ORCID Profile
0000-0003-3047-2220
Current Organisation
University of South Australia
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Informa UK Limited
Date: 23-03-2019
Publisher: Informa UK Limited
Date: 05-2005
Publisher: Wiley
Date: 14-03-2012
DOI: 10.1111/J.1440-1630.2012.01000.X
Abstract: Shower assessments are complex and challenging tasks undertaken by many occupational therapists with little known about how they are conducted and how new graduates learn to carry these out. There are no published guidelines and limited opportunity for students to practise shower assessments during their training bringing into question how new graduates learn to do this assessment and judge their effectiveness. To investigate the experience of new graduate occupational therapists undertaking their first shower assessments in South Australia. Six graduate occupational therapists participated in a phenomenological study. Data were gathered through semi-structured interviews and analysed according to Giorgi's descriptive phenomenological method. New graduates found the shower assessment process cognitively and emotionally demanding. Without prior experience, new graduates lacked confidence to perform the practical aspects of conducting a shower assessment. The sense of responsibility for getting it right and ensuring client safety was at times overwhelming. Social norms around nudity, age and gender impacted on the graduate's interaction with clients in the shower environment. However, graduates with previous care attendant work were better able to manage the social and practical challenges inherent in shower assessments. The findings of this study suggest that additional experiential, 'hands on', learning is needed in university curriculum for new graduates to develop practical clinical skills, particularly as practice placements have become more erse. Similarly there is a need for organisations to provide orientation activities and mentoring for new graduates as they transition from student to therapist.
Publisher: BMJ
Date: 12-2018
DOI: 10.1136/BMJOPEN-2018-022534
Abstract: Unlike other forms of evaluation, social return on investment (SROI) methodology offers a way of placing values on personal, social and community outcomes, not just economic outcomes. Developed in 2000, there have been calls for greater academic involvement in development of SROI, which to date has been more typically implemented in-house or by consultants. This protocol describes a systematic review of SROI analysis conducted on health and social care programmes which represent a significant sector of social enterprise internationally. The aims of the systematic review are to (1) identify the extent to which academics have adopted SROI methodology, (2) how academics have interpreted, used and developed SROI methodology and (3) to assess the quality of studies published under peer review. The systematic review will include peer-reviewed studies since 2000 published in English. Search terms will be ‘social return on investment’ or ‘SROI’. Health and social care interventions will be identified in the initial screening given the proliferation of possible key words in these areas. Databases to be searched include Web of Science, Scopus, Medline, Social Care Online and National Institute for Health and Care Excellence. Two reviewers will independently conduct initial screening based on titles and abstracts against the inclusion criteria. Data extracted will include date of intervention, country, study design, aim of intervention rogramme, participants and setting, health and social care measures used, and SROI ratio. The quality of studies will be assessed by two reviewers using a SROI quality framework designed for the purpose of this study. The systematic review will review existing published academic literature as such, ethics approval is not required for this study. A paper of the systematic review will be submitted to a peer-reviewed journal. CRD42018080195.
Publisher: Elsevier BV
Date: 12-2019
Publisher: Informa UK Limited
Date: 28-08-2020
Publisher: Wiley
Date: 08-11-2018
Abstract: Curriculum mapping involves systematic charting of programme content against professional competencies. This process can reveal strengths, gaps and redundancies within educational programmes. Curriculum mapping occurred using intended learning (ILOs) as documented in in idual courses and linking them to units and elements within the occupational therapy minimum competency standards (ACSOT) and Miller's Framework of competency. Five occupational therapy academics and two impartial research assistants identified links between ILOs and units and elements of the ACSOT. Analysis of each course in the curriculum was completed by two reviewers. A systematic protocol was developed that enabled a transparent process and resolution of discrepancies between reviewers. There were many links (47% of total) between the documented curriculum and ACSOT Unit 1 Professional attitudes and behaviours. The other six units of the ACSOT had between 5% (Unit 7) and 16% links (Unit 3). No links were made between ILOs and the elements of evaluation (4.4), cessation (3.7) and quality assurance of services (7.3). Difficulties mapping ILOs to units and elements revealed inconsistencies in specificity and language in the ILOs and also ambiguities and gaps within the standards themselves. Mapping against Miller's framework showed a steady increase in performance expectations of students across the four years levels. Curriculum mapping is recommended for critical reflection about content of occupational therapy programmes and to review pedagogical approaches. This process revealed strengths and weaknesses of the occupational therapy curriculum being mapped but also revealed insight into the current ACSOT that may inform future iterations.
