ORCID Profile
0000-0001-5964-8440
Current Organisations
University of Queensland
,
James Cook University
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Publisher: Wiley
Date: 09-10-2015
Abstract: Online technologies are widely used in tertiary institutions for both learning and assessment. There is a paucity of research into the use of e-Portfolios for assessment in the field of occupational therapy and other allied health disciplines. This study aimed to determine if a new assessment platform, using a flexible online learning platform, PebblePad(™) , is appropriate and feasible for use with allied health university staff and students in their first and second year of study. A mixed methods approach was employed in two phases, before the development of a new assessment (Phase 1) and after completion of the new assessment (Phase 2), aimed to generate a comprehensive analysis of the appropriateness and feasibility of the new assessment platform. Inductive thematic analysis was used to investigate participants' focus group responses in both phases. To assess learning outcomes survey responses were analysed using t-tests, and descriptive ratings of the assessment and current use of online platforms were extracted. Triangulated results indicate that the assessment did not meet all five domains of appropriateness. Negative experiences and a lack of social and ecological validity were attributed to the PebblePad(™) . The PebblePad(™) was not feasible, requiring extensive support in implementation. While PebblePad(™) did not meet all domains of appropriateness and was not feasible, students reported learning gains after completing the assessment, suggesting that content may be more important than the assessment platform. More rigorous research is needed to determine the best online platform for assessment in the allied health disciplines.
Publisher: Springer Science and Business Media LLC
Date: 13-10-2023
Publisher: Informa UK Limited
Date: 07-2022
DOI: 10.1080/17483107.2022.2092223
Abstract: Smartphones have become a core piece of assistive technology (AT) for people with vision impairment (PVI) around the world. This scoping review sought to provide a comprehensive picture of the current evidence base of smartphones for PVI. Seven electronic databases (CINAHL, Cochrane Library, EMBASE, IEEE Xplore, Scopus, PubMed and Web of Science) were searched for papers published from 2007 to 2021. Peer-reviewed articles published in English which discussed smartphones use by PVI smartphone technologies designed for PVI or training and learning support on the use of smartphones were included. There were 16,899 records retrieved and 65 articles were included in this review. The majority (48%) of the papers focussed on developing better interfaces and Apps for PVI. Contrastingly, there was a paucity of papers (5%) discussing training or learning support for PVI to use smartphones and Apps effectively, even though it was highlighted to be important. Proper training will ensure that PVI can use this everyday technology as an AT to increase participation, enhance independence and improve quality of life overall. The findings highlighted that smartphones and Apps can be used as effective and affordable AT by PVI. The many recent developments and research interest in smartphone technologies can further support its use. However, good training and learning support on the use of smartphones and Apps by PVI, is lacking. Future research should focus on the development, provision and evaluation of evidence based tailored training and support, especially in low- and middle-income countries. Implications for rehabilitationThere is a need for more training and learning support for people with vision impairment (PVI) on the use of smartphones and Apps.In idualized and a graded approach to training has been recommended for PVI to learn to use smartphones.When supporting or training people to use smartphones, the person's level of vision impairment as well as their age, are important considerations.Health professionals should be cognizant of the steep learning curve that some PVI may experience when using smartphones and Apps, especially when they switch from a phone with physical buttons to touchscreen.Certain smartphones features are useful to particular vision loss conditions. For ex le, zoom and magnification are helpful for those with low vision but text input and output, and commands using speech (e.g., Siri and TalkBack) are useful for those who are blind.
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: 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: Wiley
Date: 13-03-2017
DOI: 10.1111/JAR.12338
Abstract: This study reports on the feasibility of an intergenerational mentoring programme for youth with intellectual disability (ID) aimed at developing skills and building networks. Youth with ID were paired with older male mentors who were trained to support the mentees participate in activities and social interactions during weekly sessions. We interviewed the mentees and mentors, and assessed them on a range of outcomes using standardized measures. Interviews highlighted that the programme presented a great "opportunity" for the mentees and mentors. The participants described facilitators and challenges to the acquisition of practical skills by mentees and the development of relationships between mentors and mentees, including communication, transportation and mentor training. The youth with ID had difficulty completing the self-report measures. Mentoring programmes are viable to support youth with ID during the transition to adulthood however, refinement is required in the rollout out of a pilot intervention.
