Máster europeo en ciencias de la terapia ocupacional: un comienzo exitoso en la Universidad de A Coruña / European master of science in occupational therapy a successful start at University of A Coruña

La Universidade de A Coruña, España, se convirtió en la nueva universidad socia del Máster Europeo en Ciencias en Terapia Ocupacional en septiembre de 2022. Este programa es desarrollado en conjunto por cinco universidades europeas y tiene una historia de más de 20 años. El módulo 4, "Perspectivas socioculturales de la ocupación humana - Argumentación científica y teórica" es ahora responsabilidad de la Universidade da Coruña. Fue desarrollado por su equipo, terapeutas ocupacionales expertas en la materia, por primera vez en junio de 2023 de forma exitosa. En este texto compartimos la experiencia y las primeras impresiones de esta prometedora colaboración.(AU)

The University of A Coruña, Spain, became the new partner university of the European Master's in Occupational Therapy in September 2022. This program is jointly developed by five European universities and has a history of over 20 years. Module 4, "Sociocultural Perspectives of Human Occupation - Scientific and Theoretical Argumentation," is now the responsibility of the University of A Coruña. It was successfully developed by their team of occupational therapists, who are experts in the field, for the first time in June 2023. In this text, we share the experience and initial impressions of this promising collaboration.(AU)

European master of science in occupational therapy a successful start at University of A Coruña / Máster europeo en ciencias de la terapia ocupacional: un comienzo exitoso en la Universidad de A Coruña

The University of A Coruña, Spain, became the new partner university of the European Master's in Occupational Therapy in September 2022. This program is jointly developed by five European universities and has a history of over 20 years. Module 4, "Sociocultural Perspectives of Human Occupation - Scientific and Theoretical Argumentation," is now the responsibility of the University of A Coruña. It was successfully developed by their team of occupational therapists, who are experts in the field, for the first time in June 2023. In this text, we share the experience and initial impressions of this promising collaboration.(AU)

La Universidade de A Coruña, España, se convirtió en la nueva universidad socia del Máster Europeo en Ciencias en Terapia Ocupacional en septiembre de 2022. Este programa es desarrollado en conjunto por cinco universidades europeas y tiene una historia de más de 20 años. El módulo 4, "Perspectivas socioculturales de la ocupación humana - Argumentación científica y teórica" es ahora responsabilidad de la Universidade da Coruña. Fue desarrollado por su equipo, terapeutas ocupacionales expertas en la materia, por primera vez en junio de 2023 de forma exitosa. En este texto compartimos la experiencia y las primeras impresiones de esta prometedora colaboración.(AU)

Influencing discussions and use of neuroadvancements: Perspectives of Canadian occupational therapists.

BACKGROUND: The early involvement of many actors including health professionals is identified in neuroethics and neurogovernance discussions as crucial in constructing conversations around awareness, reaction, and knowledge development pertaining to the ethical, legal, and societal consequences of neuroscientific or neurotechnological advancements (NA). Occupational Therapists (OTs) have a stake in NA; however, OTs are rarely mentioned within this context. Lifelong learning (LL) could be used to increase OTs knowledge on NA and its consequences. However, LL is rarely mentioned within neuroethics and neurogovernance discussions. OBJECTIVE: The study's purpose is to understand the role of OTs as professionals and citizens in neuroethics and neurogovernance discussions and to examine the utility of LL processes put in place for OTs to empower OTs to contribute in a meaningful way to NA discussions. METHODS: 8 semi-structured interviews with OTs were conducted and analyzed using a directed content analysis. RESULTS: Although participants believed OTs can provide a holistic perspective to neurogovernance discussions, their knowledge on NA and its consequences is limited, and LL is not used as a tool to remain informed about such consequences. CONCLUSION: More education on NA and its consequences throughout their OT degree and through LL opportunities is warranted to facilitate their involvement.

Rasch analysis of the Self-Efficacy for Therapeutic Use of Self questionnaire in Norwegian occupational therapy students.

