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The aim of this scoping review is to explore what is known about current practice of Chilean occupational therapists with adults with acquired brain injury

This is a pre-registration for the following scoping review protocol. Student-led experiences (SLE) as unique workplace-based learning opportunities where health professional learners, as part of their curriculum placement requirements, provide leadership and work for an existing service that adds to existing service delivery and/or address a significant and identified gap in the workplace. Student leadership has been identified as essential to the success of both health professional (HP) and interprofessional (IP) education since it enhances students' willingness to collaborate, and facilitates the sustainability of educational efforts. Successful student leadership, particularly collaborative leadership, in HP and IP education can yield significant long term benefits in the development of future student leaders in the workforce as it enhances students' willingness to collaborate, and facilitates the sustainability of educational efforts. In SLEs, students work in teams to build student collaborative leadership competencies in a health professional or interprofessional learning environment under the supervision and support of preceptors and facilitators. However, collaborative leadership and similar leadership models have had little to no mention in SLE model literature. This scoping review aims to explore how student leadership models are conceptualized and developed in SLE literature.

Supplementary_Material._Semi-structured_Interview_Guide-_child for The engaged child in occupational therapy by Rachel G. D’Arrigo, Jodie A. Copley, Anne A. Poulsen and Jenny Ziviani in Canadian Journal of Occupational Therapy

Purpose: This study aimed to understand parent engagement and disengagement in the delivery of occupational therapy to their children. Methods: This study used a qualitative interpretive description methodology. Focus groups and individual interviews were employed. Thirty-two occupational therapists participated in focusgroups or one-on-one interviews. Thematic analysis was used to analyse the data. Results: Thematic analysis of the data revealed two overarching themes which influenced parent engagement and disengagement in therapy: (1) Parent-therapist relationship and; (2) Therapist responsiveness. Within these two themes: parent feelings; time and timing of therapy; levels of engagement and factors influencing parent engagement were evident. Conclusions: Findings contribute to understanding parent engagement and disengagement in therapy. The findings extend current models of therapeutic engagement in occupational therapy informed by self-determination theory (SDT). Autonomy-, relatedness- and competence-supportive SDT strategies to enhance parent engagement in therapy are described.Implications for RehabilitationOccupational therapists reported that parents experience a range of feelings when engaged and disengaged in therapy. These feelings related to hopelessness, having confidence in the therapist and feeling supported, validated and empowered. Parent engagement and disengagement in therapy was described by occupational therapists as occurring at different levels: when it works well (engaged); engaged in the idea of therapy but not engaged in the doing of therapy (middle ground engagement); and when it doesn’t work well (disengagement).Occupational therapists reported the importance of being aware of how the factor of time and family, service and therapist characteristics can variously impact parent engagement in therapy.Occupational therapists focus on the parent-therapist relationship and being responsive to parent needs and feelings when engaging parents in therapy.Occupational therapists can draw on principles from self-determination theory to guide them regarding the selection of strategies to engage parents in therapy. Occupational therapists reported that parents experience a range of feelings when engaged and disengaged in therapy. These feelings related to hopelessness, having confidence in the therapist and feeling supported, validated and empowered. Parent engagement and disengagement in therapy was described by occupational therapists as occurring at different levels: when it works well (engaged); engaged in the idea of therapy but not engaged in the doing of therapy (middle ground engagement); and when it doesn’t work well (disengagement). Occupational therapists reported the importance of being aware of how the factor of time and family, service and therapist characteristics can variously impact parent engagement in therapy. Occupational therapists focus on the parent-therapist relationship and being responsive to parent needs and feelings when engaging parents in therapy. Occupational therapists can draw on principles from self-determination theory to guide them regarding the selection of strategies to engage parents in therapy.