ORCID Profile
0000-0002-9403-0280
Current Organisations
Otago Polytechnic
,
James Cook University
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Publisher: SAGE Publications
Date: 2016
Publisher: SAGE Publications
Date: 06-05-2015
Abstract: Strong professional identity allows for appropriate representation and promotion of occupational therapy. Academic education assists in the development of occupational therapy identity. This study aims to explore the development of occupational therapy identity and graduate attributes in occupational therapy students after the first year of a revised curriculum. Occupational therapy students ( n = 58) were surveyed at the commencement of the second year. Data analysis used descriptive statistics and inferential statistics (χ 2 for trend). A total of 54 students (93.1%) completed the survey. Students progressively developed occupational therapy identity over time. There were no significant associations between main factors influencing the original decision to study occupational therapy and when occupational therapy identity developed. However, there were significant associations between main factors influencing students' decision to continue studying and when identity developed. Most students agreed the curriculum equipped them to develop graduate attributes, although this was not significantly associated with factors that either influenced students to study, or continue studying, occupational therapy. There was significant association between development of graduate attributes and occupational therapy identity over time. This study showed an emergence of occupational therapy identity and graduate attributes in students, demonstrating the importance of first year curriculum in the development of these factors.
Publisher: Wiley
Date: 11-03-2018
Abstract: Although Role Emerging Placements (REP) are now a common feature in pre-registration occupational therapy curricula, there is a need to expand the understanding of the impact of this experience on employability, practice and career path of qualified occupational therapists. A case finding online survey was used to create a purposive s le for Thematic Analysis of semi-structured interviews with practising occupational therapists from one UK Masters' level pre-registration occupational therapy program. The case finding survey (n = 19) led to recruitment of six participants to be interviewed. The qualitative findings reflected the impact of a REP experience on occupational therapists' employability, practice and career path. The complementary features of the more traditional placement and the role emergent type of placement were considered as being useful and beneficial to qualified practice regardless of setting. However, the REP additionally, had an internal and outward impact. Internally, the therapist gains a passion for occupation-focussed practice and builds confidence to promote both self and the profession. Outwardly, the therapist can offer extra skills in qualified practice, particularly in innovative service development and delivery, thereby offering added value for employability. A REP experience as an occupational therapy student, can develop additional skills for qualified professional practice than traditional practice placements alone. The impact of such a placement matches with the 'Generation Y' traits of young adults who are now starting to emerge into training and the work place, translates well into a variety of working environments and lasts into career development. The placement model of occupation-focussed project development and the less apprentice style learning of a REP may be influential, and could be a suitable model within traditional placements.
Publisher: Wiley
Date: 09-03-2021
Abstract: Simulated learning experiences are a common feature of many health professions’ pre‐registration curricula. However, the use of simulation within occupational therapy is still largely undefined. This scoping review seeks to identify and summarise the available evidence exploring the use of simulation within occupational therapy pre‐registration education. A search was conducted in four databases for articles published between 2009 and 2020 to identify international literature relevant to the use of simulation within occupational therapy education. Articles were evaluated using the appropriate Critical Appraisal Skills Programme (CASP) tool and key features and benefits of current simulation education were identified using thematic analysis. A total of 32 papers were included within the review. Four themes were identified and explored: simulation methods, authenticity, global approaches to simulation, and relationship to practice education. Simulation is taking place in many different forms within occupational therapy internationally. It is positively received by students and may provide an effective replacement for practice education if focussed on professional standards and competencies. Further research into the potential effectiveness of simulation in relation to practice learning is indicated.
Publisher: Informa UK Limited
Date: 08-11-2010
DOI: 10.3109/07380577.2010.528554
Abstract: ABSTRACT A systematic review of the occupational therapy literature 1990-2008 was undertaken with the aim to assess the quality of evidence that supports the role of occupational therapy with homeless people. Forty articles were initially identified and critically appraised, including 16 research studies. Seven quantitative articles were included in this review and demonstrated the effectiveness of occupational therapy in providing interventions that increase employment and education prospects, money management, coping skills, and leisure activities. The literature suggests that occupational therapy has an appropriate role with people experiencing homelessness.
