>\u0000 <span>McIntyre, K.</span>, <span>McKinstry, C.</span>, <span>Bailie, L.</span>, <span>Daniell, R.</span> & <span>Clews, A.</span> (<span>2024</span>). <span>Enhancing occupational therapy service provision with military veterans through policy reform: Findings from a national survey</span>. <i>Australian Occupational Therapy Journal</i>, <span>71</span>(<span>3</span>), <span>369</span>–<span>378</span>. https://doi.org/10.1111/1440-1630.12929</p><p>The name of author ‘Laura Baillie’ has been misspelt. This should be corrected to ‘Laura Bailie’.</p><p>The online article has been corrected.</p><p>We apologise for this error.</p>","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"71 5","pages":"894"},"PeriodicalIF":1.6,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12983","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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