Publisher: Springer Science and Business Media LLC
Date: 06-06-2015
Publisher: WMU Department of Occupational Therapy
Date: 10-2015
Publisher: WMU Department of Occupational Therapy
Date: 10-2015
Publisher: BMJ
Date: 08-2019
DOI: 10.1136/BMJOPEN-2019-029789
Abstract: To identify how social return on investment (SROI) analysis—traditionally used by business consultants—has been interpreted, used and innovated by academics in the health and social care sector and to assess the quality of peer-reviewed SROI studies in this sector. Systematic review. Community and residential settings. A wide range of demographic groups and age groups. The following databases were searched: Web of Science, Scopus, CINAHL, Econlit, Medline, PsychINFO, Embase, Emerald, Social Care Online and the National Institute for Health and Care Excellence. Limited uptake of SROI methodology by academics was found in the health and social care sector. From 868 papers screened, 8 studies met the criteria for inclusion in this systematic review. Study quality was found to be highly variable, ranging from 38% to 90% based on scores from a purpose-designed quality assessment tool. In general, relatively high consistency and clarity was observed in the reporting of the research question, reasons for using this methodology and justifying the need for the study. However, weaknesses were observed in other areas including justifying stakeholders, reporting s le sizes, undertaking sensitivity analysis and reporting unexpected or negative outcomes. Most papers cited links to additional materials to aid in reporting. There was little evidence that academics had innovated or advanced the methodology beyond that outlined in a much-cited SROI guide. Academics have thus far been slow to adopt SROI methodology in the evaluation of health and social care interventions, and there is little evidence of innovation and development of the methodology. The word count requirements of peer-reviewed journals may make it difficult for authors to be fully transparent about the details of their studies, potentially impacting the quality of reporting in those studies published in these journals. CRD42018080195.
Publisher: Springer Science and Business Media LLC
Date: 21-07-2017
Publisher: Wiley
Date: 07-2017
Publisher: Wiley
Date: 31-08-2018
Abstract: Professional practise placements in occupational therapy education are critical to ensuring graduate competence. Australian occupational therapy accreditation standards allow up to 200 of a mandated 1000 placement hours to include simulation-based learning. There is, however, minimal evidence about the effectiveness of simulation-based placements compared to traditional placements in occupational therapy. We evaluated whether occupational therapy students completing a 40 hour (one week block) Simulated Clinical Placement (SCP) attained non-inferior learning outcomes to students attending a 40 hour Traditional Clinical Placement (TCP). A pragmatic, non-inferiority, assessor-blinded, multicentre, randomised controlled trial involving students from six Australian universities was conducted. Statistical power analysis estimated a required s le of 425. Concealed random allocation was undertaken with a 1:1 ratio within each university. Students were assigned to SCP or TCP in one of three settings: vocational rehabilitation, mental health or physical rehabilitation. SCP materials were developed, manualised and staff training provided. TCPs were in equivalent practice areas. Outcomes were assessed using a standardised examination, unit grades, the Student Practice Evaluation Form-Revised and student confidence survey. A generalised estimating equation approach was used to assess non-inferiority of the SCP to the TCP. Of 570 randomised students (84% female), 275 attended the SCP and 265 the TCP (n = 540, 94.7% retention). There were no significant differences between the TCP and SCP on (i) examination results (marginal mean difference 1.85, 95% CI: 0.46-3.24 P = 0.087) (ii) unit score (mean (SD) SCP: 71.9 (8.8), TCP: 70.34 (9.1) P = 0.066) or (iii) placement fail rate, assessed using the Student Practice Evaluation Form-Revised (100% passed both groups). Students can achieve equivalent learning outcomes in a 40 hour simulated placement to those achieved in a 40 hour traditional placement. These findings provide assurance to students, educators and professional accreditation bodies that simulation can be embedded in occupational therapy education with good effect.
Publisher: Wiley
Date: 12-2017
Abstract: Historically occupational therapy has evidenced a tenacity to adjust and adapt to societal changes. Currently in Australia we are in the midst of significant change in health, disability and aged care service delivery alongside increasing numbers of new graduates seeking employment. Both of these changes create challenges and opportunities for the profession. How the profession adjusts to new service delivery models and supports new graduates in this changing work environment will influence our future. Using ex les from practice the paper explores ways in which partnership, inclusion and innovation can be effective in a changing environment. Doing effective partnership takes time, energy and a shared commitment of all involved and often requires negotiations and compromise. Inclusion can be tricky and requires vigilance and ongoing reflection on actions to determine if the outcomes are what was intended. Innovation can play two roles it can be used to conserve current practice in new ways or it can offer agency to disrupt and redefine practice. The way in which the profession chooses to enact partnerships and inclusion will play a vital role in shaping the future. Similarly the space and support made for conservative or disruptive innovation will determine how we choose to define ourselves going forward. Moreover, these choices and actions will govern how effective we are in navigating the changing environment and supporting new graduates transitioning into the profession.
