Perceptions about Authentic Leadership Development: South African Occupational Therapy Students\u27 Camp Experience

Background. Twenty-three years into democracy, concern is deepening regarding the slow progress of Occupational Therapy (OT) in South Africa, especially with regard to diversity and inclusion within OT. Methods. This study explores authentic leadership development primarily among Black OT students attending a pilot Occupational Therapy Association of South Africa (OTASA) National Student Leadership Camp. It seeks to ascertain their perceptions on leadership and leadership development. This descriptive pilot study employs in-depth interviews and subsequent content analysis, with 12 OT students from six university OT programs in South Africa. Findings. Four categories of participant perceptions on authentic leadership development emerged from the analysis: (1) perceptions about oneself as a leader based on personal narrative, self-awareness, self-control, and psychological capital; (2) perceptions about others, specifically current leaders, with regard to their moral crisis, including continuing inequality, insincerity, greed, and selfishness; (3) goals and aspirations for leadership development via student camps; and (4) effects of leadership on the system. Conclusions. Recommendations for future practice include promotion of storytelling as a means of personal reflection for authentic leadership development and focused investment in camps for developing student leadership skills and building authentic leadership knowledge. © 2018 Fatima Hendricks and Susan Toth-Cohen

Role perceptions of occupational therapists providing support and education for caregivers of persons with dementia.

OBJECTIVE: This pilot study explored occupational therapists\u27 perceptions of their roles as interventionists providing education and support for caregivers of persons with dementia. The intervention was provided in caregivers\u27 homes as part of a larger funded study. METHOD: Interviews were conducted with four occupational therapists to elicit their reflections on practice and their views on occupational therapy services on the basis of their experiences providing support and education for caregivers in the funded study. RESULTS: Key themes consisted of the contrasts between the therapists\u27 roles in the study and their customary practices and the professional and personal impact of their role in the study. Their recommendations for occupational therapy services emphasized the need to (a) collaborate with patients, families, and other health care staff members to solve problems; (b) acknowledge others as experts; (c) include family perspectives; and (d) fully address the needs of patients and families in their home environments. CONCLUSION: Providing support and education for caregivers in the community can be a major transition for therapists accustomed to practicing in more traditional settings. Additional research is needed to explore the ways in which specific practice contexts influence delivery of occupational therapy services

Using cultural-historical activity to study clinical reasoning in context

The aim of this paper is to describe sources of conflict and congruence in critical areas of practice with caregivers of persons with dementia, using cultural-historical activity theory as an analytic framework. Findings are drawn from an ethnographic study that described the context of occupational therapists’ (OTs’) clinical reasoning in a funded, home-based environmental skill-building program designed to help caregivers manage the daily care of a family member with dementia. Data were gathered through observation of intervention sessions, debriefing sessions, semi-structured interviews with therapists, and review of intervention documentation. Primary sources of conflict and congruence within the identified practice context included conflicts between therapists and caregivers concerning which environmental strategies were best for addressing problems in caregiving and expectations regarding OTand caregiver roles. Areas of congruence included the fit between intervention protocols used to guide treatment and the approaches therapists developed to help caregivers modify care receivers’ living environments. The study revealed the complexity of OT practice and demonstrated that practice contexts can be systematically analyzed using cultural-historical activity theory to determine key factors influencing clinical reasoning. The approach also presents an alternative perspective on clinical reasoning that more directly integrates clients/caregivers and therapists as co-constructors of OT intervention

Factors influencing appraisal of upset in black caregivers of persons with Alzheimer disease and related dementias

Black caregivers of persons with Alzheimer disease and related dementias (ADRD) have demonstrated significantly lower levels of stress and burden than white caregivers, as measured by instruments that assess caregiving burden and stressfulness of specific problem behaviors. However, the reasons for reported differences are unclear and cannot be attributed solely to race. This descriptive study used content analysis to compare black caregivers’ descriptions and interpretations of responses to memory and behavioral issues of relatives with ADRD to 11 explanations for lower levels of upset proposed in the caregiving literature. Findings confirmed only two explanations from the literature, social support and religious orientation, as factors that influenced appraisal of upset. Two new themes emerged, categorized as Making Sense and Using Strategies, as explanatory frameworks. Findings extend current knowledge of black caregivers’ emotional responses to caregiving and support the need for future study of the ways in which particular ethnic and racial groups experience caregiving. Understanding the meaning of appraisals may enable service providers and program developers to tailor services and interventions to support the efforts of black and other minority caregivers

Computer-assisted instruction as a learning resource for applied anatomy and kinesiology in the occupational therapy curriculum.

