Mapping an Australian Occupational Therapy curriculum: Linking intended learning outcomes with entry-level competency standards.

BACKGROUND: Curriculum mapping involves systematic charting of programme content against professional competencies. This process can reveal strengths, gaps and redundancies within educational programmes. METHODS: Curriculum mapping occurred using intended learning (ILOs) as documented in individual courses and linking them to units and elements within the occupational therapy minimum competency standards (ACSOT) and Miller's Framework of competency. Five occupational therapy academics and two impartial research assistants identified links between ILOs and units and elements of the ACSOT. Analysis of each course in the curriculum was completed by two reviewers. A systematic protocol was developed that enabled a transparent process and resolution of discrepancies between reviewers. RESULTS: There were many links (47% of total) between the documented curriculum and ACSOT Unit 1 Professional attitudes and behaviours. The other six units of the ACSOT had between 5% (Unit 7) and 16% links (Unit 3). No links were made between ILOs and the elements of evaluation (4.4), cessation (3.7) and quality assurance of services (7.3). Difficulties mapping ILOs to units and elements revealed inconsistencies in specificity and language in the ILOs and also ambiguities and gaps within the standards themselves. Mapping against Miller's framework showed a steady increase in performance expectations of students across the four years levels. CONCLUSION: Curriculum mapping is recommended for critical reflection about content of occupational therapy programmes and to review pedagogical approaches. This process revealed strengths and weaknesses of the occupational therapy curriculum being mapped but also revealed insight into the current ACSOT that may inform future iterations.

Testing the generality of above-ground biomass allometry across plant functional types at the continent scale.

Accurate ground-based estimation of the carbon stored in terrestrial ecosystems is critical to quantifying the global carbon budget. Allometric models provide cost-effective methods for biomass prediction. But do such models vary with ecoregion or plant functional type? We compiled 15 054 measurements of individual tree or shrub biomass from across Australia to examine the generality of allometric models for above-ground biomass prediction. This provided a robust case study because Australia includes ecoregions ranging from arid shrublands to tropical rainforests, and has a rich history of biomass research, particularly in planted forests. Regardless of ecoregion, for five broad categories of plant functional type (shrubs; multistemmed trees; trees of the genus Eucalyptus and closely related genera; other trees of high wood density; and other trees of low wood density), relationships between biomass and stem diameter were generic. Simple power-law models explained 84-95% of the variation in biomass, with little improvement in model performance when other plant variables (height, bole wood density), or site characteristics (climate, age, management) were included. Predictions of stand-based biomass from allometric models of varying levels of generalization (species-specific, plant functional type) were validated using whole-plot harvest data from 17 contrasting stands (range: 9-356 Mg ha(-1) ). Losses in efficiency of prediction were <1% if generalized models were used in place of species-specific models. Furthermore, application of generalized multispecies models did not introduce significant bias in biomass prediction in 92% of the 53 species tested. Further, overall efficiency of stand-level biomass prediction was 99%, with a mean absolute prediction error of only 13%. Hence, for cost-effective prediction of biomass across a wide range of stands, we recommend use of generic allometric models based on plant functional types. Development of new species-specific models is only warranted when gains in accuracy of stand-based predictions are relatively high (e.g. high-value monocultures).

Collaboration with teachers: a survey of South Australian occupational therapists' perceptions and experiences.

BACKGROUND/AIM: Early intervention and the development of integrated coordinated services in schools has created a greater need for effective collaboration between health and education professionals. The present study aimed to explore South Australian occupational therapists' perceptions and experiences of collaboration with school teachers in providing services to kindergarten and school-aged children. METHODS: A survey was employed to capture the perceptions and experiences of 45 occupational therapists, working with kindergarten and school-aged children in South Australia. Descriptive exploratory statistical analysis of the data obtained was performed using SPSS version 17, followed by thematic analysis for extended text responses to compile and identify predominant themes. RESULTS: The results indicated a high level of consensus among participants for what constitutes collaborative practice, low levels of implementation indicated that differences exist between perceptions and experiences of best practice. Participants showed ambivalence about the success of, and satisfaction with, their own collaborative practice. CONCLUSIONS: The present study has confirmed consistency with existing literature that the best practice principles for collaboration are not implemented in the field. The findings have implications for current practice to address the challenges of collaborative work. Further research into the efficacy of collaboration and investigation of appropriate models and systems, which support collaboration is proposed to facilitate best practice in South Australia.

Collaboration between occupational therapists and teachers: definitions, implementation and efficacy.

