Healthcare Students’ Approaches to Studying in Association with Self-Efficacy and Mental Health: Repeated Cross-Sectional Analysis

Background In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. Methods A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. Results The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: ‘student engagement in research’, ‘curriculum improvement regarding EBP’, ‘EBP teaching’ and ‘journal club’, where ‘EBP teaching’ was most frequently identified. Conclusions Findings from this scoping review suggest that ensuring students’ competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students’ basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.publishedVersio

Occupational Adaptation as a Construct: A Scoping Review of Literature

Background: This study integrates research on practice applications of the construct of occupational adaptation with occupational therapy and occupational science literature. Method: Using Arksey and O’Malley’s 5-step Scoping Study Framework (2005), we conducted a scoping review of 74 articles from five online databases and literature hand-searching and performed quantitative and thematic analyses. Results: The Occupational Adaptation model (Schkade & Schultz, 1992; n = 74) and the Model of Human Occupation (Kielhofner, 2008; n = 37) were the most frequently cited literature influences. Occupational adaptation has been defined as a process (n = 49), an outcome (n = 37) and both a process and outcome (n = 12) of occupational participation. Four qualitative themes emerged to support the definitions of occupational adaptation from the literature. Occupational adaptation was defined as (a) a product of engagement in occupation, (b) a transaction in the environment, (c) a response to change and life transitions; and (d) a formation of a desired sense of self. Discussion: Evidence of occupational adaptation as a viable construct warrants further research to operationalize practice and outcomes

Changes in study approaches, self-efficacy, and mental health in allied healthcare students during the COVID-19 crisis

There is growing concern about student mental health, particularly during the COVID-19 crisis. Mental health factors impact self-efficacy and study behaviors, thus there is a need to explore changes in these factors during the pandemic. The aim of this study was to explore changes in allied healthcare students’ approaches to studying, self-efficacy and positive mental health before and during the COVID-19 crisis. The Approaches and Study Skills Inventory for Students, General Self-efficacy scale, Mental Health Continuum – Short Form were given to graduate students (n=26) prior to, and one year into the pandemic. Repeated measures analyses of variance were performed. General self-efficacy scores increased with large effect size, while no significant change pattern was observed for mental health scores. The decrease in strategic study approach scores had a large effect size. The changes in deep and surface study approach scores across time were not statistically significant. While students sustained their mental health and increased their self-efficacy, students may benefit from assistance in organizing daily academic routines and fostering community support during times of crisis.publishedVersio

Changes in Study Approaches, Self-efficacy, and Mental Health in Allied Healthcare Students during the COVID-19 Crisis

There is growing concern about student mental health, particularly during the COVID-19 crisis. Mental health factors impact self-efficacy and study behaviors, thus there is a need to explore changes in these factors during the pandemic. The aim of this study was to explore changes in allied healthcare students’ approaches to studying, self-efficacy and positive mental health before and during the COVID-19 crisis. The Approaches and Study Skills Inventory for Students, General Self-efficacy scale, Mental Health Continuum – Short Form were given to graduate students (n=26) prior to, and one year into the pandemic. Repeated measures analyses of variance were performed. General self-efficacy scores increased with large effect size, while no significant change pattern was observed for mental health scores. The decrease in strategic study approach scores had a large effect size. The changes in deep and surface study approach scores across time were not statistically significant. While students sustained their mental health and increased their self-efficacy, students may benefit from assistance in organizing daily academic routines and fostering community support during times of crisis

Pennsylvania Occupational Therapy Fieldwork Educator Practices and Preferences in Clinical Education

The shortage of clinical education fieldwork sites coupled with a concern over the quality of the required fieldwork experience poses an unintended outcome for the recent changes in the health care system and an increasing number of occupational therapy students. While the Accreditation Council for Occupational Therapy Education (ACOTE) issues standards for fieldwork education, the quality of the experience is known to vary. The present study employed a mixed methods concurrent nested design with a quantitative online survey alongside qualitative individual semi-structured online interviews to examine the practices and preferences of fieldwork educators in Pennsylvania ACOTE accredited programs. From the 49 quantitative online survey participants, 10 practices and preferences considered important when supervising fieldwork students emerged. Another five themes related to a quality fieldwork experience were garnered from the six qualitative semi-structured interviews. The results suggest that fieldwork educators understand the value of clinical education and intend to continue to supervise students in the future. However, while fieldwork educators value their role as an educator, they often lack the time and resources necessary to feel effective. Therefore, future research into resource use and ways in which academic programs and professional associations can support fieldwork educators is necessary