Publisher: Wiley
Date: 28-09-2018
Abstract: Families of children with autism spectrum disorder (ASD) use family routines to provide predictability and structure to support occupational engagement of their family members. Mothers assume the major role to orchestrate occupations in constructing family routines, which may impact their health and wellbeing. However, the experiences of mothers in managing family routines and their health and wellbeing have not been the main focus in previous research. Thus, this study explored the experiences of mothers of children with ASD in managing family routines and their perceptions of the impact of family routines on their health and wellbeing. An interpretive phenomenological approach was used. Twenty mothers of children with ASD, aged between 28 and 56 years, participated in semi-structured interviews. Data were transcribed verbatim and each transcript was analysed. Five themes that summarise mothers' perceptions towards health and wellbeing when managing family routines emerged: (i) Keeping on track keeping healthy (ii) My life is busy, because I do everything for everyone else (iii) Keeping on track all the time is tiring or frustrating (iv) Looking after my family by looking after myself and (v) I am not perfect and it is OK. This study highlighted the substantial efforts required in constructing family routines that may be at the cost of mothers' health and wellbeing. However, mothers may be able to cope with everyday demands in managing family routines by changing their perspectives. By integrating 'me-time' activities in family routines, mothers may be able to support their own health and wellbeing. Mothers' values and needs are reflected in family routines hence, thorough understanding of family routines may be a key to support mothers' occupational engagement.
Publisher: Informa UK Limited
Date: 03-04-2017
Publisher: Springer Science and Business Media LLC
Date: 20-07-2017
DOI: 10.1007/S10803-017-3240-Z
Abstract: This study aimed to examine the influence of differences in household status on the parental stress, coping, time use and quality of life (QoL) among mothers of children with autism spectrum disorders. Forty-three single and 164 coupled mothers completed the survey. Data were analysed using multivariate logistic regression. We found that single mothers were 1.05 times more likely to report lower levels of environmental QoL. Whilst they were 1.73 times more likely to use acceptance coping style, this association did not persist after adjusting for total number of children, household income and employment status. There was no difference in time use and stress between these mothers. Possible environmental issues for single mothers and implications for future research are discussed.
Publisher: Informa UK Limited
Date: 02-04-2017
Publisher: Wiley
Date: 18-12-2015
DOI: 10.1111/AJR.12252
Abstract: Student retention at regional universities is important in addressing regional and remote workforce shortages. Students attending regional universities are more likely to work in regional areas. First year experience at university plays a key role in student retention. This study aimed to explore factors influencing the first year experience of occupational therapy students at a regional Australian university. Surveys were administered to 58 second year occupational therapy students in the first week of second year. Data were analysed using descriptive statistics, inferential statistics (Pearson χ An Australian regional university. Second year undergraduate occupational therapy students. Factors influencing students' decisions to study and continue studying occupational therapy factors enhancing first year experience of university. Fifty-four students completed the survey (93.1%). A quarter (25.9%) of students considered leaving the course during the first year. The primary influence for continuing was the teaching and learning experience. Most valued supports were orientation week (36.7%) and the first year coordinator (36.7%). The importance of the first year experience in retaining occupational therapy students is highlighted. Engagement with other students and staff and academic support are important factors in facilitating student retention. It is important to understand the unique factors influencing students' decisions, particularly those from regional and remote areas, to enter and continue in tertiary education to assist in implementing supports and strategies to improve student retention.
Publisher: Wiley
Date: 02-11-2009
DOI: 10.1111/J.1440-1630.2009.00806.X
Abstract: This paper describes the evaluation of a pilot trial of two innovative placement models in the area of mental health, namely role emerging and collaborative supervision. The Queensland Occupational Therapy Fieldwork Collaborative conducted this trial in response to workforce shortages in mental health. Six occupational therapy students and eight practice educators were surveyed pre- and post-placements regarding implementation of these innovative models. Students participating in these placements reported that they were highly likely to work in mental health upon graduation, and practice educators were positive about undertaking innovative placements in future. An overview of the placement sites, trials, outcomes and limitations of this pilot trial is provided. Though limited by its small s le size, this pilot trial has demonstrated the potential of innovative placement models to provide valuable student learning experiences in mental health. The profession needs to develop expertise in the use of innovative placement models if students are to be adequately prepared to work with the mental health issues of the Australian community now and in the future.
