Outcomes of the American Occupational Therapy Foundation\u27s Curriculum-Mentoring Project

This study investigated the outcomes of a year long formal curriculum-mentoring project sponsored by the American Occupational Therapy Foundation. Five occupational therapy faculty groups were selected through a competitive application process and paired with mentors to assist in curriculum change. The experiences of each of the teams were studied using multiple methods of data collection, including semi-structured interviews conducted in person and via telephone, a mailed questionnaire, and bi-monthly electronic journal entries. The process and outcomes of two representative cases are reported in this qualitative, critical case study analysis. A two part content analysis yielded information that addressed each of the four original research questions. Overall, the faculty in each of the two teams seemed to benefit from mentoring in differing degrees as a result of their participation in this Curriculum-Mentoring project. It appears as if a more junior faculty group benefits from mentoring from a team of mentors, who are able to initially direct through well thought-out questions and then allow growth among the faculty. The findings of this study demonstrated that the junior faculty group gained insight into their curricular issues by participating in a formal program. Faculty who are more senior in their makeup and have patterns of independent productivity may be better served by mentoring focused on team or community relationship building rather than on curricular issues. It also seems important that a well focused plan needs to be established at the onset of any formal mentoring project and presented in writing and early in the process outlining clear expectations as to how and when to communicate so to allow a long distance mentoring relationship to sustain the momentum over a year time period

Use of an Education and Coaching Intervention to Promote Occupational Balance in Graduate Occupational Therapy Students

This small-scale pilot study was developed to examine the perceived occupational balance of graduate occupational therapy students and implement an education and coaching intervention to promote occupational balance for those who have difficulty achieving and maintaining it. Although literature provides many examples of interventions to facilitate stress relief in graduate students, this is the first to address the promotion of occupational balance in this effort, which has been identified as a student-reported need. A sequential explanatory mixed-methods approach was used to obtain quantitative and qualitative data on occupational therapy students’ satisfaction with their balance of activity in all areas of occupation. The impact of that balance on stress levels and occupational satisfaction was examined utilizing an investigator developed scaled survey and The Canadian Occupational Performance Measure. Participants (N=22) were MSOT and OTD students from all academic years of their program. A six-week group education program was implemented. One additional 30-minute individual coaching session was held virtually with each student and the primary investigator to target individual goals. Survey data collected before the start of the educational series and again at its conclusion indicate an aggregate decrease in students’ perceived stress (-.85); an increase in perceived occupational performance (mean +1.26); and an increase in perceived occupational satisfaction (mean +2.10). The desired outcome of the intervention was to provide students with strategies to increase lifestyle balance to help manage some of the stresses of graduate academia, and ultimately increase students’ health and wellness to promote retention and successful completion of graduate education

Combining Online Education with International Service Learning to Increase Cultural Competence

PURPOSE: Although international service learning has the capacity to promote a variety of important professional behaviors, merely visiting another country does not automatically result in these benefits. METHODS: This article describes an evidenced-based course which used pre-trip preparation in combination with a nine day service learning trip to Ecuador to develop cultural competence among 6 occupational and 6 physical therapy students. Pre-trip preparation included online and in-person components to increase self-awareness, awareness of other cultures, knowledge about Ecuadorian culture and skill-building. On-site activities included exploration of the physical and social context in addition to providing occupational and physical therapy treatment in a variety of settings. The authors collected qualitative information by reviewing responses to prompts on an online forum. A pre-test/post-test format using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) was used to gather quantitative information. RESULTS: A paired-samples t-test was used to compare the group’s pre-test and post-test scores on the IAPCC-SV. There was a statistically significant difference in the scores between the pre-test (M=57.72, SD+ 6.66) and post-test (M=67.54, SD+ 3.55) with the change in mean score of 9.81 resulting in t= -491, df = 10 and p ≤.001. DISCUSSION: The results showed a change in students from the level of culturally aware to culturally competent based on the scale provided in IAPCC-SV. The experience resulted in an increased desire to continue intercultural practice. Health care professionals have a responsibility to be culturally competent. This article will assist health care professionals to reflect on the advantages of joining an international service learning trip to expand their self-awareness and awareness of other cultures. Professors may reflect on how pre-trip preparation may enhance existing service learning experiences

