Group items tagged 2 - SSU MOT 6691 & 6692

Contents of supervision needed by physical and occupational therapists for ability deve... - 0 views

www.ncbi.nlm.nih.gov/...PMC4755991

shared by gentiledj09 on 04 Nov 16 - No Cached

gentiledj09 on 04 Nov 16

This study examined the contents of supervision needed by novice therapists to develop clinical abilities, focusing on their clinical experience and using an original evaluation table. An evaluation of clinical abilities basic attitudes, therapeutic skills, and clinical practice-related thoughts was conducted in 29, 21, and 9 therapists with clinical experience of 0-1 (1 year group), 1-2 (2 years group), and 2-3 (3 years group) years, respectively. On comparison of scores for the 55 evaluation items focusing on clinical experience, there were no significant differences in those for basic attitudes-related items among the 3 groups, while those for therapeutic skills-related items markedly varied between the 1 and 3 years groups. In scores for clinical practice-related thoughts-related items, significant differences were observed between the 1 and 3 years groups and between the 2 and 3 years groups. On comparison of scores among the items in each group, there were marked differences between those related to basic attitudes and clinical practice-related thoughts in the 1 and 2 years groups.

<div class="cArrow"> </div><div class="cContentInner">This study examined the contents of supervision needed by novice therapists to develop clinical abilities, focusing on their clinical experience and using an original evaluation table. An evaluation of clinical abilities basic attitudes, therapeutic skills, and clinical practice-related thoughts was conducted in 29, 21, and 9 therapists with clinical experience of 0-1 (1 year group), 1-2 (2 years group), and 2-3 (3 years group) years, respectively. On comparison of scores for the 55 evaluation items focusing on clinical experience, there were no significant differences in those for basic attitudes-related items among the 3 groups, while those for therapeutic skills-related items markedly varied between the 1 and 3 years groups. In scores for clinical practice-related thoughts-related items, significant differences were observed between the 1 and 3 years groups and between the 2 and 3 years groups. On comparison of scores among the items in each group, there were marked differences between those related to basic attitudes and clinical practice-related thoughts in the 1 and 2 years groups.</div>

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Child's Challenging Behaviour Scale, Version 2 (CCBS-2): Psychometric Evaluation With Y... - 0 views

https://ajot.aota.org/article.aspx?articleid=2630085&resultClick=3 In this article, we evaluate psychometric properties of the Child's Challenging Behaviour Scale, Version 2 (CCBS-2) with mothers ...

Child Psychometric Evaluation

started by alisonnurre on 08 Dec 17 no follow-up yet

Factors affecting clinical reasoning of occupational therapists: - 0 views

www.ncbi.nlm.nih.gov/...mjiri-28-8.pdf

shared by gentiledj09 on 04 Nov 16 - No Cached

gentiledj09 on 04 Nov 16

The aim of this qualitative study was to explore the factors influencing the clinical reasoning of occupational therapists and how they manage the decision-making process. Twelve occupational therapy practitioners working in mental and physical dysfunction fields participated in this study. The sampling method was purposeful and interviews were continued until data saturation. There were three main themes. The first theme: socio-cultural conditions included three subthemes: 1- client beliefs; 2- therapist values and beliefs; 3- social attitude to disability. The second theme: individual attributions included two subthemes 1- client attributions; 2- therapist attributions. The final theme was the workplace environment with the three subthemes: 1- knowledge of the managers of rehabilitation services, 2- working in an inter-professional team; 3- limited clinical facilities and resources. Research indicates that numerous complex factors can influence the clinical reasoning of occupational therapists. The knowledge and situation of the clients; the attributions of the therapists, social attitudes to disability and the workplace conditions of the therapists can positively or negatively influence reasoning and clinical decisions. In this study, the influence of the attitudes and beliefs upon reasoning was different to other studies. Understanding these factors, especially the socio-cultural basis can play a significant role in the quality of occupational therapy services and has a role in training occupational therapy students in clinical reasoning in this social context.

<div class="cArrow"> </div><div class="cContentInner">The aim of this qualitative study was to explore the factors influencing the clinical reasoning of occupational therapists and how they manage the decision-making process. Twelve occupational therapy practitioners working in mental and physical dysfunction fields participated in this study. The sampling method was purposeful and interviews were continued until data saturation. There were three main themes. The first theme: socio-cultural conditions included three subthemes: 1- client beliefs; 2- therapist values and beliefs; 3- social attitude to disability. The second theme: individual attributions included two subthemes 1- client attributions; 2- therapist attributions. The final theme was the workplace environment with the three subthemes: 1- knowledge of the managers of rehabilitation services, 2- working in an inter-professional team; 3- limited clinical facilities and resources. Research indicates that numerous complex factors can influence the clinical reasoning of occupational therapists. The knowledge and situation of the clients; the attributions of the therapists, social attitudes to disability and the workplace conditions of the therapists can positively or negatively influence reasoning and clinical decisions. In this study, the influence of the attitudes and beliefs upon reasoning was different to other studies. Understanding these factors, especially the socio-cultural basis can play a significant role in the quality of occupational therapy services and has a role in training occupational therapy students in clinical reasoning in this social context.</div>

