Therapy Students (therapy + student)

Distribution by Scientific Domains

Kinds of Therapy Students

  • occupational therapy student
  • undergraduate occupational therapy student


  • Selected Abstracts


    A study of critical reasoning in online learning: application of the Occupational Performance Process Model

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 2 2009
    Anita Witt Mitchell
    Abstract This study examined the effect of an online guided independent study on critical reasoning skills. Twenty-one first-semester Master of Occupational Therapy students completed an online assignment designed to facilitate application of the Occupational Performance Process Model (Fearing & Clark) and kept reflective journals. Data from the journals were analyzed in relation to the three sets of questions, question type and results of the Watson-Glaser Critical Thinking Appraisal (WGCTA). This assignment appeared to be effective for enhancing awareness and use of critical reasoning skills. Differences in patterns of critical reasoning between students with high and low WGCTA scores and results of an inductive analysis of the journal entries are discussed. Future research investigating the types of feedback that effectively facilitate development of critical reasoning and whether students with high and low WGCTA scores might benefit from different types of instruction and/or feedback is recommended. Copyright 2009 John Wiley & Sons, Ltd. [source]


    Art psychotherapy in a consumer diagnosed with borderline personality disorder: A case study

    INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 3 2009
    Scott Lamont
    ABSTRACT This case study reviews 11 sessions of art psychotherapy with a consumer diagnosed with having borderline personality disorder. A consumer who reported difficulty in communicating her lived trauma verbally and engaged in self-harming behaviour was offered individual art therapy sessions following a consultation between an art therapy student and clinical nurse consultant in an attempt to understand her experiences and to collaboratively engage her. Notes were taken after each session by the art therapy student, reflecting conversations with this consumer while they were engaged in art making, which were subsequently explored within formal clinical supervision sessions with a mental health nurse consultant. An art portfolio is reproduced. It illustrates the expressive power of image creation. The key features of the images were that of lived trauma, the externalization of thoughts and feelings, and intense emotional expression. The results of this chronological art portfolio case study indicated therapeutic benefits from the intervention for this consumer. Further investigations of this type of intervention are warranted within the mental health setting. [source]


    People who judge people

    JOURNAL OF BEHAVIORAL DECISION MAKING, Issue 5 2006
    David J. Weiss
    Abstract Experts who judge people usually provide opinions. It can be challenging to evaluate the professional performance of those experts, because for many domains there is no applicable external standard against which to verify the opinions. We review traditional methods for assessment and propose the purely empirical CWS approach as an alternative. Expert judgment entails discriminating among the various stimuli within the domain as well as being consistent when judging similar stimuli. We combine observed measures of these two components to form a ratio that we call the CWS index of expertise. We demonstrate the value of the index in an analysis of prioritization judgments made by occupational therapy students before and after they received specific training. The students' CWS scores improved considerably after training. The promise of the index as a selection tool is supported by the positive correlation of pre-training scores with both post-training scores and with course grades. Copyright 2006 John Wiley & Sons, Ltd. [source]


    TEXTUAL REPRESENTATION OF DIVERSITY IN COAMFTE ACCREDITED DOCTORAL PROGRAMS

    JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2006
    John J. Lawless
    The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and suggestions are discussed. [source]


    Levels of empathy in undergraduate occupational therapy students

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2010
    Ted Brown
    Abstract Empathy is an important attribute for occupational therapists in establishing rapport and in better understanding their clients. However, empathy can be compromised by high workloads, personal stressors and pressures to demonstrate efficacy. Occupational therapists also work with patients from a variety of diagnostic groups. The objective of this study was to determine the extent of empathy and attitudes towards clients amongst undergraduate occupational therapy students at one Australian University. A cross-sectional study was undertaken using a written survey of the Jefferson Scale of Physician Empathy (JSPE) and the Medical Condition Regard Scale. Overall, a strong level of empathy was reported amongst students. Four medical conditions that occupational therapists work with (stroke, cerebral palsy, traumatic brain injury and depression) were held in high regard. Substance abuse, however, was held in comparatively low regard. Overall, the year of study appeared to have no significant impact on the students' empathy. Despite having a lower reported empathy level than found in health professions from other studies using the JSPE, occupational therapy students were found to have a good level of empathy. Of concern, however, was the bias reported against the medical condition of substance abuse, highlighting that the there may be a need to reinforce that patients from this diagnostic group are equally deserving of quality care irrespective of their clinical condition. Recommendations for future research include completing a longitudinal study of occupational therapy students' empathy levels and investigating the empathy levels of occupational therapists working with different client groups. Limitations of the study include the convenience sampling of occupational therapy students enrolled at one university which limits the generalizability of the results to groups of participants with similar characteristics. Copyright 2010 John Wiley & Sons, Ltd. [source]