BACKGROUND: Research suggested combining modern test theory with classical test theory to achieve comprehensive evaluation of an assessment tool. However, the Norwegian Self-Efficacy for Therapeutic Use of Self questionnaire has not yet been examined by the modern test theory. AIMS/OBJECTIVE: This study aims to examine psychometric properties of the Norwegian Self-Efficacy for Therapeutic Use of Self questionnaire by using Rasch analysis. MATERIAL AND METHODS: One hundred and eleven occupational therapy students from two universities in Norway completed the questionnaire across four time points. Rasch analysis was used to examine the appropriateness of the rating scales, unidimensionality, person response validity, item/person separation, and the Wright map. RESULTS: The ten-point rating scale did not fully maximise the measurement potentials. Unidimensionality was confirmed except for two items. Person response validity needs further investigation. Excellent person/item separation and Wright map were found. CONCLUSION: This study supports the psychometric properties of the Norwegian Self-Efficacy for Therapeutic Use of Self questionnaire in assessing self-efficacy in therapeutic encounters. Further research is needed to address the misfit items and the rating scale issue. SIGNIFICANCE: Rasch analysis showed that the Norwegian Self-Efficacy for Therapeutic Use of Self questionnaire is promising to be used as a reliable and valid tool.

Occupational therapy and physiotherapy students' communicative and collaborative learning in an interprofessional virtual setting.

BACKGROUND: Interprofessional learning activities can contribute to preparing students to function in health care teams. Although the importance of communication is acknowledged, there is still a lack of understanding about how students learn to communicate interprofessionally. AIM: To explore occupational therapist and physiotherapist students learning of skills in interprofessional communication by studying the students' communication while working together with a virtual patient. MATERIAL AND METHODS: The students carried out a virtual patient encounter in pairs of two, using one computer per student, sitting side by side. The students' actions and conversations were recorded as video films, the oral communication was transcribed and analysed using qualitative content analysis. RESULTS: The students created a social learning environment by posing questions, acknowledging each other and clarifying their professional perspective using familiar professional concepts. Comparing their professional views, students related their peers' statements to their own. Departing from their own profession and using the created open environment, the students' communication led to an interprofessional meaning-making process, with students aiming to understand each other. CONCLUSIONS AND SIGNIFICANCE: A reciprocal learning situation was created when students worked together in a virtual setting. Communicating and making shared decisions about a patient can facilitate learning how to communicate interprofessionally and improve students' understanding of their own profession.

Exploring assessor cognition as a source of score variability in a performance assessment of practice-based competencies.

BACKGROUND: A common feature of performance assessments is the use of human assessors to render judgements on student performance. From a measurement perspective, variability among assessors when assessing students may be viewed as a concern because it negatively impacts score reliability and validity. However, from a contextual perspective, variability among assessors is considered both meaningful and expected. A qualitative examination of assessor cognition when assessing student performance can assist in exploring what components are amenable to improvement through enhanced rater training, and the extent of variability when viewing assessors as contributing their individual expertise. Therefore, the purpose of this study was to explore assessor cognition as a source of score variability in a performance assessment of practice-based competencies. METHOD: A mixed-method sequential explanatory study design was used where findings from the qualitative strand assisted in the interpretation of results from the quantitative strand. Scores from one objective structured clinical examination (OSCE) were obtained for 95 occupational therapy students. Two Generalizability studies were conducted to examine the relative contribution of assessors as a source of score variability and to estimate the reliability of domain and holistic scores. Think-aloud interviews were conducted with eight participants assessing a subset of student performances from the OSCE in which they participated. Findings from the analysis of think-aloud data and consideration of assessors' background characteristics were used to assist in the interpretation of variance component estimates involving assessors, and score reliability. RESULTS: Results from two generalizability analyses indicated the highest-order interaction-error term involving assessors accounted for the second-highest proportion of variance, after student variation. Score reliability was higher in the holistic vs. analytic scoring framework. Verbal analysis of assessors' think-aloud interviews provided evidential support for the quantitative results. CONCLUSIONS: This study provides insight into the nature and extent of assessor variability during a performance assessment of practice-based competencies. Study findings are interpretable from the measurement and contextual perspectives on assessor cognition. An integrated understanding is important to elucidate the meaning underlying the numerical score because the defensibility of inferences made about students' proficiencies rely on score quality, which in turn relies on expert judgements.

