Dog Visitation in Long-term Care and Its Effects on Depression

The capstone project examined the effect of certified therapy dog interaction with residents of a long-term care facility. The primary researcher utilized the assistance of a certified therapy dog and certified therapy handler for five visits to the long-term care facility for a timeframe of once a week for five consecutive weeks. The visits were for a fifteen minute dog visitation in the participant’s room, which comprised the experimental group. The primary researcher monitored the participant’s interaction with the dog, verbalizations, and smile counts during this time. Control group was observed in the courtyard for five consecutive weeks for no dog interaction, until the last final visit. During this time, the primary researcher monitored smile and verbalizations for the fifteen minute duration. The Geriatric Depression Scale (GDS) was used as the pre- and post-test measurement. The primary researcher also inquired about three additional items: medication changes, visitors to the participant, and the number of outings for the participant. Results on the GDS control group showed a non-significant difference between the pre-GDS scores (M=1.6, SD=0.548) and post-GDS scores (M=1.8, SD=1.789); t(4) =-.272, p=0.799. Further, the experimental group, non-significant difference between pre-GDS scores (M=2.2, SD=1.789) and the post-GDS (M=3.0, SD=0.707); t(4) =-.930, p=0.405). Smile analysis results showed the experimental group had a significantly higher mean smile count (18.1) after interactions with a therapy dog compared to the control group that did not receive animal or human interaction (2.8), t(4.094) = 3.955, p = 0.016. The study also found that the experimental group did have statistically higher mean verbalizations (23.5) after interactions with a therapy dog compared to the control group that did not have any animal or human interaction (3.2), t (4.078) = 2.819, p = 0.047. A significant difference was found between the average, non-dog meeting smile counts (M = 2.8, SD = 0.929) and the one dog-assisted visit (M vi = 21.4, SD=7.300); t(4)=-6.393, p=0.003. There was a significant difference between the average, non-dog meeting verbalizations (M=3.2, SD=1.579) and the one dog-assisted visit (M=15.8, Sd=6.978); t(4)=-4.735, p=0.009. In conclusion, this study found that the GDS scores were not altered by a certified therapy dog visiting for the duration of fifteen minutes. However, this study did find that significant results in both smiles and verbalizations increased with a certified therapy dog’s interaction for a duration of fifteen minutes, once a week, for the course of a five week duration of study

Transparent Roles in Feedback in the Student-Faculty Partnership for Teaching and Learning

Faculty devote effort and energy promoting learner-centered opportunities that reinforce course content. Through the use of varied pedagogical strategies, appreciating the transparency in learning and teaching (TILT) process, faculty-structured learning opportunities can promote students thinking critically about their performance, building a repertoire of skills to advance learning at higher levels. The feedback that faculty provide and the format given can enhance student-faculty partnerships and success in the service-learning or practicum classroom. Feedback considerations for type (verbal, written, or a combination) and time are paramount to promoting faculty and student partnerships. The method of feedback delivery should be taken into consideration to support student learning

Occupational Therapy Students’ Test/Re-Test Reliability of the Readiness for Interprofessional Education Learning Scale and Interdisciplinary Education Perception Scale

The purpose of this study was to establish the test/re-test reliability of two interprofessional education (IPE) instruments, the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS) among occupational therapy (OT) graduate students. The intent was to compare results based on previous IPE experience and year in the program. The RIPLS and IEPS were distributed to 111 OT students at one university. Both instruments were distributed a second time 10-14 days later. Cronbach’s alpha, weighted Kappas, intraclass correlation coefficients (ICC), standard error of measurement, and minimal detectable change were calculated for each instrument. Assessments occurred for all subjects, between students with and without previous IPE experience, and first and second-year students in the program. Overall and between group composite score reliability for the RIPLS and IEPS were fair to excellent (ICC≥0.72). RIPLS subscale ICC’s were variable per previous IPE experience and year in program, ranging from fair-excellent (ICC=0.45-0.93). IEPS subscale ICC’s were excellent for second-year students (ICC≥0.79), and fair-excellent for students with or without previous experience and first-year students (ICC=0.50-0.84). There were no differences for the RIPLS within or between sessions or groups. First-year students had significantly higher scores compared to second-year students within sessions for the IEPS composite score, Competency and Autonomy subscale, and Perception of Actual Cooperation subscale (p≤0.035). Both instruments have acceptable test-re-test reliability; however, previous IPE experience and year in program should be accounted for when distributing the instruments and interpreting the results

“Where I am weak, they are strong”: Students’ Perceptions and Attitudes Toward Interprofessional Education

Purpose: Healthcare professionals strive for interprofessional practice to achieve optimal patient care. Extant research suggests that to best prepare students for interprofessional practice, interprofessional education (IPE) should be a key element in curriculum. The purpose of this mixed-methods study was to evaluate the impact of an IPE activity on participants’ attitudes and perceptions of IPE across five academic programs. Methods: This study utilized a modified version of the Readiness for Interprofessional Learning Scale Questionnaire (RIPLS) pre and post IPE and reflective essays. Participants included 67 students from nursing, occupational therapy, athletic training, dietetics, and speech-language pathology programs. After reviewing a hypothetical case study, participants collaboratively developed assessment and treatment recommendations. Questionnaires were analyzed using statistical procedures and reflective essays underwent thematic analysis. Results: Collectively, data revealed significant changes in participants’ perceptions, attitudes, and implementation readiness. Occupational therapy student participants had statistically significant increases in the RIPLS composite score, Teamwork and Collaboration, and the Positive Professional Identity components (p≤0.03). Participants with previous IPE experience scored 4-points higher on the RIPLS composite score (p=0.03). The reflective essays revealed the themes of barriers associated with collaboration, a deeper understanding and appreciation of other discipline’s roles and the value of teamwork in achieving optimal patient care. Participants reported beginning the interprofessional education experience with anxiety and uncertainty about not only their involvement but also the roles of other healthcare professionals. Throughout the experience, participants emerged with an increased knowledge of their role, others’ roles, and the value of working together within a professional setting to achieve the same goal, optimal patient care. Conclusions: Our findings reveal the benefits of interprofessional education and the necessity to include several healthcare professionals associated with rehabilitation in interprofessional research and education. With more disciplines represented, students receive a broader, more in-depth understanding of not only patient care but also the roles of multiple disciplines they will collaborate with during actual rehabilitative practice

The Home Health Aide Experience: Opportunities for Occupational Therapy

The author would like to acknowledge her faculty advisor Dr. Shirley O\u27Brien, OTR/L, FAOTA, and her committee member Dr. Leah Simpkins, OTR/L, CPAM, for their guidance and ongoing support throughout this research study. She would also like to thank the agency and the home health aides who made this project possible through their participation. Finally, she would like to thank her family, especially her mother for their encouragement and unwavering belief in her. Without these individuals, this study would not have been possible. She is forever grateful for this learning experience

Virtual vs. In-person Interprofessional Education

Summary Interprofessional education (IPE) involves sharing knowledge between two or more professional disciplines in order to enable effective collaboration and improve health outcomes. The integration of IPE within educational curriculum is growing in popularity but is also mandated by some allied health accrediting agencies. However, with the social distancing requirements brought forth by COVID-19, several universities and IPE experiences moved to virtual learning formats. This presentation will describe students’ perceptions, attitudes and implementation readiness following a virtual IPE experience across 5 academic healthcare programs within one university. This presentation will offer an example of the process as well as success and barriers of implementing an IPE experience virtually.https://encompass.eku.edu/swps_graduategallery/1134/thumbnail.jp