Occupational Therapy Education Research: Results of a National Survey.

OBJECTIVE: Despite a strong tradition of education scholarship in occupational therapy, no systematic evaluation of the amount and nature of research in this arena, or its associated challenges, has been conducted. This study examined the scope and range of education-focused research conducted in Canada and identified perceived supports and barriers for this area of inquiry. METHOD: An online survey was sent to faculty of all 14 Canadian occupational therapy programs. Descriptive statistics were used to summarize areas of study focus, and qualitative thematic analysis captured respondents' perceptions of personal and environmental factors influencing their engagement in education research. RESULTS: Respondents (n = 47) reported engagement in education scholarship spanning more than 20 focus areas, often with limited resources. CONCLUSION: Strategies are proposed to promote the viability of education research in occupational therapy and to improve resources and other supports for this type of research.

Exploring the nexus between health promotion and occupational therapy: synergies and similarities.

BACKGROUND: The similarities between health promotion and occupational therapy have been recognized. Both are based on perspectives that share a goal of enabling individuals and populations to improve control over their health. Consequently, it is logical that the principles of health promotion complement the practice of occupational therapy. PURPOSE: This paper highlights the affinity between occupational therapy and health promotion, and discusses ways in which health promotion principles can be incorporated into occupational therapy practice. KEY ISSUES: Some Canadian occupational therapists may be unaware of the current discourse in health promotion and, thus, may not be incorporating its principles into practice. Steps are warranted to expand the current knowledge and practice of therapists to include health promotion, with specific attention to providing services for the population. IMPLICATIONS: Incorporating health promotion principles into occupational therapy perspectives will facilitate the implementation of the domains of practice within the occupational therapy profile. This paper highlights how the principles of health promotion can impact practice at the individual and community level.

Chronic pain in episodic illness and its influence on work occupations: a scoping review.

OBJECTIVES: The aim of this review was to understand and synthesize the realm of knowledge on intermittent work capacity (IWC) about strategies to support work sustainability. Specifically, this review focused on literature that examined productive work with individuals who have chronic pain due to Fibromyalgia, Breast Cancer, Multiple Sclerosis, and Human Immunodeficiency Virus. METHODS: A scoping review of research conducted across 10 databases. Nature of the knowledge base on return to work barriers and strategies and future recommended strategies needed to support persons with IWC in maintaining work participation were charted and thematically analyzed and organized into micro, meso and macro categories. RESULTS: Majority of the knowledge base reflects factors impeding and facilitating employment or re-employment at the micro level. At the micro level, self advocacy was a strategy that persons with IWC used to maintain employment and navigate stigmatizing work environments to meet their needs. At the meso level education and knowledge sharing with employers to increase awareness was underscored; at the macro level introduction of new policies was recommended. CONCLUSIONS: These findings suggest the need for future greater examination of the dialectical relationships across micro, meso and macro level strategies to overcome work disparities for persons with IWC.

Directions for advancing the study of work transitions in the 21st century.

OBJECTIVES: The purpose of this article is to share the details, outcomes and deliverables from an international workshop on work transitions in London, Ontario, Canada. PARTICIPANTS: Researchers, graduate students, and community group members met to identity ways to advance the knowledge base of strategies to enhance work participation for those in the most disadvantaged groups within society. METHODS: A participatory approach was used in this workshop with presentations by researchers and graduate students. This approach included dialogue and discussion with community members. In addition, small group dialogue and debate, world cafe discussions, written summaries of group discussion and reflection boards were used to bring new ideas to the discussion and to build upon what we know. FINDINGS: Two research imperatives and six research recommendations were identified to advance global dialogue on work transitions and to advance the knowledge base. Occupational justice can be used to support future research directions in the study of work transitions. CONCLUSIONS: Moving forward requires a commitment of community of researchers, clinicians and stakeholders to address work disparities and implement solutions to promote participation in work.

1000 fieldwork hours: analysis of multi-site evidence.

BACKGROUND: Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard. PURPOSE: To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork. METHODS: Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale. FINDINGS: Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short. IMPLICATIONS: The identification of a plan for addressing the lower ratings in these three competencies should be considered.

Contributing to operations of community agencies through integrated fieldwork experiences.

BACKGROUND: Occupational therapists are change agents who are well equipped to participate in community development. Community development projects can help agencies in many ways, including determining needs, educating stakeholders, developing novel programs, finding and creating resources, marketing the agency, and creating or implementing policy. In order for service agencies to profit, they need an understanding of the skills occupational therapists can offer. The best way to gain that knowledge may be through direct experience. PURPOSE: This paper describes the benefits that flow to community agency partners and to occupational therapy students from an innovative, integrated fieldwork model that links students with service agencies. KEY ISSUES: This approach has demonstrated many benefits to community partners, while allowing all students in an occupational therapy program to have community development experience. IMPLICATIONS: This is a cost-effective way to demonstrate the value of occupational therapy and to deliver multiple community development projects.

Evaluation of an occupational therapy mentorship program.

BACKGROUND: It was identified that there is a lack of evidence for the effectiveness of formal mentorship programs, no evidence supporting mentor groups and little research in mentorship specific to occupational therapy. PURPOSE: The following quantitative study evaluates the mentorship program offered within the occupational therapy curriculum at The University of Western Ontario. METHODS: One hundred and seventy nine surveys were analyzed to evaluate participants' perceptions of the program's strengths, weaknesses, changes needed, effectiveness, and whether it should continue to be offered. RESULTS: In general, mentors and mentees reported that the mentorship program should continue to be offered and that it was effective in developing professionalism. However, the structure of the program, clarification of its requirements, and more support for the mentors were identified as some areas for change. IMPLICATIONS: Results can impact further program development at this university and other occupational therapy programs which may have a similar program or are interested in developing a mentorship program.

Evaluation of the mentor-mentee relationship in an occupational therapy mentorship programme.

Mentor group relationships in an occupational therapy university curriculum were investigated. In phase I, mentors (n = 23) and mentees (n = 124) were surveyed over a four year period. In phase II, 14 mentees from the same time period were surveyed after graduation. It was found that mentors and mentees surveyed agreed that their mentor group leader displayed more mentoring (i.e. ongoing partnership for guidance and support) than coaching (i.e. short-term relationship for providing feedback on areas requiring change) characteristics, and most agreed that, post-graduation, their mentor group leader had been a mentor to them. Mentees viewed their mentors predominantly as a role model or counsellor and emphasized knowledge, experience, guidance, and support as desirable attributes of a mentor. Contact with mentors for resources, support, or job-related purposes continued after graduation for more than half of mentees. Some mentees reported that peer mentoring had also occurred. Limitations of the study include the small sample size in Phase II and some aspects of survey design. Future areas of research identified include studying the development of the relationship over time (i.e. pre-, mid-way, and post-programme), comparing relationships between mentors and mentees who have similar versus dissimilar expectations for the programme, further examining peer mentoring or group relationships, and continuing post-graduation surveys with a larger sample size for increased reliability.