Search

Date Presented 04/13/21 Results of a qualitative phenomenological study of the influence of spirituality on the lived experience of Christians during the rehabilitation process are shared. Findings show the pervasive impact of spirituality on occupational participation, performance, and engagement and align with the concepts of Humbert’s conceptual model of spirituality. This study of spirituality as expressed from a specific worldview perspective advances the provision of holistic, culturally relevant OT services. Primary Author and Speaker: Debra Hanson Contributing Authors: Heather Roberts, Angela Shierk

A nation-wide survey was conducted of occupational therapy and occupational therapy assistant academic fieldwork coordinators (AFWCs) to describe demographic characteristics and tasks of the role. From the data, 10 clusters of role tasks of the AFWC are described. AFWCs view the position as a final career goal although the majority of respondents reported 5 years or less experience. Administrative assistant support and hours dedicated to fieldwork tasks are higher at the professional level than for occupational therapy assistant AFWCs. AFWCs reported difficulty accomplishing tasks in a 40-h work week and limited time for research and scholarship. Recommendations are provided for recruitment and retention through development of a systematic training program and establishment of a national fieldwork education research agenda.

Historically, occupational therapists have used a traditional one-to-one approach to supervision on fieldwork. Due to the impact of managed care on health-care delivery systems, a dramatic increase in the number of students needing fieldwork placement, and the advantages of group learning, the collaborative supervision model has evolved as a strong alternative to an apprenticeship supervision approach. This article builds on the available research to address barriers to model use, applying theoretical foundations of collaborative supervision to practical considerations for academic fieldwork coordinators and fieldwork educators as they prepare for participation in group supervision of occupational therapy and occupational therapy assistant students on level II fieldwork.

An online survey was conducted of 225 occupational therapy (OT) practitioners living in the rural states of North Dakota and Wyoming to explore practice patterns and the influence of the college experience on employment choice. Findings showed that rural practitioners had greater variability of hours spent working (5.5 more hours per week, p=.028), and one more work location on average (p=.006). Therapists in urban settings spent 15% more time in fieldwork education than their rural counterparts (p=.021). Rural practice choice was influenced by participation in Level I and Level II fieldwork (p=.002) but not by loan debt. Study implications for academic programs include focusing on multiple areas of practice in the curriculum design, and exposure of students to rural practitioners and rural practice examples/experiences. Recommendations were made for rural fieldwork educator training and employer support of rural fieldwork education. Further study of the experience of working within a rural practice context as a student and OT practitioner are recommended, including variables impacting rural practitioner work with fieldwork students, and student interest in rural fieldwork placement.

Academic programs commonly face challenges in developing Level I fieldwork where students have ample opportunity to practice and understand occupation. In response to this challenge, our academic program developed a non-traditional Level I fieldwork. The purpose of this study was to understand the student perceptions of this learning experience. Focus group methodology was employed. Fifty-nine students participated in one of six focus groups. Six themes were identified through the data analysis process. These included challenges and rewards of effective communication, learning to think like an OT, a greater understanding and focus on occupations, developing skills in cultural understanding and advocacy, gaining confidence through doing, and the logistical challenges of getting everyone on the same page. These themes supported that students viewed non-traditional Level I fieldwork paired with structured classroom learning activities positively. A pattern across all themes was that students learned because they were able to make mistakes, reflect on them, and change their action. Limitations include that student perceptions are only one aspect of understanding the impact of learning experiences; therefore further study is needed.

The purpose of this national survey was to explore perceptions of professional reward among occupational therapist (OT) and occupational therapy assistant (OTA) academic fieldwork coordinators (AFWCs). Agreement was found in ranking the value of six role factors: (1) fieldwork data management, (2) fieldwork site management, (3) fieldwork teaching and consultation, (4) departmental and institutional compliance, (5) scholarship and accreditation, and (6) laying groundwork for students in fieldwork. Both levels of AFWC indicated teaching and consultation had the highest value and data management the least. OT AFWCs placed significantly higher value on publishing articles and lower value on educating fieldwork educators about role delineation than OTA AFWCs. Five themes emerged regarding professional reward: (1) intrinsic reward, (2) collaboration, (3) development of the profession, (4) feeling appreciated, and (5) student success. AFWCs value activities involving personal interaction, promoting professional development, and facilitating student success. Results have implications for AFWC collaboration, workload distribution, and scholarship.

