Clinical reasoning - 0 views
This study examined if the implementation of the adult learning method was appropriate in preparing OT students for clinical reasoning prior to the start of their clinical rotations. This theory ...
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Effects of Problem-Based Learning on Clinical Reasoning in Occupational Therapy - 0 views
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lwasil08 on 29 Jul 14This study was done in 2004 and looks at the development of clinical reasoning skills of undergrad OT students. The student participants took part in a 5-week intensive problem-based learning course before going into fieldwork. (This study was completed when a bachelors degree was required for an OT degree) The results concluded that the intensive problem-based learning course in the OT curriculum can promote development of students clinical reasoning skills.
Effects of Problem-Based Learning on Clinical Reasoning in Occupational Therapy - 0 views
This article looked at the effects of an intense problem-based learning course on the development of clinical reasoning skilled of students in an undergraduate occupational therapy program. The res...
To Prevent Addiction In Adults, Help Teens Learn How To Cope - 0 views
To Read Full Article: http://www.npr.org/sections/health-shots/2015/11/12/455654938/to-prevent-addiction-in-adults-help-teens-learn-how-to-cope I was browsing on the npr.org website and I came acr...
Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education - 0 views
The purpose of the study was to gain an understanding of facilitators and barriers to learning within OT fieldwork education. The results showed that individual, environmental. educational and inst...
Matching Supervision to the Student - 1 views
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In the role of fieldwork educator, it is essential to match a student's desired learning and skill development expectations with the student's capabilities. A professional development model, Situational Leadership (SL), is often utilized to assist the student's supervision by effectively matching the learning task to the student's capabilities. The SL model believes that supervising a student requires the ability to balance the demands of the situation with the motivation and skills of the student in order to maximize learning and support the desired performance outcomes. In order to be a successful clinical instructor, one must not be consistent in their supervising style, but rather be versatile and responsive to the learning in all situations.
Evidenced-Based Practice - 0 views
Case-Smith, J., Frolek Clark, G. J., & Schlabach, T. L. (2013). Systematic review of interventions used in occupational therapy to promote motor performance for children ages birth-5 years. America...
Clinical Reasoning: Exploring the Influence of an E-Learning Sensory Processing-Based M... - 3 views
http://eds.a.ebscohost.com.proxy01.shawnee.edu/eds/pdfviewer/pdfviewer?vid=1&sid=fe614e83-160e-4d66-a017-433b91d23133%40sessionmgr4009 Gee, B. M., Strickland, J., Thompson, K., & Miller, L. J. (20...
Using mastery learning to develop patient handling skills in occupational therapy stude... - 0 views
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This article used a mastery learning approach to teach OT students proper handling techniques. Following the course, students reported that this approach was successful and they felt competent in their skills.
clinical reasoning - 0 views
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This article looked at the effects of an intense problem-based learning course on the development of clinical reasoning skilled of students in an undergraduate occupational therapy program. The researchers found that a short and intensive problem-based learning course in the senior year of an occupational therapy program can significantly improve the development of clinical reasoning skills in the students. The course had a significant effect on the way the students perceived their clinical reasoning skills and behaviors. I enjoyed this article however it did not go into any detail about what the problem based learning course entailed.
The Effect of Added-Purpose and Meaningful Occupation on Motor Learning - 0 views
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This article, published by AJOT, is titled the Effect of Added-Purpose and Meaningful Occupation on Motor Learning. The article discusses the effectiveness of implementing goal-directed interventions into occupational therapy practice. As we have learned in class as well as in fieldwork, integrating meaningful occupation into our treatment protocols is very important to the overall goal attainment of our clients. This certainly is an important article for us, as level II fieldwork students, as we are currently implementing and practicing different intervention approaches while under the supervision of an experienced therapist.
Supervision: The ALERT Approach - 1 views
The alert approach involves Assessment, Listen, Experience, Repetition, and Transformation. It's a simple guide to the essential components of an effective fieldwork supervision experience. Assessm...
Learning Through Play - 1 views
This is a handout about how you can help infants through adolescents learn through play. Often times we forget how important play is for children. As an occupational therapist it is imperative that...