Publisher: Mark Allen Group
Date: 05-2007
DOI: 10.12968/IJTR.2007.14.5.23539
Abstract: This study aimed to identify the aptitudes required in allied health professionals working in three different service delivery models serving remote locations in Northern tropical Australia. Eighteen allied health professionals including dietetics, diabetes educators, occupational therapy, physiotherapy, psychology, podiatry, social work and speech pathology participated in this exploratory study using a narrative approach. A range of aptitudes were identified and themed under the following headings: (1) being organized but flexible, (2) cooperation and mediation, (3) culturally aware and accepting communicators, (4) knowing the community, (5) resourcefulness and resilience and (6) reflectivity. Limiting factors were also deduced. Three of the themes are discussed in this paper. The study found that allied health professionals working in remote settings identified as important personal attributes not necessarily valued in metropolitan settings. Recruitment processes and education programs need to recognize the importance of personal attributes as well as professional skills.
Publisher: Wiley
Date: 03-2005
Publisher: Wiley
Date: 17-02-2015
Publisher: Wiley
Date: 06-2007
Publisher: SAGE Publications
Date: 17-07-2018
Publisher: Wiley
Date: 07-2017
Publisher: Wiley
Date: 25-03-2011
Publisher: Wiley
Date: 22-01-2007
DOI: 10.1111/J.1440-1584.2007.00849.X
Abstract: To describe the extent and nature of demonstrated professional partnerships between occupational therapists and Aboriginal health workers in rural and remote communities of North Queensland. The study identifies ways in which professional partnerships improve client services and enhance occupational therapy outcomes through exploring the aspects of communication, collaboration and bridging cultural boundaries. Data collected via in-depth, semistructured telephone interviews. Aboriginal and mainstream health and human service organisations in rural and remote North Queensland. Rural and remote areas were identified using the Accessibility and Remoteness Index of Australia codes. Seven participants working in rural and remote areas of North Queensland, comprising four occupational therapists and three Aboriginal health workers. All participants were female. Participants identified five core themes when describing the extent and nature of professional partnerships between occupational therapists and Aboriginal health workers. Themes include: professional interaction perception of professional roles benefits to the client professional interdependence and significance of Aboriginal culture. According to participants, when partnerships between occupational therapists and Aboriginal health workers were formed, clients received a more culturally appropriate service, were more comfortable in the presence of the occupational therapist, obtained a greater understanding of occupational therapy assessment and intervention, and felt valued in the health care process. This study substantiates the necessity for the formation of professional partnerships between occupational therapists and Aboriginal health workers. The findings suggest that participation in professional partnerships has positive implications for occupational therapists working with Aboriginal clients and Aboriginal health workers in rural and remote regions of North Queensland.
Publisher: SAGE Publications
Date: 13-10-2022
DOI: 10.1177/03080226221125394
Abstract: With the inclusion of 40 hours of simulated practice education for UK occupational therapy students and the subsequent impact of the COVID-19 pandemic, universities have been exploring simulated placement opportunities. However, the evidence available to guide the development of such placements is sparse. This article presents the first stage of a grounded theory study that seeks to understand what students learn during the course of their first practice placement, with the intention of informing simulated placement development. Grounded theory methodology was used to guide semi-structured in idual interviews with 15 participants – seven undergraduate students, three practice educators and five postgraduate pre-registration students. Interviews occurred close to the end of the first practice placement. Concurrent data collection and analysis led to the development of categories of learning. Four core categories of learning were identified: learning about oneself, learning about the occupational therapy profession, learning about practices and learning about service users. Understanding of these four categories of learning may enable educators to consider learning which occurs that may not be anticipated, particularly in regard to personal development. This can enable educators to consider how learning can be targeted within simulation for an authentic simulated placement.