Evaluation of an interactive showroom to increase general knowledge about welfare technology and its potential in municipal care settings.

Background: Welfare Technology (WT) can promote participation in activity. Thus, initiatives to support the implementation of WT products and services in municipality care settings needs to be developed and evaluated to benefit end-users.Objective: To evaluate an interactive showroom of WT.Material and method: Municipal employees (n = 217) filled in a questionnaire before and after they visited an interactive showroom of WT.Findings: The number of participants confirming WT's potential to contribute to municipal operation areas increased in seven out of eight areas after their visits (p < 0.05). A statistically significant increase was also found regarding general knowledge of and confidence in WT and its potential value.Conclusion: A visit to the interactive showroom increased the perceived general knowledge and appreciated value of WT. The perception of the possibility of implementing WT in various municipal operation areas also increased, which may contribute to the implementation of WT in municipal care settings.

Exploring Relational Dialogue in Solution-Focused Coaching Sessions: An Analysis of Co-Construction and Reflection.

Purpose: To examine solution-focused coaching (SFC) as a means to enhance clinicians' professional development. Methods: Six pediatric rehabilitation clinicians (three physical, two occupational, and one behavior therapist) each received two SFC sessions targeting clinical listening goals. Conversational intervals were noted in session transcriptions. Frequencies of relational strategies and conversational intervals were calculated. The meaning of intervals > 10 s was examined. Results: The most frequent relational strategies indicated that SFC facilitates reflection and critical thinking, and encourages action. An appreciable number of long intervals (>10 s) occurred, indicating substantial reflection by participants. These were embedded in relational dialogue sequences involving coach questions and formulations, and participant pauses. Conclusions: The findings support the use of SFC as a professional development tool and substantiate the view that SFC 'works' through the coach's use of relational strategies designed to facilitate collaborative conversations that build solutions through an emphasis on reflection and action.

Produção científica em cuidados paliativos e terapia ocupacional: revisão de escopo / Scientific production in palliative care and occupational therapy: a scoping review / Producción científica en cuidados paliativos y terapia ocupacional: revisión de alcance

Objective: The study's main purpose has been to characterize the scientific production addressing palliative care and occupational therapy published in peer-reviewed open access journals available online, as well as identify the approaches used by such publications selected for this work. Methods: This is a scoping review, which performed a thorough search in the following databases: MEDLINE, LILACS, IBECS and INDEX PSI. Furthermore, it considered articles published over the period from 2000 to July 2019, eventually obtaining a sample of 29 studies. Results: The analysis resulted in six categories that addressed subjects on the profile, role, interventions, difficulties, information technology and home care of the occupational therapy in palliative care, where a predominance of English written articles was observed. Conclusion: The study findings have revealed rather small evidences on the occupational therapists' profile and their big challenges - such as updates related to the current practice and the educational curriculum. Hence, it is essential to promote new investigations aimed at demonstrating the effectiveness of interventions focused on improving the occupational therapists' performance and the patient's quality of life

Objetivo: Caracterizar a produção científica sobre os cuidados paliativos e a terapia ocupacional publicada em periódicos online, e identificar os enfoques abordados nas publicações selecionadas para o estudo. Método: Trata-se de uma revisão de escopo, cuja pesquisa foi realizada nas bases de dados MEDLINE, LILACS, IBECS e INDEX PSI, em artigos publicados entre 2000 e julho de 2019, cujas amostras contemplaram 29 estudos. Resultado: Da análise, resultaram seis categorias que contemplam temas sobre o perfil, papel, intervenções, dificuldades, tecnologia da informação e atenção domiciliar da terapia ocupacional em cuidados paliativos, com predominância de artigos em inglês. Conclusão: Os achados desta pesquisa revelam poucas evidências sobre o perfil dos terapeutas ocupacionais e grandes desafios ­ como atualizações na prática atual e no currículo educacional, sendo fundamental o desenvolvimento de novas pesquisas voltadas a demonstrar a eficácia das intervenções, à melhoria do desempenho ocupacional e à qualidade de vida do paciente

