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Background. Occupational therapists are involved in the prevention and management of pressure ulcers.While many therapists identify challenges with their clinical practice in this area, there is little information available regarding specific occupational therapy interventions or effectiveness. Purpose. The goal of this study was to gain a national perspective of practice in Canada and identify directions and trends in the management of pressure ulcers. Results. A survey was distributed to occupational therapists at 75 facilities across Canada, soliciting information on intervention, practice issues and satisfaction with their practice. Thirty-seven therapists from 36 facilities responded, answering questions about risk assessment tools, referral patterns, interventions and decision-making models, satisfaction with practice, intervention rationales, and recommendations for change. Risk assessment, early intervention and continuity of care were identified as concerns,with a lack of resources identified as a limitation to practice.Therapists preferred a collaborative decision-making process to create care plans and indicated consistency was more critical than clinical autonomy.Seating and positioning were common interventions; mattress prescription is a relevant but infrequently reported intervention. Practice Implications. This information can be used by clinicians to direct best practice and professional development goals. Further research is indicated in risk assessment, team collaboration and mattress prescription. [ABSTRACT FROM AUTHOR]

Edward M Giesbrecht,1 Pamela F Wener,1 Gisèle M Pereira2 1Department of Occupational Therapy, 2Department of Physical Therapy, College of Rehabilitation Sciences, University of Manitoba, Winnipeg, MB, Canada Background: Educators recognize the value of using standardized patients (SPs) when teaching and evaluating clinical skills in rehabilitation entry-to-practice education programs but have published little supporting evidence and have yet to evaluate programmatic SP use from a student perspective. This study explored occupational and physical therapy students' perceptions of SP use in their professional education. Methods: Recruiting current and graduated students, we conducted a two-phase mixed-methods sequential-explanatory study integrating data from a quantitative survey (phase 1) and qualitative focus groups with representative students (phase 2). Quantitative data were used to direct the second phase and informed selection of a purposive sample to participate in four focus groups (N=12). Results: The 24-item online survey obtained a 32% response rate (N=167). Mean ratings were high, but significant differences were found between the four subsections of Teaching, SP Experience, Feedback, and Evaluation (P=0.000). Secondary analyses revealed significant differences based on sex, program, and age. Qualitative analysis revealed that students found SP use especially helpful earlier in their program to bridge classroom teaching and clinical practice. Students in the occupational and physical therapy programs approached SP interactions differently in terms of the authenticity, personal investment, and value of SP feedback. Educator feedback was perceived as reflective of technical skill, and SP feedback reflective of therapeutic value, which students prioritized differently. Students identified a preferential continuum of options for learning and practicing skills, ranging from peers and instructors through SPs to actual patients. Conclusion: SPs were perceived as most useful early on in the professional education program, serving to bolster self-confidence and prepare students for clinical fieldwork. Discipline-specific differences impact the perception of SP use and value. Educators need to be aware of pragmatic and contextual issues when using SPs for examination purposes, including repeated exposure to the same actor. Keywords: occupational therapy, physical therapy, teaching