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: International Journal for Innovation Education and Research
Date: 10-2021
DOI: 10.31686/IJIER.VOL9.ISS10.3440
Abstract: Student assignment moderation and written feedback are integral to tertiary education, supporting student learning and providing a means of ensuring equity in grading. The processes of moderation and feedback provision have, however, been associated with a number of negative outcomes including confusion, disengagement, and reduced self-confidence. Improvements to moderation processes must be reviewed to facilitate continued student engagement and learning. Embedded within empowerment theory, this pilot study aimed to explore the feasibility of involving students in the moderation process and to determine whether students benefit from participating in the moderation process. A multiple method approach was undertaken to understand the perspectives of students on the moderation process. Six undergraduate occupational therapy students participated in the moderation of a written essay with tutors and participated in a focus group. Three themes relating to their experiences emerged: 1) student empowerment, 2) transparency and increased understanding of the moderation process, and 3) understanding the assessor mindset. Combined results suggest that inclusion of students in the moderation process is feasible within a tertiary education context, with this study acting as a pilot for the inclusion of students in these processes.
Publisher: Springer Science and Business Media LLC
Date: 12-08-2023
DOI: 10.1007/S10882-023-09925-5
Abstract: Communication and interaction in neurotypical environments can be challenging for autistic in iduals, potentially disrupting the parent-child relationship. In Relationship Development Intervention (RDI) that facilitates improved interactions between autistic children and their parents, RDI Consultants play key roles in enabling parents to develop skills that support the parent-child relationship. Parents follow the guidance of the Consultants to build their capacities to model reciprocal communications with their autistic children. Given the significant role played by the Consultant, their perspectives should be explored. Two research questions were explored: 1) What are the lived experiences of RDI Consultants in delivering RDI to autistic children and their families? 2) What are RDI Consultants’ perspectives regarding the outcomes of engaging in RDI for autistic children and their families? Eleven RDI Consultants participated in semi-structured interviews to explore their experiences in using RDI. Interviews were conducted via Zoom. All interviews were transcribed verbatim and thematically analysed. Three main themes were produced: 1) RDI helps autistic children reach their potential 2) Parents learn to embrace parenthood through RDI and 3) Consultants form a team with parents. Overall, RDI was perceived to be beneficial in improving autistic children’s social engagement, such as parent-child interactions, as well as enhancing parenting experiences. The results add to and extend the existing evidence of RDI, which may provide families of autistic children and those professionals who are working with these families more therapeutic choices to consider. Future research implications for parents and health professionals involved in therapies are discussed.
Publisher: Informa UK Limited
Date: 14-10-2016
DOI: 10.1080/17518423.2016.1236844
Abstract: To explore whether family routines, service usage, and stress levels in families of children with autism spectrum disorder differ as a function of regionality. Secondary analysis of data was undertaken from 535 surveys. Univariate and multivariate analyses were performed to investigate differences between families living in densely populated (DP) areas and less densely populated (LDP) areas. Families living in LDP areas were found to: (1) have reduced employment hours (a two-parent household: Exp (B) = 3.48, p < .001, a single-parent household: Exp (B) = 3.32, p = .011) (2) travel greater distance to access medical facilities (Exp (B) = 1.27, p = .006) and (3) report less severe stress levels (Exp (B) = 0.22, p = .014). There were no differences in family routines however, flexible employment opportunities and travel distance to medical services need to be considered in families living in LDP areas.
Publisher: Public Library of Science (PLoS)
Date: 12-05-2015
Publisher: Wiley
Date: 21-06-2010
DOI: 10.1111/J.1440-1630.2009.00838.X
Abstract: Rural and remote health education during undergraduate training is a strategy to alleviate the shortage of rural health professionals. Undergraduate rural exposure can be beneficial in improving students' perceptions towards rural and remote practice as well as their decision to work rurally. This study examined James Cook University (JCU) final year occupational therapy students' perceptions towards rural and remote practice and if their perceptions had changed over the course of their study. Questionnaires were administered to 58 final year occupational therapy students at JCU during a block class. Quantitative data analysis was performed on responses. The change in the students' career intentions from not considering to considering rural and remote practice over the duration of their study was found to be significant (exact P = 0.003). The influential factors identified in students considering rural employment included the rural location of their close family and friends (exact P = 0.006), the overall occupational therapy programme (U = 171.5, P = 0.045), good fieldwork experience (U = 144, P = 0.039) and inspiring fieldwork supervisors (U = 135.5, P = 0.01). The course curriculum was not found to influence the students' perceptual change. This study has found that students' perceptions towards rural and remote practice changed over the course of their university programme. A greater focus on the academic staff and fieldwork supervisors' perceptions towards rural and remote practice may be required in the development of rural undergraduate programmes. Identification of students who have family/close friends living in rural and remote areas may encourage occupational therapists to work in rural areas.
Publisher: Springer Science and Business Media LLC
Date: 13-09-2023
No related grants have been discovered for Tomomi McAuliffe.