Publisher: Wiley
Date: 10-11-2011
DOI: 10.1111/J.1440-1630.2011.00977.X
Abstract: The Australian policy on homelessness identifies participation in structured activities as the first step towards social inclusion and increasing the likelihood of permanently leaving a homeless lifestyle. Art interventions increase interpersonal function and social participation and provide a means of expression and transformation with people who are homeless. This study explores the value of an art programme provided by a non-government agency for homeless adults. Qualitative methods including participant observation and purposive interviews were analysed inductively and thematically to gain an understanding of the participants' experience of art and its value. Interviews with stakeholders provided additional information and triangulation of the data. The study demonstrates that art occupations provide a starting point for participation in community and a positive experience that encourages the construction of new identities, routines and roles. Furthermore, art provides an alternative from the problems associated with homelessness, mental health and substance abuse and allows for public recognition and social inclusion. Health professionals should work towards the social inclusion of homeless people through providing occupational opportunities for participation in safe settings as a first step to community engagement.
Publisher: Mark Allen Group
Date: 02-06-2014
Publisher: SAGE Publications
Date: 02-2012
DOI: 10.4276/030802212X13286281650956
Abstract: Physical exercise has been proven to benefit the general population in terms of mental health and wellbeing. However, there is little research investigating the impact of exercise on mental health and quality of life for people who experience a severe and enduring mental illness. This review aims to describe the effect of physical exercise intervention on the mental health and quality of life of people with severe mental illness. Quantitative and qualitative articles published between 1998–2009 were sourced using electronic databases. Articles were included if the study intervention involved exercise and the outcome measure included mental health or quality of life. Sixteen articles were analysed for common themes and appraised critically. The findings show that exercise can contribute to improvements in symptoms, including mood, alertness, concentration, sleep patterns and psychotic symptoms. Exercise can also contribute to improved quality of life through social interaction, meaningful use of time, purposeful activity and empowerment. Future research is warranted to describe the way exercise can meet the unique needs of this population. Studies with a focus on psychological outcome measures would provide greater evidence for its use in therapy.
Publisher: Wiley
Date: 12-2007
Publisher: No publisher found
Date: 2019
Publisher: Cambridge University Press (CUP)
Date: 30-04-2020
DOI: 10.1017/JIE.2020.2
Abstract: Abstract Culturally safe health practitioners are essential for effective service provision to culturally erse populations, including Indigenous Australians. Therefore, cultural safety education during training as a health care professional is an essential component in helping improve the health of Indigenous Australians. This study examined whether the implementation of an Indigenous cultural safety education workshop increased self-rated cultural safety knowledge and attitudes of allied health students. The study employed a quantitative before-and-after design using pre- and post-surveys to determine the level of attitudinal change in students who attended a day long workshop. The study s le consisted of 1st year (n = 347) and 4th year (n = 149) allied health students at a regional Australian university over the years 2007–2011. Whilst the results of this current study are varied in terms of achieving positive change across all of the taught items of knowledge and attitude, they provide some evidence around the value of this type of curriculum intervention in helping develop culturally safe practitioners. An important finding was around the student's becoming self-aware about their own values and cultural identity, combined with acknowledging the importance of this cultural identity to interactions with clients. This form of ‘cultural humility’ appears to be an important step to becoming a culturally safe practitioner. These types of interventions would be enhanced through embedding and scaffolding throughout the curricula.