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Sensory Processing Disorders and Social Participation - 1 views

https://ajot.aota.org/Article.aspx?articleid=1854565 Participation in social aspects of daily life is crucial to children's development. Although disability status is recognized to affect children...

started by cassyschulte on 30 Nov 17 no follow-up yet

MR imaging for detection of trampoline injuries in children - 0 views

https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-017-0791-2 -MR imaging detected injuries in 15/20 (75%) children. Lower extremity injuries were the most common findings, observed in 12...

Occupational Therapy EBP Clinical Reasoning

started by lisanoua7 on 09 Dec 17 no follow-up yet

In Depth Review of the Multiple Errands Test (MET) - Stroke Engine - 0 views

www.strokengine.ca/...met_indepth

assessments inpatient care ADL function

shared by alliejpeugh on 14 Nov 16 - No Cached

alliejpeugh on 14 Nov 16

This test could be used in acute care. This assessment offers a hospital version (MET_HV) that would be appropriate in the VA setting. This test was developed for use with a wider range of participants than the original version; it has more concrete rules, simplification of task demands and space provided on the instruction sheet for the patient to record the information they were to collect. There are 12 separate subtasks within four sets of simple tasks. These four task sets are as follows: 1. The patient must complete six specific errands (purchase 3 items, use the phone, collect and envelope from reception and send a letter to an external address), 2. The patient must obtain and write down four items of designated information (e.g. the opening time of a shop on Saturday), 3. The patient must meet the assessor outside of the hospital reception in 20 minutes after the test had begun and state the time, 4. The client must inform the assessor when he/she finishes the test. The test cannot be administered to patients confined to bed due to the nature of the questions. The test would be difficult to complete on patients instructed to only get up with help as they would have to have a nurse available at the time they need to meet some of the task requirements. Both validity and reliability have been established for this test for various populations (see citation for specifics).

<div class="cArrow"> </div><div class="cContentInner">This test could be used in acute care. This assessment offers a hospital version (MET_HV) that would be appropriate in the VA setting. This test was developed for use with a wider range of participants than the original version; it has more concrete rules, simplification of task demands and space provided on the instruction sheet for the patient to record the information they were to collect. There are 12 separate subtasks within four sets of simple tasks. These four task sets are as follows: 1. The patient must complete six specific errands (purchase 3 items, use the phone, collect and envelope from reception and send a letter to an external address), 2. The patient must obtain and write down four items of designated information (e.g. the opening time of a shop on Saturday), 3. The patient must meet the assessor outside of the hospital reception in 20 minutes after the test had begun and state the time, 4. The client must inform the assessor when he/she finishes the test. The test cannot be administered to patients confined to bed due to the nature of the questions. The test would be difficult to complete on patients instructed to only get up with help as they would have to have a nurse available at the time they need to meet some of the task requirements. Both validity and reliability have been established for this test for various populations (see citation for specifics). </div>

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How occupational therapists are perceived within inpatient mental health settings: The ... - 2 views

This research discusses why there is uncertainly among other health professional concerning the role of occupational therapy in mental health. The study looked at the live experiences of seven nur...

Occupational therapy in a mental health inpatient setting

started by meglitwiller on 08 Aug 16 no follow-up yet

Retained primitive reflexes and ADHD in children. - 1 views

This article looks at whether or not retained primitive reflexes such as the Moro and the Galant have an impact on ADHD disorder. The current research shows that the retention of these primitive r...

Primitive Reflexes and ADHD

started by meglitwiller on 08 Aug 16 no follow-up yet

Psychosocial Needs of Clients - 0 views

Authors sought to determine the association between minimal depression, upper-extremity (UE) impairment, and UE motor function in a cohort of participants with subacute stroke. Authors conducted a ...

started by kimbleraf on 16 Aug 15 no follow-up yet

Ethics: Occupational Therapy Code of Ethics (2015) - AOTA - 1 views

www.google.com/url

shared by mregan1301 on 10 Aug 15 - No Cached

mregan1301 on 10 Aug 15

This document provides a guideline of ethical behavior that is expected of all certified occupational therapists. The document outlines standards of conduct, aspirational core values, and enforceable principles of standards of conduct that is expected of all AOTA members when working with various groups, families, organizations, communities, or populations. The document defines the core values of the profession which are Altruism, Equality, Freedom, Justice, Dignity, Truth, and Prudence. It then goes on to breakdown and provide examples of the professions principles and standards of conduct which include: Beneficence, Nonmaleficence, Autonomy, Justice, Veracity, and Fidelity. Principles and Standards of Conduct The Principles and Standards of Conduct that are enforceable for professional behavior include (1) Beneficence, (2) Nonmaleficence, (3) Autonomy, (4) Justice, (5) Veracity, and (6) Fidelity. Reflection on the historical foundations of occupational therapy and related professions resulted in the inclusion of Principles that are consistently referenced as a guideline for ethical decision making. This document will be useful when ethical dilemmas arise and provide the standards and expected course of actions that we should take when we become licensed, practicing OT's.