The Use of an Embedded Librarian to Enhance Student Information Literacy Skills: A Pilot Study

This pilot study explored an embedded librarian (EL) intervention to enhance occupational therapy student information literacy skills development. The EL provided computer laboratory and in-class instruction, online presence in the classroom website, and extensive office hours to assist students in the identification of information needed, determination of how and where to find scholarly information needed, and assessment and utilization of information retrieved to meet assignment requirements. Participants were 46 third-year (junior) occupational therapy students. Three tools were used to assess skills pre and post intervention: the Student Assessment of Information Literacy Skills, the Student Perception of Literacy Skills-Q (SPIL-Q), and database tracking of frequency, kind (in-person versus email), and topic (citation formatting, database search term development, etc.) of student visits. These were analyzed via percentage of change and compared with course grade via Pearson r correlation tests. Results: Students showed limited improvement on the quantitative SAILS test (2%), but 31% (n=14) perceived increase in overall information literacy skills on the SPIL-Q, particularly in finding information needed for assignments. Correlation analyses revealed a moderate, positive correlation (r = .600, p \u3c .05) between those who made in-person inquiries to the EL related to defining the need for information and overall course grade. Responses to the question of why students accessed/did not access the librarian outside of class were grouped into general themes. Results suggest occupational therapy educators and students might benefit from explicit instruction and in-person modeling of identification of information needed and database search techniques to locate best evidence for practice decisions and to emphasize this as a lifelong requirement of client-centered care

Predictors of students’ participation in a learning environment survey with annual follow-ups

Background Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students’ consistent participation in data collection conducted over three years of their professional program. Method A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students’ perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys. Results Annual response rates varied between 55.1%, and 65.6%, and consistent participation was observed among 49.2%. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p < 0.01), whereas higher surface approach scores decreased the odds of consistent participation (adjusted OR: 0.95, p < 0.05). Neither sociodemographic factors, learning environment factors nor academic performance predicted participation over time. Conclusions Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.publishedVersio

Healthcare Students’ Approaches to Studying in Association with Self-Efficacy and Mental Health: Repeated Cross-Sectional Analysis

Background In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. Methods A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. Results The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: ‘student engagement in research’, ‘curriculum improvement regarding EBP’, ‘EBP teaching’ and ‘journal club’, where ‘EBP teaching’ was most frequently identified. Conclusions Findings from this scoping review suggest that ensuring students’ competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students’ basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students

Exploring graduate occupational and physiotherapy students’ approaches to studying, self-efficacy, and positive mental health

Background Occupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Data on student study skills, self-efficacy, and mental health is limited. This study explored relationships between students’ self-efficacy, mental health factors, and approaches to studying. Method A cross-sectional study was designed. Seventy-three students completed the Approaches and Study Skills Inventory for Students-Short Form, General Self-Efficacy Scale, and Mental Health Continuum-Short Form. Associations between predictors (education program, general self-efficacy and mental health) and ratings on the study approach scales were analyzed with multiple linear regression. Results Multiple regression models revealed associations between higher self-efficacy and higher ratings on the deep (β = 0.49, p <  0.01) and strategic (β = 0.34, p <  0.05) scales, and lower ratings on the surface scale (β = − 0.29, p <  0.01). Compared to OT students, PT students had higher surface approach ratings (β = − 0.36, p <  0.001). Poorer mental health scores were associated with higher surface approach ratings (β = − 0.41, p < 0.001). Conclusions To support productive study strategies among occupational and physical therapy students it may be useful to promote their general self-efficacy and positive mental health

Changes in study approaches, self-efficacy, and mental health in allied healthcare students during the COVID-19 crisis

There is growing concern about student mental health, particularly during the COVID-19 crisis. Mental health factors impact self-efficacy and study behaviors, thus there is a need to explore changes in these factors during the pandemic. The aim of this study was to explore changes in allied healthcare students’ approaches to studying, self-efficacy and positive mental health before and during the COVID-19 crisis. The Approaches and Study Skills Inventory for Students, General Self-efficacy scale, Mental Health Continuum – Short Form were given to graduate students (n=26) prior to, and one year into the pandemic. Repeated measures analyses of variance were performed. General self-efficacy scores increased with large effect size, while no significant change pattern was observed for mental health scores. The decrease in strategic study approach scores had a large effect size. The changes in deep and surface study approach scores across time were not statistically significant. While students sustained their mental health and increased their self-efficacy, students may benefit from assistance in organizing daily academic routines and fostering community support during times of crisis