Using Online Professional Development to Increase Self-Efficacy in School-Based Occupational Therapy Fieldwork Educators

The purpose of this study was to determine if school-based occupational therapists who participated in a series of online professional development modules on the topic of fieldwork education reported increased feelings of self-efficacy regarding the ability to fulfill the role of fieldwork educator. In this single-group design, participants completed a series of six online professional development modules. Each module consisted of a narrated slideshow presentation, case study activity, and online discussion board. Participants completed a self-efficacy survey before and after completing the series of modules. Results indicated a significant increase in self-efficacy related to fieldwork education following completion of the online professional development course. An online professional development course on the topic of fieldwork education can improve self-efficacy in potential fieldwork educators

Increasing Rehabilitation Therapists’ Confidence Utilizing Evidence-Based Interventions: Pilot Study

Evidence-based practice enables rehabilitation therapists to provide the best quality of care and outcomes for patients. However, rehabilitation therapists are often not confident in using evidence in many settings. Purpose. The objective of this evidence-based practice project was to determine if educational small group sessions enhanced occupational therapists, occupational therapy assistants, physical therapists, physical therapy assistants, and a speech and language pathologist’s confidence in utilizing and applying evidence. Method. Eleven rehabilitation therapists of multiple disciplines (occupational therapists, occupational therapy assistants, physical therapists, physical therapy assistants, and a speech and language pathologist) from a skilled nursing facility participated in six educational sessions designed to increase evidence-based practice. A pre- and post-test utilizing the Evidence-Based Practice Profile Questionnaire (EBPPQ), measured change in therapists’confidence regarding evidence-based practice. Results. Results on the Evidence-Based Practice Profile Questionnaire concluded that 7 of 11 rehabilitation therapists reported an increase in confidence levels. Conclusion. Educational small group sessions can be an effective method to assist rehabilitation therapists in developing this confidence. KEYWORDS: Evidence-based practice, confidence levels, rehabilitation therapists, educational sessions, skilled nursing facilit

Education for Occupational Therapists to Develop the Role of Healthcare Leaders in Screening, Brief Intervention, and Referral to Treatment (SBIRT)

This mixed methods study explored the development, content, and impact of best practice post-professional clinical doctorate education related to assisting persons with substance use disorders (SUDs) using screening, brief interventions, and referral to treatment (SBIRT). A blended learning curriculum was developed and outcomes were measured through various participant report surveys. Results indicated that participants reported positive change in their understanding of SBIRT content; however, mixed beliefs exist in attitudes and perceptions towards individuals with SUDs. This article will discuss the overall impact of the SBIRT training on the occupational therapy students enrolled in a post-professional Occupational Therapy Doctorate Program. A total of 24 students participated in this research study

Cultural Competency: Integrating an Evidence-Based Course for Increasing Inclusive Practices

PURPOSE: The United States is rapidly becoming more culturally diverse; thus, therapists need to be equipped with an adequate skill set to provide culturally inclusive services. Although educational institutions and continuing education courses provide some form of cultural competency training, there is no standardized approach currently for occupational therapists. METHODS: This article describes an evidenced-based course which was used to develop cultural competence among 11 occupational therapy practitioners. The online components included activities to increase knowledge, skills, comfort, awareness, and resources for practice settings. A pre-test/post-test format using the Clinical Cultural Competency Questionnaire (CCCQ) was used to gather quantitative information. RESULTS: The outcomes of this study indicate that completion of evidence-based educational modules on cultural competency can increase knowledge, skills, comfort, and awareness for occupational therapy practitioners, providing an impetus for further exploration. The highest percent of change from pre to post survey was in knowledge (150%) related to cultural competence following the completion of the intervention. DISCUSSION/CONCLUSION: Because health care professionals have an ethical responsibility to be culturally competent, this article highlights how advantageous it is for healthcare professionals to complete an online, evidence-based course to increase their self-awareness and awareness of other cultures

