ORCID Profile
0000-0002-4802-2052
Current Organisation
Curtin University
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Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 12-2004
DOI: 10.1097/00004356-200412000-00003
Abstract: Evidence-based practice has become the dominant paradigm in the delivery of rehabilitation programme. However, occupational therapists in Australia and New Zealand have been slow in making the transition to become evidence-based practitioners. Collaboration between the university/tertiary institute and clinical setting is one way that clinicians can be assisted with incorporating research into their practice. Two case ex les are presented outlining how collaborative practice can result in improved outcomes for all concerned.
Publisher: Wiley
Date: 07-2017
Publisher: SAGE Publications
Date: 17-07-2018
Publisher: Wiley
Date: 05-10-2020
DOI: 10.1111/TCT.13268
Publisher: Informa UK Limited
Date: 04-03-2021
Publisher: Springer Science and Business Media LLC
Date: 21-07-2017
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: Informa UK Limited
Date: 03-04-2019
Publisher: Informa UK Limited
Date: 31-03-2021
Publisher: Wiley
Date: 12-2000
Publisher: SAGE Publications
Date: 12-06-2020
Abstract: First-year practice education placements have numerous benefits for occupational therapy students but are resource intensive. In considering alternatives, it is critical to consider students’ voices to ensure that planned experiences enable students to achieve the outcomes they value and need. This study examined undergraduate occupational therapy students’ views about important outcomes and characteristics of first-year placements. Focus groups were conducted with 18 occupational therapy students and analysed using constant comparative analysis. Two overarching outcomes were valued: confirmation of occupational therapy as a career choice and experience to draw on for future learning and practice. These outcomes were achievable through four proximal outcomes: understanding occupational therapy understanding clients finding out about myself and developing skills. The extent to which the valued outcomes were attained was determined by eight critical experiences: observing an occupational therapist in action seeing real clients with real issues seeing positive impact seeing the bigger picture accessing the occupational therapist’s reasoning hands-on doing getting feedback on skills and thinking analytically/reflectively. In designing first-year placements, practice educators and academics need to ensure that students are provided with experiences that incorporate reality, participation and making connections to a bigger picture of occupational therapy service provision.
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: MDPI AG
Date: 31-07-2023
Abstract: A key role of allied health (AH) professional regulatory and professional bodies is to ensure that AH education programs provide work-integrated learning (WIL) opportunities for students. The requirements are outlined via the respective profession’s educational accreditation standards. Although a significant component of the AH professional degrees, researchers have not explored how standards specific to WIL are developed, nor how WIL might be conceptualised through the standards. This study explored how WIL is conceptualised through comparing the WIL education standards across Australian AH professions. Using a non-experimental explanatory mixed-methods research design, a document analysis of Australian education program accreditation standards (and associated documents) for 15 AH professions was undertaken. Data analysis included inductive textual and thematic analyses to compare AH professionals’ conceptualisation of WIL. This study found a high degree of variation in how AH professions describe WIL. While there was a common requirement for students to demonstrate competency in WIL, requirements for WIL quantity, assessment and supervision varied. Four key themes were identified regarding the contribution of WIL to curriculum and student learning: (1) the relationship between WIL and the program curriculum (2) WIL as a learning process (3) learning from erse WIL contexts and (4) developing competence through WIL. Overall, the ersity in the standards reflected differing understandings of what WIL is. Thus, in the absence of frameworks for designing accreditation standards, the risk is that some AH professions will continue to perpetuate the myth that the primary purpose of WIL is to provide a bridge between theory and practice.
Publisher: Elsevier BV
Date: 11-2019
DOI: 10.1016/J.RADI.2019.04.002
Abstract: The aims of this study were to (1) examine what makes a communication encounter with a diagnostic radiographer effective from the patient's perspective and (2) explore the impact of communication skills on the relationship between a diagnostic radiographer and their patient. Semi-structured interviews were conducted with 10 patients immediately after their imaging examination. Completed interviews were analysed using an inductive approach. Five themes were identified in the qualitative data. (1) Introduction and Greeting, (2) Explanation/Instruction, (3) Feeling at ease, (4) Clear communication and (5) Gentle manner. These results have identified that effective communication promotes the development of rapport and trust between the radiographer and patient. These findings have implications for practitioners, educators and university programs and should be considered in the development of communication skills training programs for diagnostic radiography students.
Publisher: Informa UK Limited
Date: 24-10-2017
DOI: 10.1080/02699052.2017.1387932
Abstract: To identify literature which discusses the barriers and enablers of eHealth technology and which evaluates its role in facilitating interdisciplinary team work for the care of people with a traumatic brain injury (TBI). Systematic review. Studies were identified by searching CINAHL, Embase, Medline, PsycINFO, Scopus, and Web of Science. Studies included in the review were required to feature an eHealth intervention which assisted interdisciplinary care for people with TBI. Descriptive data for each study described the eHealth intervention, interdisciplinary team, outcomes, and barriers and facilitators in implementing eHealth interventions. The search resulted in 1389 publications, of which 35 were retrieved and scanned in full. Six studies met all the inclusion criteria for the review. Four different eHealth interventions were identified: (i) an electronic goals systems, (ii) telerehabilitation, (iii) videoconferencing, and (iv) a point-of-care team-based information system. Various barriers and facilitators were identified in the use of eHealth. eHealth interventions have been reported to support interdisciplinary teams for the care of TBI. However, there is a substantial gap in existing literature regarding the barriers and enablers which characterize a successful interdisciplinary eHealth model for people with TBI.
Publisher: Informing Science Institute
Date: 2016
DOI: 10.28945/3523
Abstract: There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students’ preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to con-fidently engage in the eHealth-enabled workplace. These results suggest educators need to scaffold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces.
Publisher: Informing Science Institute
Date: 2011
DOI: 10.28945/1532
Publisher: Wiley
Date: 03-2005
No related grants have been discovered for Merrolee Penman.