    Perceived stress in occupational therapy students

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 4 2008
    Teresa A. Pfeifer
    Abstract The purpose of this study was to examine perceived stress of entry-level master's occupational therapy (OT) students enrolled at a Texas university. A total of 29 students including nine men and 20 women participated in the study. Questionnaires and interviews were used for data collection. The participants were interviewed during the end of the first and second year of the entry-level master's programme in OT. Questionnaires, given at the same time, contained demographic data, open-end questions and force choice questions rated on a Likert scale. The results indicated that the majority of students (66.4%) rated their current level of stress as above average or the highest in their lives. The students expressed feelings of being overwhelmed, confused regarding course expectations and wanted more hands-on experience. When responding to how they managed stress, more than half of the students in the study took an active approach by utilizing exercise. Limitations of the study include using a non-standardized questionnaire, a small number of participants, and that the participants did not represent diversity and were for the most part Hispanic. It is recommended that future research address the cultural and generational issues that may affect perceptions of stress and how students cope with stress. Copyright 2008 John Wiley & Sons, Ltd. [source]


    Development of critical thinking in occupational therapy students

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 1 2006
    Beth P. Velde
    Abstract Do students who use the Guided Reciprocal Peer Questioning (GRPQ) method increase their ability to think critically? When compared to students in a traditional senior seminar course, the results of this study indicated no significant difference between the groups regarding changes in scores on the California Critical Thinking Skills Test. However, the students in the experimental group asked more questions labelled as critical thinking than the seminar control group. These findings suggest the use of the GRPQ may improve students' skills in asking questions that include application, analysis, and synthesis. Future research regarding the role of questions in stimulating critical analysis and the role of context in the learning environment is warranted. Copyright 2006 John Wiley & Sons, Ltd. [source]


    WebCT in occupational therapy clinical education: implementing and evaluating a tool for peer learning and interaction

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2005
    Aliki Thomas
    Abstract As occupational therapy expands into new practice arenas such as wellness, driver rehabilitation and ergonomics, educators are challenged to revise the curriculum as well as change educational technology. One of the changes in occupational therapy educational programmes is the utilization of on-line teaching. The purpose of this study was to evaluate the learning experiences of 42 occupational therapy students who were involved in a virtual learning environment during their six-week fieldwork placement. The results indicated that the majority of students enjoyed participating in this web-based learning environment (WebCT). A vast array of themes emerged from the on-line discussion and these themes reflected different levels of learning. Participation in WebCT during fieldwork appears to have a beneficial effect on student learning and achievement of stage 1 learning objectives by supporting students in peer learning. Other benefits include improving student autonomy during fieldwork, supporting self-directed learning and stimulating higher order thinking. Although the results of this study were positive there is still a need to further evaluate the effectiveness of web-based learning as an alternative to traditional educational methods during fieldwork education. Copyright 2005 John Wiley & Sons, Ltd. [source]


    Survey of occupational therapy students' attitudes towards sexual issues in clinical practice

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 2 2005
    Mairwen K Jones PhD Senior Lecturer
    Abstract The purpose of this study was to examine the level of comfort of 340 occupational therapy students during clinical interactions that have sexual implications. Participants completed the Comfort Scale Questionnaire to indicate their anticipated level of comfort. More than half of the students anticipated that they would not feel comfortable in dealing with sexual issues. The three items that students indicated as being most uncomfortable with were ,Walking in on a patient/client who is masturbating' (91.7%), ,Dealing with a patient/client who makes an overt sexual remark' (82.1%) and ,Dealing with a patient/client who makes a covert sexual remark' (77.2%). The three items which students felt relatively comfortable with were ,Homosexual male' (26.4%), ,14-year-old female seeking contraception'(26.4%) and ,Handicapped individual who is inquiring about sexual options'(33.5%). At least half the senior students believed that their educational programme had not dealt adequately with sexual issues. Further research investigating the nature and origin of discomfort in clinical settings is recommended as well as research examining the effectiveness of sexuality education in increasing comfort in dealing with sexual issues in clinical settings Copyright 2005 Whurr Publishers Ltd. [source]


    A strategy for supervising occupational therapy students at community sites

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 1 2005
    Susan Mulholland Academic Coordinator of Clinical Education
    Abstract Within the field of occupational therapy various innovative strategies have been used to provide students with effective clinical education (fieldwork) opportunities. One of the more unusual strategies involves the student participating in a placement at a site where there is no occupational therapist and no well-defined role. The University of Alberta, Canada developed and piloted a new fieldwork supervisory position. Feedback was collected from both the sites and students to explore the impact of this position on the fieldwork experience for stakeholders. As well, sites and students were asked to give their opinions on more general aspects of these placements. Both sites and students positively endorsed the fieldwork educator for independent community placement's role. Most recommendations for improvement revolved around increasing the time dedicated to this position and making it permanent. Caution must be taken in generalizing the results of this study, as there may be various considerations that make this an appropriate supervision strategy in Alberta, Canada but not in other locations. Further research is required to determine whether this supervision strategy could be used with other students or professions in other locations. Copyright 2005 Whurr Publishers Ltd. [source]