Date Presented 04/06/19 A survey of 225 OT practitioners living in rural states explored practice patterns and influences on employment choice. Rural and urban practitioner differences were noted in variability of hours spent working, number of work locations, and time spent in fieldwork education. Rural practice choice was influenced by fieldwork participation but not loan debt. Findings support the value of rural exposure in the curriculum and customized rural fieldwork educator support. Primary Author and Speaker: Debra Hanson Additional Authors and Speakers: Janet Jedlicka, Marilyn Klug, Nicole Harris

Ten occupational therapists employed in pediatric and adult rehabilitation settings participated in focus groups to discuss their perceptions of the benefits and drawbacks in working with occupational therapy students. Participants identified professional values, opportunities for continued professional development, recruitment of future employees, and pride in learning experiences available as incentives for working with students. Fieldwork educators who had supervised students lacking foundational communication, problem-solving, and clinical skills were cautious about accepting future Level II students. Time constraints and lack of preparation for the educator role were perceived as barriers to working with students. Fieldwork educators expected the academic institution to provide efficient support, including training for the educator role, information regarding the expectations of the academic program, and ongoing communication over the fieldwork experience. Strategies for strengthening the ties between academic programs and fieldwork sites were explored.

In order to assess outcomes of an online Transitional Masters of Occupational Therapy (TMOT) degree program, the Sloan Consortium's Five Pillars Model of Quality was applied to: 1) student assessment of learning and programmatic satisfaction; and 2) faculty satisfaction with the online teaching context. Method: Two surveys were used for post-programmatic data collection; one survey was specifically developed to measure TMOT graduates' learning and satisfaction with programmatic parameters. The Online Faculty Satisfaction Survey (OFSS) was used to measure teaching faculty's perspectives. Results: Graduates' responses indicated a moderate to strong support for learning effectiveness, satisfaction with online learning, institutional commitment, and cost-effectiveness. Faculty noted concerns with the time-intensity of online teaching, yet were satisfied with teaching self-efficacy, student participation, and learning outcomes. Conclusion: While this survey research suggests the online learning environment is a viable method to accomplish outcomes in occupational therapy education, the study findings also illustrate the structural and integrative value of the Sloan Consortium's Five Pillars Model for program assessment across allied health disciplines. The Five Pillars Model's value encompasses both the student perspective and faculty satisfaction, as well as other aspects of the online context for higher education. INTRODUCTIONbachelor-level practicing occupational therapists, the opportunity to earn the entry-level masters of occupational therapy degree at a distance is an attractive option. Practitioners, as adult learners, want to be competitive and competent in occupational therapy in order to remain contemporary and responsive to the needs of their clients. 1 Online learning provides the means by which therapists can continue their employment and concurrently engage in higher education without a geographical move. Students are able to interact with peers who are working in diverse geographic areas and practice specialties as part of the learning process.

Student personal and professional development is an area of increasing importance in professional education programs. The practitioner of the future needs to be able to reflect and self-assess his/her learning in order to take intentional steps toward developing or continuing competency. The purpose of this article is to describe the evolution of one program’s process of incorporating self-reflection and feedback as an integral part of the curriculum. Examples of the guiding questions are included. The value of a self-reflective student evaluation process in the development of reflective practice and its implementation within a professional healthcare curriculum and future practice environments are discussed. The assessment of personal and professional student development requires careful study of behavior, attitudes, and performance. Yet, it is admittedly often a subjective task. As discussed by Kasar, many faculty in professional programs of study realize the challenges to accurately evaluating skill development, especially when the skills include the ability to communicate effectively with diverse populations, or to self-monitor one’s behavior in practice settings. 1 Skills such as these cannot be taught in lecture nor assessed in written examinations. Instead, the student needs to learn selfreflective assessment skills and engage in dialogue with faculty regarding possible ways to improve the learning process.

Date Presented 4/16/2015 A focus group was conducted with experienced occupational therapists to investigate perceptions of the opportunities, obstacles, and supports needed to assume a role in primary care. Findings inform professional association and individual therapist efforts toward role emergence in primary care.