Refining a capability development framework for building successful consumer and staff partnerships in healthcare quality improvement: A coproduced eDelphi study.

BACKGROUND: The capability of consumers and staff may be critical for authentic and effective partnerships in healthcare quality improvement (QI). Capability frameworks describe core knowledge, skills, values, attitudes, and behaviours and guide learning and development at individual and organizational levels. OBJECTIVE: To refine a capability framework for successful partnerships in healthcare QI which was coproduced from a scoping review. DESIGN: A two-round eDelphi design was used. The International Expert Panel rated the importance of framework items in supporting successful QI partnerships, and suggested improvements. They also rated implementation options and commented on the influence of context. PARTICIPANTS: Seven Research Advisory Group members were recruited to support the research team. The eDelphi panel included 53 people, with 44 (83%) and 42 (77. 8%) participating in rounds 1 and 2, respectively. They were from eight countries and had diverse backgrounds. RESULTS: The Research Advisory Group and panel endorsed the framework and summary diagram as valuable resources to support the growth of authentic and meaningful partnerships in QI across healthcare contexts, conditions, and countries. A consensus was established on content and structure. Substantial rewording included a stronger emphasis on growth, trust, respect, inclusivity, diversity, and challenging the status quo. The final capability development framework included three domains: Personal Attributes, Relationships and Communication, and Principles and Practices. The Equalizing Decision Making, Power, and Leadership capability was foundational and positioned across all domains. Ten capabilities with twenty-seven capability descriptions were also included. The Principles and Practices domain, Equalizing Decision Making, Power, and Leadership capability, and almost half (44.4%) of the capability descriptions were rated as more important for staff than consumers (p < .01). However, only the QI processes and practices capability description did not meet the inclusion threshold for consumers. Thus, the framework was applicable to staff and consumers. CONCLUSION: The refined capability development framework provides direction for planning and provision of learning and development regarding QI partnerships. PATIENT OR PUBLIC CONTRIBUTION: Two consumers were full members of the research team and are coauthors. A Research Advisory Group, inclusive of consumers, guided study execution and translation planning. More than half of the panel were consumers.

Transcending the individual: The promise and potential of collectivist approaches in occupational therapy.

BACKGROUND: In a globalised world, with injustices and inequities, occupational therapists have a moral and ethical obligation to use their knowledge and skills to work at a collective level with groups, communities, and populations rather than focus solely on individualistic approaches. OBJECTIVES: To review the literature exploring the question: What do occupational therapists do in their everyday practice that could be characterised as having a collectivist orientation? METHOD: A scoping review with searches on Web of Science, Scopus and CINAHL databases with the keywords 'occupational therapy' AND collectiv*. RESULTS: 161 articles were found and after screening of abstracts and/or full text, 19 were included. Articles were published in English (13) and Portuguese (6), in 12 different journals and one book, from 1988 to 2018. They were categorised as focussing on: social welfare - collectivism (n = 2); collective occupations (n = 11); and collective oriented practices (n = 6). CONCLUSION: A clear definition of collectivist approaches in occupational therapy practice was not found. What was evident, however, was a focus on experiential accounts of working with groups of people and the methods and processes utilised. It is argued that occupational therapy needs to further develop knowledge and practices aimed at injustices grounded in a collectivist epistemology.

Occupational therapy entry-level education scholarship in Australia from 2000 to 2019: A systematic mapping review.

