Design de sistemas e processos satisfatórios : uma abordagem transdisciplinar em ambientes acadêmicos e industriais

O objetivo deste artigo é investigar e discutir as considerações gerais sobre o design de sistemas e processos que vão além dos aspectos “técnicos”. Este artigo é um estudo qualitativo resultante da experiência dos autores em ambientes acadêmicos e industriais. É uma experiência combinada de mais de quarenta anos em diferentes profissões, circunstâncias e localizações geográficas (em diferentes continentes). Os resultados sugerem que a velocidade e a complexidade da vida moderna sobrecarregam as pessoas a ponto de se tornarem dependentes de sistemas e processos desnecessários. Os sistemas devem ser projetados com um nível de flexibilidade para permitir que os processos sejam dinâmicos e se adaptem com o tempo. Isto é conseguido através de um processo de aprendizagem focado em informações relevantes em bem embasadas combinado a uma abordagem transdisciplinar.The aim of this paper is to inquire and discuss the overall considerations concerning the design of systems and processes beyond the “technical” aspects. This article is a qualitative study resulting from the experience of the authors in both academic and industrial environments. It is a combined experience of over forty years in different professions, circumstances, and geographical locations (spanning continents). Results suggest that the speed and complexity of modern life overwhelms people to the point that they become dependent on redundant systems and processes. Systems should be designed with a level of flexibility to allow processes to be dynamic and to adapt with time. This is achieved through a focused learning process based on strong and relevant information combined with a transdisciplinary approach

A Qualitative Study of Inpatient Rehabilitation Client Perceptions of the Semi-Fixed Environment

Background and Purpose. Literature supports the importance of the environment on promoting or compromising health. However, little is known about how the semi-fixed environment affects client perceptions and recovery from a debilitating condition. The purpose of this study was to investigate beliefs about control within the semi-fixed environment and client perceptions of the rehabilitation process. Design and Method. This study utilized a basic qualitative research design with 10 rehabilitation clients whose average inpatient length of stay was 14 days. Data were collected in two phases. Phase I included two inpatient visits involving semi-structured interviews on the rehabilitation process and videotaping of the client’s semi-fixed environment. Phase II included a home visit, face-to-face interview using guiding questions about the client’s perception of their rehabilitation stay and how the environment impacted these perceptions, and a review of the videotapes taken during the client’s inpatient stay. Results. Six themes emerged from the semi-structured interview data which were: Had Choices, It’s in the Room, View of Nature, Meaningful to Me, Being Connected, and God’s Plan. The majority of clients identified that having control within their semi-fixed environment was not as important as being supported by and connected to significant others such as family and friends. Feeling connected also included having ready access to nature and the outdoors. For several of the clients it did not matter where personal semi-fixed items were placed within their room; just knowing that a meaningful object (being connected) was nearby and that they could have access to it at anytime was sufficient. A majority of clients shared that staff attitude and a faith in God’s plan facilitated the recovery process. The discussion section addresses the concepts of temporality (time) and social support/connectedness as they relate to this research population. Conclusions and Implications for Health Education. The rehabilitation client has special needs and these needs are often dependent on the severity of functional limitations. To develop meaningful and effective intervention strategies, health care professionals must understand the varied perspectives of those individuals who struggle with disabling conditions and how the semi-fixed environment might enhance or worsen their recovery. For the health educator, this study yields a better understanding of the multiple factors that impact perceptions of health promoting environments, specifically related to inpatient rehabilitation clients

The Role of Occupational Therapy in Community-Based Programming: Addressing Childhood Health Promotion

Background: Obesity and poor health habits impact youth’s health and occupational participation. Occupational therapy’s role in preventing and treating obesity continues to emerge in the research literature. This article explores the impact of a community-based program emphasizing health and wellness for female youth. Methods: Five girls 11 to 13 years of age participated in the healthy occupations program. Before and after the program, the participants engaged in an individual semi-structured interview and completed the Canadian Occupational Performance Measure and the CATCH Kids Club Questionnaire. The youth participated in a focus group midprogram. Results: The participants were receptive to information regarding healthy behaviors and initiated positive health behavior changes after implementation of a 7-week healthy lifestyle community- based program. Conclusion: Occupational therapy can collaborate with community partners to provide programming focused on health promotion and prevention as part of the interprofessional approach to preventing and treating childhood obesity and building healthier communities

Perceptions of Older Adults on the Use of an Interactive Video Game in Promoting Health and Well-Being

Background: This study explored the perceptions of older adults on the use of a custom built interactive video game (IVG) in promoting health and well-being among the older adult population. Method: This qualitative study used a phenomenological approach and enrolled 10 older adults over the age of 65 years in a client-centered, custom-built interactive video game program. This program was designed to promote activity tolerance, balance, range of motion, cognitive skills, and enjoyment through physical activity. The participants completed up to 12 Coin Catcher IVG sessions over a 4-week period. A postprogram, semi-structured, and audio-recorded interview explored their perceptions and experiences of the IVG. Results: The participant interview transcripts were individually coded, categorized, and then collapsed into broader themes. The three themes emerged as: I was thinking all the time, it is a good workout, and I thought it was fun. Conclusion: The custom built IVG is perceived by the older adult population to be engaging and meaningful while promoting physical performance

The Impact of Racism and Ethnic Discrimination on Students\u27 Educational Experiences

This study explored how occupational therapy students’ perceptions of racism and ethnic discrimination impacted their educational experiences. Participants included 226 students ages 18-60 years old enrolled in occupational therapy entry-level, post-professional, or assistant programs throughout the United States. Students completed an anonymous web-based survey that included a demographic questionnaire, the Brief Perceived Ethnic Discrimination Questionnaire-Community Version (PEDQ-CV), and open-ended survey questions. Results found that students’ educational performance were negatively impacted by their experiences with racism and ethnic discrimination. While students reported to have experienced racism or ethnic discrimination within the classroom and fieldwork settings, classroom conversations and content related to topics on diversity, equity, and inclusion (DEI) and anti-racism were limited. Based on the study’s findings, schools are encouraged to increase these conversations and implement supportive resources for students who have experienced racism and ethnic discrimination. Implications for improved occupational therapy educational experiences for students included recommendations to: a) acquire additional education in DEI-related subjects; b) continue to incorporate more conversations related to topics of DEI, racism, and ethnic discrimination in the classroom and fieldwork settings; c) provide simulated or real-life hands-on opportunities and experiences to work with people of color within the community; d) teach students how to appropriately behave and respond to racism and ethnic discriminatory situations; e) create program curriculums that focus on DEI and anti-racism content; f) host support groups with diverse people to encourage mentorship between students, practitioners, and community members; and g) diversify course content to include images, perspectives, and stories of people of color