Objetivo: Caracterizar la producción científica sobre los cuidados paliativos y la terapia ocupacional publicada en periódicos online y identificar las perspectivas abordadas en las publicaciones seleccionadas para el estudio. Método: Se trata de una revisión de alcance, cuya investigación fue realizada en las bases de datos MEDLINE, LILACS, IBECS y INDEX PSI, en artículos publicados entre 2000 y julio de 2019, de cuales las muestras contemplaron 29 estudios. Resultado: Del análisis, resultaron seis categorías que contemplan temas sobre el perfil, papel, intervenciones, dificultades, tecnología de la información y atención domiciliar de la terapia ocupacional en cuidados paliativos, con predominancia de artículos en inglés. Conclusión: Los hallados de esta investigación revelan pocas evidencias sobre el perfil de los terapeutas ocupacionales y grandes desafíos ­ como actualizaciones en la práctica actual y en el currículo educacional, siendo fundamental el desarrollo de nuevas pesquisas destinadas a demostrar la eficacia de las intervenciones dirigidas a la mejoría del desempeño ocupacional y a la calidad de vida del paciente

Utility of science, technology and innovation governance for occupational discourses from the perspective of occupational therapy students.

BACKGROUND: Science, technology and innovation (STI) governance concerns itself with the societal impact of STI. Occupation, whether used with the meaning of paid, unpaid work or any activity that is considered meaningful to the individual on an everyday basis, is one area of societal impact of STI. Fields such as occupational therapy, occupational science and occupational health and safety concern themselves with the relationship between occupation and the health and well-being of human beings albeit all with different foci. OBJECTIVE: To ascertain the knowledge of students from two Occupational Therapy programs on STI governance, specific STI products and their views on the impact of STI governance and STI products on occupational therapy and its clients. METHODS: Online survey employing Yes/No' questions with comment boxes and open-ended textbox questions. Descriptive quantitative and thematic qualitative data was generated. RESULTS: Students were unfamiliar with STI governance discourses but felt that they should be aware of them. Students stated that how one governs STI impacts occupational therapy on all levels and that the occupational therapy community has expertise that would enrich STI governance discourses around occupation. CONCLUSION: Education actions seem to be warranted on the level of students and practitioners by the occupational therapy and STI governance communities.

The purpose, content and development phases of a graduate entry ePortfolio in occupational therapy.

BACKGROUND: There is a trend in higher education towards the use of digital or electronic portfolios (ePortfolios) to collect evidence that demonstrates learning and skill development. There are very few papers that examine the key features and what to include in an occupational therapy ePortfolio. OBJECTIVE: This study presents an approach to developing a graduate entry ePortfolio to prepare occupational therapy students for transition to work. METHODS: An e-Delphi approach was used to gather the opinions of eight categories of experts. Three rounds of questionnaires were used to explore the purpose, terminology, content, structure, and development phases of a graduate entry ePortfolio. RESULTS: Key stakeholders indicated that the purpose of a professional portfolio is to create a professional profile, record experiences, skills and behaviours, and promote recording of lifelong learning and achievements. Delphi expert panel members emphasised the importance of personal choice in selecting evidence recorded in each collection, which must be guided by ethical decision-making. CONCLUSIONS: The findings of the study are important to students who wish to build an ePortfolio to organise and display evidence of competence prior to graduation in readiness to enter the workforce. The recommendations also will be of value to occupational therapy educators in curriculum development.

Eclectic Application of Theoretical Models in Occupational Therapy: Impact on Therapeutic Reasoning.