The Effects of a Structured Coping Strategy Program for Graduate Occupational Therapy Students

Graduate students experience high levels of stress, which may hinder their learning. Students may use both adaptive and maladaptive coping strategies, or they may not have acquired strategies to effectively cope with stress. A six week pilot educational intervention based on the cognitive-behavioral model was developed and delivered to second year Master of Occupational Therapy students. The intervention was a structured adaptive coping strategy program designed to educate and increase students’ awareness of adaptive coping strategies and overall well-being. The intervention educated participants on strategies aimed at improving coping skills as measured by the Brief COPE and a Coping Strategy Survey. Authors used a mixed-methods research design. Eleven occupational therapy students completed pre- and post-assessments. Participants demonstrated a 73% decrease in self-distraction and self-blame. Positive-reframing increased by 64% and active-coping increased by 60%. Participants’ response rates for use of religion increased by 64% and use of instrumental support increased by 59%. The use of emotional support increased by 50% and planning increased by 41% among participants. Three themes emerged from the qualitative data analysis. Outcomes suggest occupational therapy graduate students benefit from an adaptive coping strategy program and occupational therapy educators should consider incorporating such a program into the curriculum

Building Stress Resilience and Wellbeing: Introducing Mindfulness Training to Reduce Stress in Entry-Level Occupational Therapy Students

Given the high levels of stress in college students and its impact on academic achievement, a purposefully designed curriculum-based mindfulness stress reduction program was implemented for entry-level occupational therapy students to support student mental health. The small-scale, seven-week study, used a combination of mindfulness-based stress reduction strategies, including a meditative technique known as inquiry-based stress reduction (IBSR), and coping strategies using the Occupational Performance Coaching Model to help students cope with their stress levels. Sixteen student participants explored a variety of stress reduction strategies to best suit their individualized needs. Strategies included phone applications, podcasts, guided meditation, yoga, mindfulness of breath, and inquiry-based stress reduction techniques. Emotional intelligence-based occupational therapy principles were reinforced, including the therapeutic use of self, client-centered care, and occupation. A mixed-methods research design was used to measure changes in student stress levels from pre to post-intervention using the Perceived Stress Scale (PSS) and a post-intervention instructor-developed survey. Results from the overall score of the PSS were statistically significant (t=3.29; p\u3c 0.05) indicating a significant reduction in participants’ perceived stress levels. On the instructor-developed survey, 100% of the students (N=16) who participated in this mindfulness training felt it was helpful: 81% (n=13) of the participants rated it very helpful and 19% (n=3) rated it as somewhat helpful in reducing their stress levels. These results suggest that mindfulness-based interventions may be effective in reducing perceived stress in occupational therapy students. Educators might consider integrating student stress coping strategies early in their occupational therapy programs

Demonstrating Occupational Therapy’s Distinct Value: Addressing the Quadruple Aim of Health Care Through Doctoral Capstone Projects

The quadruple aim of health care focuses on enhancing health care systems through improving quality patient care, improving the health of populations, providing care in cost-efficient ways, and improving the experience of providing health care by decreasing provider and caregiver stress and burnout. The purpose of this retrospective review is to share how the curricular design and doctoral capstone process from one postprofessional occupational therapy doctorate program have been designed to support students in recognizing occupational therapy’s distinct value in creating sustainable practice changes to move their respective health care systems forward. The postprofessional occupational therapy doctorate curriculum over 12 years has supported over 250 students in creating sustainable practice change projects in various work settings across the US. Doctoral capstone projects can be an effective platform for illustrating occupational therapy’s distinct value by showing how occupational therapy services are unique and valuable in health care institutions. A strong curricular design with supports related to focusing on all aspects of the quadruple aim is an effective mechanism for enhancing care