Publisher: Wiley
Date: 04-02-2020
Publisher: Routledge
Date: 02-04-2021
Publisher: Wiley
Date: 20-07-2010
DOI: 10.1111/J.1440-1630.2010.00862.X
Abstract: There has been an increase in the number of occupational therapy educational programmes offered in Australia over recent years. Although universities offer bachelor, masters and graduate-entry masters programmes, there is a push to consider phasing out occupational therapy bachelor degrees. The aim of this study was to identify advantages and disadvantages associated with current and future credentials needed for entry into the profession. This article reviews current literature and other issues concerning entry-level occupational therapy education. The underlying issues are complex and require great consideration as a profession. As a profession we need to take charge of our destiny before governments, universities and other stakeholders rofessions determine the basic level of entry for our profession.
Publisher: SAGE Publications
Date: 20-07-2016
Abstract: Dementia can affect participation and engagement due to deprivation of cognitive, social and sensory stimulation. To meet this need, educators and a service provider collaborated for occupational therapy students to provide cognitive stimulation therapy for people with dementia. We used a published, evidence-based cognitive stimulation therapy programme called ‘Making a Difference’. However, due to student availability, we adapted the programme to be conducted once weekly for 12 weeks by students in pairs. These services occurred in both community and residential settings. Following completion of the programme in 2012, perspectives of staff ( n = 8), family carers ( n = 5) and three people with dementia were sought about their involvement. Semi-structured interviews were recorded, transcribed and analysed using thematic analysis. We found three themes of ‘something to talk about’, ‘it was a new relationship’ and ‘wanting to have a go’. Despite some initial concerns about people with dementia becoming stressed, the programme promoted social interactions, participation and engagement. The students adopted a relationship-centred approach with empathy and deliberate planning of sessions being important. Through provision of the adapted Making a Difference programme, occupational therapy students were able to fulfil an unmet need while learning from their experience.
Publisher: University of South Australia Library
Date: 02-09-2021
Abstract: Abstract Aim and Background: Globally, there is movement towards the internationalisation of allied health care. Many universities across the globe are offering international student placements as part of the movement to create therapists equipped to participate in a dynamic, borderless environment. This narrative study sought to contribute to the developing body of knowledge exploring these longer-term impacts. Design and Methods: Seven occupational therapy graduates who completed an international placement as part of their studies were recruited. Narrative data were gathered via in-depth semi-structured interviews, and thematically analysed by coding and grouping similar concepts to develop themes. Results: The overarching themes were the influence of international placement on participants’ paths and practice as therapists. Sub-themes included developing relationships, representing occupational therapy, working with interpreters, cultural sensitivity and empathy, reflective practice, resourcefulness and autonomy. Conclusion: The study identifies ongoing impact of international student placement on occupational therapy practice. Participants gained a rangeof experiences during their time overseas that has influenced their practice as therapists. Future studies would provide further knowledge to inform universities and students of the benefits of undertaking international student placements. Keywords: international educational exchange, professional practice, professional competence
Publisher: Springer Science and Business Media LLC
Date: 12-07-2017
Publisher: Wiley
Date: 23-12-2016
DOI: 10.1111/AJR.12254
Abstract: This study aimed to richly describe previously inactive Riverland adults' experiences of commencing and maintaining a walking routine following participation in a walking intervention. Qualitative description using semi-structured in-depth interviews and thematic analysis. Riverland, South Australia. Nine adults (four men and five women) aged between 40 and 65 years. Six-week walking intervention included issuing of pedometers, setting goals, completing logs and weekly emails to remind participants to wear their pedometers, recording of steps and provision of strategies for increasing daily steps. Rich description of participants' experiences represented by four themes and a number of subthemes, supported by direct quotes. Four themes: taking care of me through my walk, pedometers and accountability as motivators, fitting walking in and commencing and maintaining a walking routine. The participants' experience of commencing a walking routine differed from maintaining a walking routine. Future attempts to support maintenance of a walking routine may be strengthened through identifying and including ways to provide accountability for walking to others beyond the intervention as well as strategies that support the integration of walking into every activity. Furthermore, future walking interventions should enable participants to tailor their walks to their own preferences and mental health benefits of walking should be promoted at least as much as the physical benefits.
Publisher: SAGE Publications
Date: 07-1984
DOI: 10.1177/030802268404700708
Abstract: This paper describes the development in Oxford of an activity centre for the chronically mentally ill based at Littlemore Hospital. The centre is open to both day patients and hospital inpatients, all of whom are expected to choose activities for themselves from the many on offer. The centre functions as an autonomous component of the Oxfordshire Psychiatric Rehabilitation Service and has its own multidisciplinary management team. The patient members have also played an important role in the centre's development.
Publisher: Informa UK Limited
Date: 2007
No related grants have been discovered for Susan Gilbert Hunt.