We investigated the impact of an eclectic framework for combining theoretical conceptual practice models on occupational therapists' theoretical reasoning using concurrent mixed methods with repeated measures and grounded theory designs. Study participants (n = 9) attended two workshops to review select occupational therapy theoretical conceptual practice models and learn how to use the eclectic framework. We assessed skills in eclectic combination of theoretical conceptual practice models using the Theory Application Assessment Instrument. The skills improved significantly [χ2(2, 9) = 7.09, p = .02], a finding that was corroborated by the qualitative findings indicating that the eclectic framework may potentially help improve theoretical reasoning among occupational therapists.

The process of determining driving safety in people with dementia: A review of the literature and guidelines from 5 English speaking countries.

OBJECTIVES: To review literature and guidelines related to the process of determining driving safety in people with dementia. METHOD: Four electronic databases were searched in December 2016/January 2017. We limited our search to literature and guidelines published in the UK, USA, Canada, New Zealand and Australia. RESULTS: General practitioners are primarily responsible for driver licensing; however, they often feel ill-equipped and it can compromise the therapeutic relationship. Occupational therapist driving assessment is considered as the 'gold-standard' but is costly and often not available. Medical advisory boards assist the assessment process by providing independent licencing decisions. CONCLUSIONS: General practitioner training, funding for occupational therapist driving assessment and the establishment of a medical advisory board could be considered to improve the current practice of driving assessment in dementia.

Social change agent training program tailored to occupational therapists' needs: a design-based study protocol.

BACKGROUND: As social change agents (SCAs), occupational therapists (OTs) are expected to defend the rights of their clients, advocate for and with them, and try to influence organizational and political decision-makers. However, OTs do not generally feel equipped to take effective action. The overall goal of this research partnership is to support practising OTs in acquiring the knowledge and skills required to act as SCAs through a specific SCA training program and a toolkit that summarizes the key training points. METHODS: The study will include three iterative phases (conceptualization, implementation and evaluation) and use a participatory process. The design of the training program and toolkit will draw on the expertise of the researchers (theoretical knowledge), a professional provincial partner and study participants (experiential knowledge). To evaluate the training program and toolkit, a self-administered evaluation questionnaire, facilitator observation grid and semi-structured guide designed to facilitate focus group discussions will be used. The quantitative and qualitative data will be analyzed using descriptive statistics and thematic analysis, respectively. The results of the initial implementation and evaluation phases will inform improvement of the training program and toolkit before starting the cycle with the following groups. DISCUSSION: In addition to training about 100 OTs, this study will produce three main benefits: 1) development of two products, namely the SCA training program and toolkit, that are easy to reuse and potentially transferable to other professionals; 2) ownership of these products by the partner through its close involvement in all stages of the study; and 3) development of a sustainable partnership between a team of researchers and a recognized organization with networks across Canada and internationally. These three spin-offs will provide a solid basis for an increasing number of permanent implementation initiatives, in Québec and elsewhere in Canada, not just in occupational therapy but also in other professions.

"The Bigger Picture": Occupational Therapy Practitioners' Perspectives on Disability Studies.

OBJECTIVE: This qualitative study explored occupational therapy practitioners' perspectives about integrating principles from the field of disability studies (DS) into clinical education and practice. METHODS: After a conference presentation about DS, three simultaneous focus groups were conducted with 27 occupational therapy practitioners. A constant comparative, grounded-theory approach was used to identify themes across groups. RESULTS: Identified themes included convergences and divergences between the profession of occupational therapy and the field of disability studies, influence of perspectives of disability on service delivery, clinician navigation of systemic barriers, and incorporation of DS-aligned intervention strategies into practice. CONCLUSION: Despite points of alignment, occupational therapy has not fully addressed DS critiques. Practitioners recognized professional, systemic, and societal barriers and the need for more educational experiences, resources, and professional reflexivity and dialogue to inform the integration of DS concepts into practice.

Improving Neurodevelopmental Outcomes in NICU Patients.