    Facilitating professional identity in occupational therapy students

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2003
    Moses N. Ikiugu PhD, OTR/L Assistant Professor of Occupational Therapy
    Abstract The purpose of this study was to explore how a graduate course in occupational therapy theory can help prepare students to develop a professional identity. Thirty students participated in the study. The course included content on the history of occupational therapy, models of practice and the social, philosophical, political and economic factors that impact on occupational therapy. The students were divided into groups of four or five where they discussed issues assigned by the instructor. An electronic blackboard was used to share the discussion with the class. Surveys of the students' opinions were used to collect data on what the students viewed as the strengths and weaknesses of the course. The students felt that the class discussions were the strongest part of the course. They felt that the course improved their critical thinking and problem solving significantly. It was concluded from the results that the course facilitated their professional identity through the connection made between theory and practice. There is a recognized need to explore the issue of developing a professional identity in occupational therapy students through courses integrating philosophical topics and clinical practice. Specifically, it is recommended that further research be carried out in educational settings with larger samples, using comparison groups and other methodologies to evaluate the issue of facilitating professional identity in occupational therapy students. Copyright 2003 Whurr Publishers Ltd. [source]


    Project placements for undergraduate occupational therapy students: design, implementation and evaluation

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2002
    Alison Prigg Lecturer
    Abstract This study aimed to document the process undertaken to incorporate project placements as an effective fieldwork option for second- and third-year occupational therapy students, by evaluating the experience of both students and supervisors and identifying areas for improvement. Project placements are full- or part-time placements where a project is completed by a student under the supervision of an occupational therapist. The study is primarily descriptive, and includes a pre-post design using qualitative and quantitative data. The results indicate that the objectives of the study were achieved. Both supervisors and students expressed positive views about the placements. Students also identified changes that could improve the placements. Second- and third-year students gave similar ratings about aspects of the learning experiences during the project placements. The small cohort of third-year students and the low response rate from supervisors limited results. These project placements have shown an applicable model for students in earlier years of the course instead of the usual practice of non-traditional fieldwork being focused on final-year students. The project placements described are presented as one more potential fieldwork model in the range currently offered by curricula worldwide. Future research needs to concentrate on the longitudinal impact of these placements on the developing practice and attitudes of occupational therapy students. Copyright 2002 Whurr Publishers Ltd. [source]


    Development of the Competency Based Fieldwork Evaluation (CBFE)

    OCCUPATIONAL THERAPY INTERNATIONAL, Issue 4 2001
    Linda T Miller PhD
    Abstract Recent changes in health care have contributed to an increase in community care and a consequent increase in community fieldwork sites in professional practice education. Evaluations of student performance designed before this transition are limited in their applicability across diverse settings. This article describes the development of a student performance evaluation, the Competency Based Fieldwork Evaluation (CBFE), based on a set of core competencies. Specifically, the CBFE was created to be used across a variety of rehabilitation professions: (a) to evaluate student performance in a variety of fieldwork settings, (b) to provide a cumulative record of student competency acquisition, and (c) to ensure competency for entry to practice. Focus group discussions and review of evaluations across disciplines led to the compilation of seven competencies common to all rehabilitation professions: (1) practice knowledge, (2) clinical reasoning, (3) facilitating change, (4) professional interactions, (5) communication, (6) professional development, and (7) performance management. A pilot version of the CBFE, using a visual analogue scale (VAS) for each competency, was field tested. Content analysis supported the seven competencies. However, concerns regarding the use of a VAS led to revision to a numeric rating scale with descriptors reflecting the stages of professional development. Evidence to date supports the use of the CBFE as a measure of developing clinical skills across diverse settings. However, most data have come from occupational therapy students. Future research is needed to evaluate the numeric rating scale, the reliability of the CBFE, and to evaluate the applicability of the CBFE across rehabilitation professions. Copyright 2001 Whurr Publishers Ltd. [source]


    A self-directed fieldwork program to provide alternative occupational health placements for undergraduate occupational therapy students

    AUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 2 2004
    Carole James
    Second-year students of undergraduate occupational therapy at the University of Newcastle, NSW, undertake a fieldwork placement in occupational health. However, sufficient placements are not always available. A new fieldwork program attempts to meet this need. Three groups of students conducted risk assessments throughout the academic year, with generally positive results. Students enjoyed the self-directed nature of the placement and the opportunity to learn generic and occupational health related skills. Although there were some limitations to the program, we believe that fieldwork placements met the learning needs of second-year students and offered them an excellent opportunity to gain practical experience related to occupational health practice in prevention. [source]