Publisher: Wiley
Date: 12-2007
Publisher: Wiley
Date: 17-01-2011
DOI: 10.1111/J.1440-1630.2010.00916.X
Abstract: The health and social inequity experienced by the Indigenous population of Australia has resulted in the establishment of a national priority to close the gap in health outcomes. The occupational therapy profession is being urged to ensure the cultural appropriateness of practice interventions for Indigenous people. Although the importance of practice modification has been recognised by the occupational therapy profession, minimal research has been conducted in relation to older Aboriginal and Torres Strait Islander populations. The aim of this study was to explore occupational therapists' views of their effectiveness when practising with Indigenous clients. The qualitative study utilises in-depth interviews with occupational therapists working in a regional centre of North Queensland to explore their views of effectiveness when modifying interventions for Indigenous clients. Inductive thematic analysis of the descriptive data generated four themes. The first theme provides insights into participants' views of effectiveness when providing interventions to Indigenous clients. The remaining themes identify specific modification as (i) awareness of culture and respect for the in idual, (ii) developing different expectations and (iii) ensuring equality of outcomes. The study supports the importance of modifying practice to provide culturally safe occupational therapy to Indigenous clients. The importance of adopting a client-centred approach in modifying interventions is also highlighted. Self-reflection by the therapist regarding their occupational therapy practice with Indigenous clients is strongly suggested. In response, a self-reflection tool has been developed from the findings of the study.
Publisher: Wiley
Date: 23-01-2011
DOI: 10.1111/J.1440-1630.2010.00917.X
Abstract: In 2008, the Council of Australian Governments announced its goals to improve Indigenous life expectancy, health, education and employment: 'Closing the Gap' (Commonwealth of Australia, 2008). Internationally, occupational therapists seek to promote social justice and human rights through occupation. Despite this effort, Australian occupational therapists have largely remained silent in response to the national agenda of closing the gap in Indigenous health. This article identifies the challenges of research and practice at the 'cultural interface', the juncture where Western knowledge meets the Indigenous knowledge of our clients. The article draws on the first author's research experience with Indigenous peoples. Through a process of reflection on the challenges highlighted by research at the cultural interface, this article identifies a range of professional processes used to negotiate differing and conflicting perspectives. By comparing the research context with occupational therapy practice, the author identifies some of the actions and supports that can be used by occupational therapists to provide culturally appropriate and negotiated interventions with Indigenous people. Although a number of in idual occupational therapists work with Indigenous communities and in iduals to improve the services offered, it is suggested that the occupational therapy profession needs to work together towards closing the gap. The development of special interest groups, professional networks and a National Position Statement on Indigenous Health would provide the background to developing guidelines for practice with Indigenous clients.
Publisher: Informa UK Limited
Date: 18-06-2022
DOI: 10.1080/09638288.2020.1772890
Abstract: This study compared the An experience s ling method was employed to collect data, and a total of 40 mothers used an iOS device to record activity types and The analyses found the following results: 1) mothers spent most time in childcare and least time in self-care activities 2) coupled mothers were more likely to feel supported 3) coupled mothers were less likely to feel supported in domestic tasks 4) mothers from major city were more likely to feel challenged in self-care activities and 5) mothers from major city were more likely to feel supported in productivity tasks. Limited but significant differences between single and coupled mothers, as well as mothers from regional and major city areas, were found. Future research direction and service provisions were suggested.Implications for rehabilitationThis study shows that all mothers spent the most time on childcare and the least amount of time on self-care activities.
Publisher: Elsevier BV
Date: 12-2018
DOI: 10.1016/J.IJPARA.2018.09.003
Abstract: Podocotyloides stenometra Pritchard, 1966 (Digenea: Opecoelidae) is the only trematode known to infect anthozoan corals. It causes disease in coral polyps of the genus Porites Link (Scleractinia: Poritidae) and its life-cycle depends on ingestion of these polyps by butterflyfishes (Perciformes: Chaetodontidae). This species has been reported throughout the Indo-Pacific, from the Seychelles to the Galápagos, but no study has investigated whether multiple species are involved. Here, we recollect P. stenometra from its type-host and type-locality, in Hawaiian waters, and describe four new species from examination of 768 butterflyfishes from French Polynesia. On the basis of morphology, phylogeny and life-history, we propose Polypipapiliotrema Martin, Cutmore & Cribb n. gen. and the Polypipapiliotrematinae Martin, Cutmore & Cribb n. subf., for P. stenometra (Pritchard) n. comb., P. citerovarium Martin, Cutmore & Cribb n. sp., P. hadrometra Martin, Cutmore & Cribb n. sp., P. heniochi Martin, Cutmore & Cribb n. sp., and P. ovatheculum Martin, Cutmore & Cribb n. sp. Given the ersity uncovered here and the ubiquity, abundance and ersity of butterflyfishes on coral reefs, we predict that Polypipapiliotrema will prove to comprise a rich complex of species causing disease in corals across the Indo-Pacific. The unique life-cycle of these taxa is consistent with phylogenetic distinction of the group and provides evidence for a broader basis of ersification among the family. We argue that life-cycle specialisation, in terms of adoption of disparate second intermediate host groups, has been a key driver of the ersification and richness of the Opecoelidae, the largest of all trematode families and the group most frequently encountered in coral reef fishes.