OBJECTIVES: The purpose of these studies was to examine the learning outcomes of a computer-assisted instruction (CAI) tutorial in applied anatomy and kinesiology for occupational therapy students and to determine its applicability for use in two university settings. METHOD: Two separate pilot studies were conducted at two universities. In each study, the learning outcomes of an experimental group of occupational therapy students using a CAI program and a control group using books to study the same material were compared. Learning outcomes were assessed with post-test achievement test scores on an applied anatomy and kinesiology test and responses to an attitude questionnaire with Likert-scale items and open-ended questions. RESULTS: There was no significant difference in the means on achievement test scores for the experimental and control groups in the first pilot study. In the second study, the CAI group scored significantly higher on the achievement test than the control group. In both pilot studies, subjects displayed significantly more positive attitudes toward the CAI program as a learning tool than they did toward traditional self-study with books. CONCLUSION: A CAI program in applied anatomy and kinesiology can be an effective supplemental resource for occupational therapy students and can offer a learning experience that students value and perceive as helpful. Establishment of clear learning objectives, use of a theoretical base to design instruction, and development and testing in different educational settings can help improve the quality of CAI programs and ensure their relevance to other curricula

Addressing spirituality for clients with physical disabilities

Spirituality is acknowledged as a key influence in human life. However, occupational therapists do not necessarily address clients\u27 spiritual needs in practice. This article describes ways that occupational therapists working in physical disabilities settings address spirituality in practice

Perceptions about Authentic Leadership Development: South African Occupational Therapy Students’ Camp Experience

Background. Twenty-three years into democracy, concern is deepening regarding the slow progress of Occupational Therapy (OT) in South Africa, especially with regard to diversity and inclusion within OT. Methods. This study explores authentic leadership development primarily among Black OT students attending a pilot Occupational Therapy Association of South Africa (OTASA) National Student Leadership Camp. It seeks to ascertain their perceptions on leadership and leadership development. This descriptive pilot study employs in-depth interviews and subsequent content analysis, with 12 OT students from six university OT programs in South Africa. Findings. Four categories of participant perceptions on authentic leadership development emerged from the analysis: (1) perceptions about oneself as a leader based on personal narrative, self-awareness, self-control, and psychological capital; (2) perceptions about others, specifically current leaders, with regard to their moral crisis, including continuing inequality, insincerity, greed, and selfishness; (3) goals and aspirations for leadership development via student camps; and (4) effects of leadership on the system. Conclusions. Recommendations for future practice include promotion of storytelling as a means of personal reflection for authentic leadership development and focused investment in camps for developing student leadership skills and building authentic leadership knowledge

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

Professional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on low-scoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development

Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

Critical thinking is a necessary component of clinical reasoning that should be addressed as part of the graduate curriculum for occupational therapists. For students to apply critical thinking in practice they must also have confidence and minimal anxiety about their abilities. Case-based learning was chosen to address critical thinking skill development, increase confidence, and decrease anxiety. The purpose of this mixed methods pilot study was to evaluate progressively independent engagement with case-based learning on student performance, confidence, and anxiety in applying critical thinking skills in the clinical setting. Critical thinking was measured using a rubric to assess students’ performance in analyzing the case studies with decreasing levels of instructor guidance over the semester. Confidence and anxiety levels were measured using a Likert confidence and anxiety scale at the start and end of the semester. Qualitative data was collected through telephone interviews to determine ways in which classroom activities translated to a clinical setting and to elicit student feedback about the lesson design and what they felt they learned in class after the first Level II fieldwork. All three areas of critical thinking, confidence, and anxiety improved, demonstrating a significance of

Standardized Patient Encounter: An Innovative Curricular Design to Enhance Fieldwork Readiness

Occupational therapy (OT) educators are challenged to utilize instructional strategies that ensure student preparedness for Level II fieldwork. Standardized patient encounters (SPEs) offer students a low risk simulation opportunity to develop clinical skills and improve fieldwork readiness while enhancing OT students’ confidence. Yet, despite the benefits and perceived value of simulation among educators and students, SPEs are not used as frequently as other instructional methods. The purpose of this educational innovation paper is to describe the curriculum development process of an overall SPE experience embedded within a synthesis course that prepared students for Level II fieldwork and to evaluate the impact of the experience on student performance skills and perceptions of fieldwork readiness. Design and implementation of the SPE followed a six-step approach to curriculum development. Data was collected via direct observation of the SPE guided by an adapted version of Henderson’s Clinical Performance Assessment Tool and a pre- post- SPE questionnaire. Twenty-five OT students participated in the SPE experience. Results indicated the students performed assessment, intervention, and documentation skills above targeted domain expectations for fieldwork readiness and students had increased perceptions of fieldwork readiness. Open-ended post-SPE questions revealed self-reported strengths and challenges. Based upon the predominant themes in areas of challenge, four curricular enhancements were identified. This innovative curricular design may inform the development of other SPE experiences and serve as a model for other OT educators as they strive to implement effective instructional strategies for fieldwork readiness