BACKGROUND: Premature infants experience stressors such as external stimulation with sounds, light, touch, and open positioning in NICU that negatively affect outcomes. PURPOSE: The purpose of this study was to measure the effectiveness of a developmental positioning intervention on length of stay, weight gain, and tone/flexion compared with neonates without structured positioning. METHODS: Study design was quasi-experimental with nonequivalent groups. A retrospective chart review of 50 neonates with the inclusion criteria of 34 weeks of gestation or less and no anomalies provided a preintervention sample. After the education in-service on positioning, a convenience sample of 27 infants was enrolled. Infant Position Assessment Tool was used as a visual guide for positioning and scoring by the researcher for intervention fidelity. Hammersmith scoring was completed by the occupational therapist prior to discharge. FINDINGS: The postintervention group was younger and sicker than the control group (P < .05). The postintervention sample (M = 7.05 where 7 = 29 to <30 weeks of gestation) was younger than the preintervention sample (M = 7.22). The postintervention sample was smaller (M = 1302.15 g) than the preintervention sample (M = 1385.94 g). Results showed that the postintervention group had clinically significant weight gain and mean Hammersmith score (3.28) was higher showing positioning positively affected tone and flexion scores. IMPLICATIONS FOR PRACTICE: With greater structure and consistent attention to developmental positioning, outcomes are positively affected. IMPLICATIONS FOR FUTURE RESEARCH: Further research with larger sample sizes will identify stronger associations and relationships between positioning and outcome measures.

Using confidence assessment to explore physiotherapists, dieticians, speech pathologists and occupational therapists knowledge of medicines.

Medicines are the largest single intervention provided to patients on admission to hospital. Adverse effects of medicines may decrease the ability of patients to participate in clinical interventions from physiotherapists, dietitians, speech pathologists and occupational therapists (PDSOs), which in turn impacts on quality of care and length of hospital stay. PDSOs receive medicines education as part of their undergraduate degree but little education once commencing practice. Pharmacists' possess significant knowledge about medicines and are well placed to educate PDSOs about medicines which may benefit their interventions. This study used certainty- based scoring to evaluate an interprofessional workshop addressing medicines safety information for PDSOs. Scoping interviews established baseline knowledge. Interview data was then used to formulate the workshop and case study. Knowledge was assessed using a pre and post quiz including a certainty- based score. A two-hour pilot workshop attracted thirty-three attendees from the PDSO professions. A trend towards more correct answers and increased certainty they were correct was observed from pre to post quiz. This style of workshop measures PDSOs knowledge of, and competence with, medicines. The assessment for competence is an important consideration with increasing numbers of medicines and complexity of patients potentially increasing risk of adverse events.

What occupational and physical therapists know about farmers' health.

Farmers are at high risk for losing their occupation because of their susceptibility for developing chronic conditions and incurring injuries. Although, occupational and physical therapists have basic education in return-to-work methods, specialty training is needed to help farmers with disabilities. The North Carolina AgrAbility Partnership, part of the U.S. Department of Agriculture's supported AgrAbility Program, implemented an exploratory survey of North Carolina occupational and physical therapists before developing training curricula for working with farmers. State occupational and physical therapy association members were surveyed on what types of conditions they could treat, how comfortable they were in treating these conditions and making recommendations for environmental modifications, and what resources are available for farmers related to work site accommodations. Findings showed that less than one third of therapists had farm exposure or had ever treated farmers. Significant differences in identifying farmers' typical conditions were found between therapists who had treated and those who had not treated farmers. Physical therapists were more comfortable than occupational therapists in treating farmers for repetitive stress syndromes, work-related trauma, and musculoskeletal disorders while occupational therapists were more comfortable in treating farmers for social isolation and low vision. More physical therapists also rated themselves as competent in farm environmental assessment and adaptation. On the other hand, occupational therapists were aware of more agencies that aid farmers. Finally, few therapists had education on working with farmers or had heard of AgrAbility. To create farmer-centered intervention, therapists should take continuing education courses and investigate resources for helping farmers with chronic conditions and disabilities return to their chosen occupation.