AIM: The aim of this article is to present a critical review of available health and education literature to ascertain how collaboration is defined, what the barriers to collaboration are, how effective collaboration between occupational therapists and teachers is, and to determine implications for research and future practice in Australia. METHODS: A comprehensive electronic search process was undertaken, identifying studies from health and education databases. Manual searching of reference lists was then conducted for retrieved articles. Studies were reviewed to determine quality and relevance to the review question. RESULTS: Nine research articles were reviewed, which included six qualitative and three quantitative articles. An additional seven discussion papers and three literature reviews were also included. It is apparent that the available literature is predominantly written about USA and UK contexts, and empirical evidence is limited. Definitions of collaboration differ, and although professionals agree that it is important to collaborate, the evidence of effectiveness is scant. CONCLUSIONS: Although there is much anecdotal desire for collaboration, empirical evidence is limited, but positive. Professionals express desire for collaboration, but the implementation appears inconsistent, and poorly researched. The literature outlines factors, which support collaboration in practice including interactional, organisational and systemic factors. Using this model, strategies for successful collaboration can be formulated. Results indicate a need for research into appropriate models of practice for an Australian context, and particularly for states, where the health and education systems are not well integrated.

South Australian school teachers' perceptions of occupational therapy reports.

BACKGROUND/AIM: The qualitative research reported here investigated the perceptions of primary school teachers regarding the usefulness of occupational therapy reports from the Flinders Medical Centre. The reports included either recommendations alone or in conjunction with written programs for the students. METHODS: This qualitative descriptive study employed in-depth semistructured interviews to gather the perspectives of four school teachers from primary schools in the southern suburbs of Adelaide. The interviews were audiotaped, transcribed, and analysed using a thematic inductive approach. RESULTS: Four themes emerged from the data in relation to teachers' perceptions of the reports: (i) Understandable but not always useful; (ii) It's important ... we can't do it all; (iii) We never actually speak; and (iv) It's probably impossible but ... in an ideal world. CONCLUSIONS: The research findings provide an insight into the professional relationship between education and health professionals in the presence of minimal collaboration. The participants in this study described the occupational therapy reports as useful but they all wanted a higher level of interaction with therapists. The participants also gave suggestions for improving the current procedure to increase collaboration between health and education professionals. Such improvements could enhance educational outcomes for South Australian children with a disability.

Mothers' perceptions of the introduction of a hoist into the family home of children with physical disabilities.

PURPOSE: This study examined the perspectives of three mothers who used a hoist in the home to assist in the care of a child with a severe physical disability. It sought to identify the effects of hoist introduction on the family as well as factors which influence hoist usage. METHOD: A qualitative methodology was used to analyse semi-structured interviews with three mothers of teenagers with a disability. RESULTS: The findings from this study have highlighted the positive impact of hoist introduction on the parent and child's quality of life as a result of improved management of care, increased options for the child and increased respite for the parent. CONCLUSIONS: Early positive outcomes of hoist use were influential in long-term hoist use and acceptance. The factors of consultation for acquisition of the hoist, early introduction to enable a gradual transition into regular use, appropriate fit in the home, sensitivity to grief and loss, and negotiation with parents about changes in care provision were all important in the introduction of the hoist. The importance of occupational therapists to advocate for early introduction of a hoist with in-depth consultation into the environmental impact prior to prescription, along with close monitoring of use once supplied are explored and implications for practice discussed.

Factors influencing the decision to abandon manual wheelchairs for three individuals with a spinal cord injury.

PURPOSE: This study was conducted to identify factors which influence individuals with a spinal cord injury to abandon their first wheelchair before five years of use. It aims to provide prescribing therapists and manufacturers with insights which may assist in facilitating better outcomes for wheelchair users, thereby reducing abandonment rates and containing replacement costs. METHOD: A descriptive, qualitative design was used to gather the perceptions of three individuals with a spinal cord injury. RESULTS: Thematic analysis yielded five themes: 'Participants' experience of the first prescription'; 'The physical issues with the wheelchair have functional implications'; 'Gaining experience is so important'; 'Participants' experience of the second prescription'; and 'Participants' suggestions'. CONCLUSIONS: Factors influencing manual wheelchair abandonment for these participants were consistent with findings from the literature concerning dissatisfaction and abandonment of assistive technology. For these three individuals the lack of experience in wheelchair use and selection, the functional limitations encountered with the design of the wheelchair and the manner and timing of the prescription process combined to lead to dissatisfaction and ultimately abandonment. Suggestions for changes to wheelchair prescription practices were made.