<div class="cArrow"> </div><div class="cContentInner">This document provides a guideline of ethical behavior that is expected of all certified occupational therapists. The document outlines standards of conduct, aspirational core values, and enforceable principles of standards of conduct that is expected of all AOTA members when working with various groups, families, organizations, communities, or populations. The document defines the core values of the profession which are Altruism, Equality, Freedom, Justice, Dignity, Truth, and Prudence. It then goes on to breakdown and provide examples of the professions principles and standards of conduct which include: Beneficence, Nonmaleficence, Autonomy, Justice, Veracity, and Fidelity. Principles and Standards of Conduct The Principles and Standards of Conduct that are enforceable for professional behavior include (1) Beneficence, (2) Nonmaleficence, (3) Autonomy, (4) Justice, (5) Veracity, and (6) Fidelity. Reflection on the historical foundations of occupational therapy and related professions resulted in the inclusion of Principles that are consistently referenced as a guideline for ethical decision making. This document will be useful when ethical dilemmas arise and provide the standards and expected course of actions that we should take when we become licensed, practicing OT's.</div>

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Evidence-based practice - 2 views

Dirette, D. Rozich, A. & Viau, S. (2009). The issue is-is there enough evidence-based practice in occupational therapy? American Journal of Occupational Therapy, 63, 782-786. Retrieved from http://...

started by christenhopkins on 14 Aug 15 no follow-up yet

An examination of writing pauses in handwriting of children with developmental coordina... - 0 views

Prunty, Barnett, Wilmut, and Plumb (2014) conducted a research study that examined handwriting pauses in children diagnosed with Developmental Coordination Disorder (DCD). They explained that probl...

Prunty M. Barnett A. L. Wilmut K. & Plumb S. (2014). An examination of writing pauses in handwriting children with coordination disorder. Research Developmental Disabilities 35 2894-2905.

started by beihlt on 08 Nov 15 no follow-up yet

The Hand: Examination and Diagnosis - 0 views

I recently purchased this 127 page 3rd edition handbook(pun intended) although there is a 4th edition available, for my second fieldwork rotation in order to get a better grasp (getting punnier) on...

started by christenhopkins on 15 Nov 15 no follow-up yet

Psychosocial needs of clients # 2 - 0 views

1) At the level of the system, 2) At the level of the therapist and 3) At the level of the client. Suggestions for change at each level are addressed. Organizations, therapists and clients must wor...

Implementing Client-Centred Practice: Why is it so Difficult to Do?

started by gorbachh on 16 Nov 15 no follow-up yet

Antipsychotic drugs & Dementia - 0 views

When researching Alzheimer's/Dementia I saw there were a lot of sources on what the disease is and its path, behaviors, and tips for caregivers. While researching, I found an article that discusses...

started by harrisn2 on 19 Nov 15 no follow-up yet

Relaxation as an intervention to improve emotional and behavioural outcomes for childre - 0 views

http://www.ojep.org/ojs-2.4.2/index.php/Ojep/article/viewFile/3/1

started by beihlt on 24 Oct 15 no follow-up yet

Clinical Reasoning - Simulation to Improve Knowledge and Comfort in Acute Care - 5 views

Gibbs, D. M., & Dietrich, M. (2017). Using high fidelity simulation to impact occupational therapy student knowledge, comfort, and confidence in acute care. Open Journal Of Occupational Therapy...

started by jordanabowling on 16 Jul 17 no follow-up yet

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 2 views

https://u.osu.edu/osuot/files/2017/05/Ozelie_2015_StudentImpactonProductivity-23ipmc9.pdf This is an interesting article that looks into how supervising a level 2 fieldwork student can impact clin...

Supervision

started by loganfields2011 on 19 Jul 17 no follow-up yet

Clinical Reasoning: Sesnory Processing and Visuo Motor Integration in Preschoolers: Und... - 2 views

Kadkol, M. S., Parkar, S. R., & Chadha, N. (2014). Sensory Processing and Visuo Motor Integration in Preschoolers: Understanding the Link. Indian Journal Of Physiotherapy & Occupational Therapy, 8(...

started by bshover on 17 Jul 17 no follow-up yet

Occupational therapy assessments used in acute physical care settings - 0 views

Robertson, L., & Blaga, L. (2013). Occupational therapy assessments used in acute physical care settings. Scandinavian Journal Of Occupational Therapy, 20(2), 127-135. doi:10.3109/11038128.2012.737...

started by bshover on 15 Oct 17 no follow-up yet

Group items tagged