INTRODUCTION: The number of occupational therapy degree programs in Australia has increased substantially over the last decade. During this time, Australian academics have produced a significant amount of scholarship focussed on entry-level education; however, the landscape of this scholarship has not been examined. The aim of this study was to review the literature on the scholarship of entry-level Australian occupational therapy education programs, specifically the topics explored and methods employed. METHODS: An extensive search of nine databases produced 1,002 papers related to occupational therapy education. Two researchers screened each paper using inclusion and exclusion criteria. Seventy-six articles, published between 2000 and September 2019, were included. Data were extracted using a coding tool, and entered into NVivo, where data were analysed using queries and tallies of the characteristics of the articles. RESULTS: Sixty-eight articles were research and eight were other peer reviewed literature. Articles primarily focussed on student characteristics and perceptions. Quantitative research designs were predominant with surveys the most frequently used method. There were few articles that addressed the topic of teaching methods and approaches, and of these none addressed occupation-centred teaching. No articles addressed the learning environment. Four articles reported on an educational intervention that targeted participation, and attitudes/perceptions or knowledge/skills of students and/or academics. These findings inform understanding about what has been completed so far in the scholarship; and what topic focus and research designs could address gaps in existing knowledge. CONCLUSIONS: This review elucidated topics that have been well researched (student focus), as well as gaps in the scholarship (teaching methods and approaches including occupation-centred teaching, and the learning environment). It showed that quantitative designs were predominant, with qualitative approaches less frequently adopted. The results of this review could assist academics and researchers to focus their scholarship on topics that require further investigation and diversify research methods.

Experiences of occupational therapy education: contexts, communities and social occupational therapy / Experiências de formação em terapia ocupacional: contextos, comunidades e terapia ocupacional social

Abstract Over the past decades, the profession of occupational therapy has increased its focus on the wellbeing of society as a whole in response to growing inequality. In addition, guidelines for occupational therapy student education have also been revised to ensure that occupational therapists graduate with an appreciation of and ability to work with diverse populations of people in multiple contexts, beyond a biomedical focus on health and impairment. As a result, occupational therapy educators have been challenged to create curricula that meet the profession's social responsibility by preparing students to practice with communities and populations in a contextualised way. To contribute to this discussion and foster dialogue about what this may look like in occupational therapy programs, we present examples of curricula from three courses in two undergraduate occupational therapy programs in Australia and Brazil: "Understanding the Context of Occupation" and "Occupation, Health and Participation - Communities and Populations", at Griffith University, Australia; and the course "Social Occupational Therapy", at the Federal University of Sao Carlos, Brazil. The courses include topics such as: working in micro to macro contexts, working with communities and populations, collective occupation, politics and advocacy, social justice, occupational justice, social security and others. With differences across the programs, based on their geographical and institutional contexts, as well as their socio-historical and cultural contexts, the examples provide some ideas for educators about preparing students to work in a contextualised way with communities and populations.

Resumo Nas últimas décadas, a área de terapia ocupacional ampliou seu enfoque em dimensões sociais em resposta ao crescente patamar de desigualdade. Além disso, as diretrizes para a formação de terapeutas ocupacionais também foram revisadas para garantir que os profissionais se graduem com uma sensibilidade e capacidade de trabalhar com populações diversas e em múltiplos contextos, para além de um foco biomédico em saúde e deficiência. Como resultado, os educadores em terapia ocupacional têm sido desafiados a criar currículos que abordem a responsabilidade social, preparando os alunos para atuarem com comunidades e populações de forma contextualizada. Para contribuir com essa discussão e dialogar sobre como poderiam ser programas em terapia ocupacional, apresentamos exemplos de currículos de três cursos em dois programas de terapia ocupacional, um na Austrália e um no Brasil, são eles: "Entendendo o contexto da ocupação" e "Ocupação, saúde e participação - comunidades e populações", na Griffith University, Austrália; e o curso "Terapia Ocupacional Social", da Universidade Federal de São Carlos, Brasil. Os cursos incluem tópicos como: trabalhar do micro ao macro contextos, trabalhar com comunidades e populações, ocupação coletiva, política e defesa de direitos, justiça social, justiça ocupacional, seguridade social e outros. Com diferenças entre o programas, com base em seus contextos geográficos e institucionais, bem como em seus contextos sócio-históricos e culturais, os exemplos fornecem algumas ideias para educadores sobre como preparar os alunos para trabalhar de maneira contextualizada com comunidades e populações.