Publisher: Informa UK Limited
Date: 10-2012
DOI: 10.1080/00981389.2012.686475
Abstract: Negative perceptions of homelessness contribute to deficit models of practice, false notions of homogeneity, and marginalization. Wellbeing is a state of satisfaction with material, social, and human aspects of life and can be measured both objectively and subjectively. The study explored the meaning and experience of wellbeing in the everyday lives of 20 homeless participants through fieldwork and interviews. This study revealed that health contributed little to their overall perception of wellbeing. Keeping safe, being positive and feeling good, connecting with others, and the ability to participate in "normal" life were the key contributors of subjective wellbeing. The authors demonstrate that social exclusion experienced in homelessness has a negative effect on subjective wellbeing. Services that provide opportunities to experience social inclusion and develop community and cultural connections will improve the wellbeing of homeless persons.
Publisher: Wiley
Date: 29-04-2015
Abstract: A novel application of the concept of a community of practice was adopted in the development of a revised curriculum for undergraduate occupational therapy education in July 2012. University Academic staff and invited practice scholars met together, half yearly for day long meetings to develop and review a new curriculum. The formation of this community of practice allowed for open discourse and feedback to integrate theory and practice. A qualitative study utilised two focus groups, one for academic staff and one for practice scholars, at the end of the third meeting. The focus groups were facilitated by an external researcher, recorded and transcribed verbatim. Thematic analysis elicited five major themes. Participants reported a sense of community and commitment to the curriculum process. Five themes emerged from the focus groups: (i) a sense of community (ii) a two-way process with mutual benefits (iii) benefits to the curriculum and to student learning (iv) future opportunities including resilience of graduates, and potential research collaborations and (v) the structure and process of engaging in the community of practice. The commitment of time, planning and resources required to establish and participate in collaborative curriculum development with practice scholars is shown to be a valuable investment for occupational therapy academics, expert practice scholars and ultimately for student learning. Further studies of student and graduate outcomes from the curriculum are warranted. Potential future outcomes of this process include resilience in graduates and collaborative research with practice scholars.
Publisher: Wiley
Date: 12-08-2012
DOI: 10.1111/J.1440-1630.2012.01029.X
Abstract: The development of competent future allied health professionals through academic programmes, professional support and practical education is continually evolving. The aim of this study was to explore the feelings of newly graduated occupational therapists in Australia and Aotearoa/New Zealand regarding their education and work preparedness. Newly graduated occupational therapists from Australia (n = 178) and Aotearoa/New Zealand (n = 53) who had completed their occupational therapy studies in 2007 were recruited. Participants completed an online survey which explored their preparedness for work based on professional competencies. Most newly graduated occupational therapists felt somewhat prepared for practice. However, only 17.1% of Australian new graduates, and even fewer (8.5%) of Aotearoa/New Zealand new graduates felt very well prepared. Participants felt more prepared for the competencies required for 'managing inwards' (including interpersonal skills) and less prepared for those required for 'managing outwards' (including evidence-based practice). This study provides the first international comparison into the feelings of competence and preparedness for practice of new graduates of occupational therapy from Australia and Aotearoa/New Zealand. Given the importance of competencies, such as evidence-based practice to the progress of the profession, there is a need to further explore methods to increase feelings of preparedness in these areas.
