Occupational Therapy Students' Perceptions of Knowledge and Problem-based Learning

Problem-based learning requires students to work in small groups with a tutor, on a problem scenario that needs to be solved. Previous research has explored students’ experiences of problem-based learning in relation to students’ learning styles, however, differences in how students perceive knowledge has received little attention. Drawing on the theories of Basil Bernstein, this study explored occupational therapy students’ perceptions of knowledge. Twenty students were sampled on the basis of their having followed two, different, educational pathways into a problem-based course; the traditional A level route or through qualifications in healthcare. Interviews were used to gather students’ perceptions of occupational therapy knowledge and the findings show that in the first year of the problem-based course the students’ views on knowledge differed according to their respective educational pathway. Different interpretations of knowledge have consequences in how students engage with problem-based learning and how they approach assessment tasks

Using circular questions in qualitative research

Background Circular questions are used within systematic family therapy as a tool to generate multiple explanations and stories from a family situation and as a means to stimulate the curiosity of the therapist while avoiding their temptation to seek a one definitive explanation. Aim To consider the potential for using this approach in qualitative research, with researchers using carefully crafted questions to invite respondents to provide information about the meanings behind a phenomenon or consider how relationships between people contribute to it. Discussion Drawing on examples from a study into children’s mental health services, this paper discusses the application of the technique of circular questioning from systemic family therapy to qualitative research. Conclusion The use of circular questions is a technique that qualitative researchers could employ in the field when conducting interviews with individuals or groups, or when engaged in participant observation as a means to obtain rich sources of data

Evaluation of interprofessional working on a therapist/nurse-led rehabilitation ward for older people in Wales

This article is a critical evaluation of a therapist/nurse-led service in a rehabilitation ward for older people (aged 65+) in an acute hospital setting in Wales, UK. The service was initiated as a means to manage increased pressures on services during the winter period between January 2016 to April 2016. It was focused on delivering comprehensive rehabilitation and robust discharge planning in order to facilitate a safe and timely return into the community. In this context, rehabilitation refers to improving patients' personal skills of independence in order for them to be discharged safely in their own home (Filmore-Elbourne and le May, 2015). Through drawing on a range of perspectives, including staff interviews and a focus group, the aim of this paper is to raise awareness of the issues that influenced the effective interprofessional working of a therapist/nurse-led rehabilitation ward for older people in an acute hospital setting. These perspectives were gathered between June and July 2016 following the closure of the ward in order to assess the perceived effectiveness of the service

Better arthritis care: what training do community-based health professionals need to improve their care of people with arthritis? a Delphi study

Objective The aim of the present study was to identify the competencies that non-specialist community-based nurses and allied health professionals (AHPs) need to enable them to assess, care for and manage arthritis appropriately. Methods A Delphi survey with an expert panel of 43 rheumatology specialists and expert patients was used to identify the competencies needed by community-based nurses and AHPs to enable them to improve their care of people with arthritis. The process was informed by feedback from focus groups with arthritis patients, community-based nurses and AHPs. Results The core competencies in arthritis care needed by non-specialist community-based nurses and AHPs were identified. The key goals identified were to increase the understanding of arthritis and its impact on patients’ lives, and to increase the ability to help patients to self-manage their condition and access support. Competencies included an understanding of the pathology underlying inflammatory and non-inflammatory arthritis, the ability to distinguish between the two and the ability to recognize early warning signs, with an emphasis on osteoarthritis (OA), rheumatoid arthritis, gout and septic arthritis. Essential competencies included the ability to engage in shared decision making, goal setting and signposting, to provide patients with education and information and to make appropriate referrals. Conclusions Health professionals working in the community commonly encounter arthritis as a presenting problem or as a co-morbidity. The quality of care provided to people with inflammatory arthritis and OA in the community is currently variable. The present study identified the core competencies that all community-based nurses and AHPs should have in relation to OA and inflammatory arthritis

Appreciative Inquiry: Translating theory to practice

This workshop aims to investigate ways in which to introduce appreciative enquiry methods, through problem-based learning activities to promote individual learning and creativity. An example of a Level 6 module designed to explore and develop management and entrepreneurial skills of final level occupational therapy students will be used to demonstrate innovation in learning and teaching using appreciative enquiry. Two research studies undertaken by the host department will also be introduced examining the application and development of appreciative enquiry. The seminar was divided into 4 parts: To set the scene, Problem Based Learning (PBL) was introduced via a presentation of a recent doctoral study which explored the different perceptions of A ‘level and Access students of the use of PBL. The remainder of the session focussed on the theory and application of Appreciative Inquiry (AI). Basic principles were outlined together with examples of ways AI can be applied in the classroom and in practice. This was supported by evidence from a second doctoral study and illustrations of the integration of AI and problem based learning. Prior to a final discussion, an example of a Level 6 module designed to explore and develop management and entrepreneurial skills of final level occupational therapy students was used to demonstrate innovation in learning and teaching using AI. Examples of questions linked to each of the stages of AI were presented together with potential challenges and outputs. The session concluded with deliberation on the use of AI across a variety of contexts to include learning and teaching, research, management and supervision and implications for practice. There was also discussion on the benefits and challenges of using and assessing AI versus more traditional learning and assessment methods with healthcare students