Evolución técnica del marco de trabajo para la práctica de la terapia ocupacional: dominio y proceso / Occupational therapy practice framework: domain and process. Technical evolution

En el año 2020 se publica el nuevo Marco de Trabajo para la Práctica de la Terapia Ocupacional: Dominio y Proceso, 4ª edición,tras revisar las bases y procesos de la terapia ocupacional. En este documento queremos sintetizar y hacer más comprensiblestodos los cambios y avances técnicos que se han ido mostrando ennuestra profesión a lo largo de los diferentes documentos realizados por la Asociación Americana de Terapia Ocupacional. (AU)

In 2020 the new Occupational Therapy Practice Framework: Domain and Process, 4th edition was published after reviewing the bases and processes of occupational therapy. In this document we want to synthesize and make more understandable all the changes and technical advances that have been shown in our profession throughout the different documents produced by the American Occupational Therapy Association (AU)

Conceptualising professionalism in occupational therapy through a Western lens.

INTRODUCTION: The term professionalism is embedded within curriculum and occupational therapy documents, yet, explicit discussion of the concept is lacking in the literature. This paper strives for a greater understanding of how professionalism is currently conceptualised within Western occupational therapy literature. METHODS: A broad literature search was conducted and included international peer-reviewed and grey literature from Western cultures including Australia, Canada, New Zealand, the United Kingdom and the United States. To enrich understanding, some documents from medicine were also included. FINDINGS: Professionalism is widely upheld as a core construct of occupational therapy. However, an evidence-based consensus of the specific elements of professionalism guiding occupational therapy practice is lacking. Currently, understanding of professionalism is largely based on multiple, isolated concepts presented in Western professional association documents. RELEVANCE TO CLINICAL PRACTICE: Acknowledging the multifaceted and multicultural nature of professionalism is essential to begin systematically delineating and conceptualising elements of professionalism specific to occupational therapy. LIMITATIONS: This review has been conducted from a solely Western cultural lens. RECOMMENDATIONS FOR FURTHER RESEARCH: Additional work to highlight differences specific to international contexts, cultures, and societal influences is needed to enrich the understanding of professionalism in occupational therapy practice.

Identifying educational priorities for occupational therapy students to prepare for mental health practice in Australia and New Zealand: Opinions of practising occupational therapists.

BACKGROUND: The effective preparation of occupational therapy students for mental health practice is critical to facilitate positive consumer outcomes, underpin optimal practice and support new graduates' professional identity. This project was established to determine a set of 'educational priorities' for occupational therapy students to prepare them for current (and future) entry-level practice in mental health, from the perspective of mental health occupational therapists in Australia and New Zealand. METHODS: The study included two phases. In Phase One, participants identified what they considered to be important educational priorities for occupational therapy students to prepare them for practice in mental health. For Phase Two, an 'expert panel' was assembled to review and rank these using a Policy Delphi approach. RESULTS: Eighty-five participants provided educational priorities in Phase One. These were grouped into a total of 149 educational themes. In Phase Two, the expert panel (consisting of 37 occupational therapists from diverse locations and practice settings) prioritised these themes across three Delphi rounds. A final priority list was generated dividing educational themes into three prioritised categories: 29 'Essential', 25 'Important' and 44 'Optional' priorities. Highest-ranked priorities were: clinical reasoning, client-centred practice, therapeutic use of self, functional implications of mental illness, therapeutic use of occupation and mental health fieldwork experience. CONCLUSION: The priority list developed as part of this project provides additional information to support the review of occupational therapy curricula across Australia and New Zealand to ensure that new graduates are optimally prepared for mental health practice.