Publisher: Wiley
Date: 09-11-2014
Abstract: Occupational therapists frequently undertake the role of practice educator contributing to the development of the future workforce, however, little is known about how they effectively perform this role. This study aimed to elucidate students' perspectives on what makes an excellent practice educator. Documentation for 124 Practice Excellence Commendations nominations by Queensland occupational therapy students for Queensland Occupational Therapy Fieldwork Collaborative awards between 2008 and 2011 were analysed. These were based on students' experiences on long block placements (five weeks or more) in their later years of undergraduate or masters' entry study. Written nominations addressing five selection criteria were de-identified and responses to each of these compiled. One independent coder and the two lead authors read the transcripts, identified coding categories and reached consensus regarding emerging themes using standard content and thematic analysis techniques. Providing the 'just right' challenge was the overarching theme that symbolised excellence in practice education from students' perspectives. Three themes emerged that enabled practice educators to provide student support needed to balance the challenges of learning on placement (i) valuing a reciprocal relationship (ii) facilitating learning opportunities and experiences and (iii) encouraging autonomy and independence. Findings provided insights into student perceptions about how excellent practice educators facilitated their learning while on placement. These insights can be used to inform practice educators who wish to enhance their supervision skills. Future research should focus on how the attributes of practice educators positively influence student learning outcomes.
Publisher: FapUNIFESP (SciELO)
Date: 2023
DOI: 10.1590/2526-8910.CTOAO265734672
Abstract: Abstract Introduction Increasingly occupational therapy programmes have complemented traditional practice placements with Role Emerging Placements (REPs) in settings with no existing occupational therapy provision. Previous research has predominantly explored the student experience of such placements with largely favorable findings. However, there is a lack of understanding regarding the professional practice-based skills students develop within REPs. Objective To measure and compare students’ competencies for occupational therapy practice developed within Role Emerging Placements (REP) to those in ‘traditional’ practice placements. Method A retrospective cohort study design was used to analyze data extracted from the Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT) of MSc pre-registration occupational therapy UK students (n=181). Descriptive and inferential statistical analysis measured and compared student fieldwork competency scores between four placements, one of which was a Role Emerging Placement (REP). Results Students scored significantly higher in ‘Communication’ and ‘Professional Interactions’ compared to all other practice competencies but scored significantly less well in ‘Clinical Reasoning’ and ‘Practice Knowledge’ regardless of placement model. However, in a REP, students scored significantly higher in ‘Performance Management’ compared to traditional placements (z=-2.222 p=0.026). Conclusion Students can develop similar skills of competence to practise in a REP as traditional placements and may better develop leadership and time management skills. These additional skills may advantage students in developing their careers and scoping the profession.
Publisher: Wiley
Date: 04-01-2011
DOI: 10.1111/J.1440-1630.2010.00912.X
Abstract: Occupational therapists need to be able to work competently with all clients, including First Australians. Currently, there are no national standards for occupational therapists working with First Australian clients. This article presents current issues in practice and education with First Australians and makes recommendations for the future. A survey of 41 occupational therapists working with, or interested in First Australian health issues was conducted at a workshop held at the Australian National Occupational Therapy Conference in 2008. Results of the workshop group discussions were also collated. Several themes emerged from both survey data and discussions. A substantial proportion of participants rated their confidence and competence to work with First Australians as low to moderate. Higher levels of perceived confidence and competence were associated with current experience in the field. Discussions centred around six major themes: building relationships, service provision and design, education and training of occupational therapists, increasing First Australian representation within occupational therapy, professional issues and political issues. These themes were further collapsed into areas of action, which could be taken by in iduals, managers, researchers and professional bodies to improve practice with First Australians. Occupational therapists will benefit from coordinated efforts, on in idual and systemic levels, to work more effectively, and in partnership with, First Australians. Such developments should include guidelines for practice, education and research professional development and networking opportunities and improved collaboration, especially with First Australian partners, on a national level.
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Yvonne Thomas.