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Emerging technologies are critical to support older adults to live independently and safely at home. This manuscript describes the collaborative approach used to build the “University of Manitoba Technology for Assisted Living Project” (TALP), a research and assessment facility dedicated to independent and safe living for older adults.

Public policy impacts on the occupational life spectrum of individuals and communities are ubiquitous. This paper explores the nexus between policy science and occupational science. Public policy is defined and the relevance to occupational life and occupational salience is explored. Two occupational science meta-value propositions are put forward to support interdisciplinary dialogue within policy science that can be used to respond to societal transformations and the development of public policy. Economic downturns and globalization are two scenarios used to provide examples of the intersections of occupational science and policy science. These scenarios are used to expand on the value and potential of occupational science to inform public policy through the application of policy levers. This paper opens the door for occupational scientists and public policy scientists to begin to engage in dialogue on the benefits of interdisciplinary approaches that can support the holistic consideration of knowledge ...

Clinical education or fieldwork requires a collaborative relationship and coordinated effort between the university and the clinic. Although the literature notes the increased recognition and responsilDility given to clinicians as a teaching resource, minimal attention has been given to describing the clinical educator's perspective or in preparing clinicians for the role of educator. The purpose of this study was to explore the support and educational needs of Saskatchewan occupational therapists as they related to providing clinical education. Focus group interviews were conducted with 70% participation of the practicing registered occupational therapists in Saskatchewan. Emerging themes related to the participants (needs and responsibilities of the student, the clinical educator, the facility and the university), the process (positive and negative elements of communication, placement coordination and student evaluation), and the environment (clinical education models, length and number of placements). Recommendations were made for enhancing the clinical education experience in Saskatchewan.