Social Emotional Learning - 0 views
https://www.aota.org/-/media/corporate/files/practice/children/schoolmhtoolkit/social-and-emotional-learning-info-sheet.pdf Here's the link to the AOTA fact sheet for social-emotional learning. Th...
A Problem-Solving Version of the Allen Cognitive Level Test | American Journal of Occup... - 1 views
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I chose this article because we use the Allen Cognitive level often in my setting and I continue to question the outcome at times yet everyone experienced that I work with fully believes that it is a great assessment. I like the idea in this article that there is more to be learned than the ACL can give you.
Development of a Clinical Performance Assessment Tool for an Occupational Therapy Teach... - 0 views
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This article discusses a new method for evaluating students' competencies and performances during clinic experiences. Due to the increasing demand for higher education and increasing clinical experiences for medical professions, more and more student are required to participate in on-site learning experiences in order to obtain their degree. Unfortunately, there is a lack of literature to support assessments to accurately determine occupational therapy students' level of learning and progress during on-site teaching scenarios. The author of this article discusses an in-depth analysis of a new assessment developed for occupational therapy on-site clinical experiences. The assessment includes a five-point scale with 42 items in six domains. These domains include communication, documentation, safety and judgment, evaluation, intervention and professional behaviors. The five points range from dependent to self-directed. Professional literature and reasoning for domain and scale development are included in the article. The author concludes by stating that further research development and psychometric development needs to be completed in order to effectively incorporate the assessment into current clinical sites. The authors encourage occupational therapy programs to use the assessment and collaborate with the authors to further contribute to these areas of development.
Clinical Reasoning Case Studies as Teaching Tools - 0 views
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This article is from the American Journal of Occupational Therapy. I felt that it went along with our discussion about becoming fieldwork educators in the future. This study researches the effectiveness of case studies that influence clinical reasoning vs, typical educational case studies. This study goes into depth about clinical reasoning and how it influences educational experiences of students. The research participants, OT students, were asked to complete intervention plans based on client needs and in response to both the medical model of clinical reasoning and paper case study educational methods of learning. Information was qualitatively reviewed to analyze the intervention plans and videotaped discussions were used to guide clinical reasoning process/learning experience. The results showed that clinical reasoning case studies, compared to traditional case studies, promoted three main themes including increased quality of intervention plans, participant confidence levels in treatment plans, and enhanced understanding of the clinical reasoning process. This study is important for FEs and educators to increase clinical reasoning process of students as well as interventions for clients.
First Job: Love It or Leave It? - 0 views
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This article was interesting to read because it discussed the importance of professionalism and becoming successful within your first job. Several interviews with rehabilitation directors and other experienced healthcare professionals took place to discuss information about landing your first job. One of the individuals stated that it usually takes about six to eight months to learn a new role so it is important to stay in one setting or at one job for at least a year. Also, jumping from job to job does not demonstrate stability when an organization is looking into hiring you. Some of the directors recommend staying at a job for at least two years before you decide that you want to leave. For practitioners looking into going into the acute care setting, make sure you have a good general knowledge of various diagnoses because you will see a variety of diagnoses. It is also important for new graduates to look into jobs at organizations with a mentorship program. In this situation, you are assigned a mentor in which you can ask questions and learn from someone who has been in the game and really understands what is expected of the employees at the organization.
5 Steps to Achieve Professionalism - 0 views
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This article outlines five steps to achieve professionalism in order to demonstrate that you have respect for your employer, your co-workers, as well as yourself. Oftentimes, individuals can demonstrate professionalism during the interviewing process or when meeting with individuals in higher management. However, professionalism should be practiced on a daily basis. There are various ways to demonstrate professionalism within the workplace, including but not limited to, dressing appropriately, respecting others, and actively engaging in learning experiences. The first step to demonstrating professionalism includes looking the part. First impressions are lasting impressions, and an individual's attire sends a message to others concerning how serious they are about their work. Secondly, a professional should always use proper grammar, regardless of the type of communication. In addition, individuals should seek additional tasks and challenges as a means to show responsibility as well as a desire to succeed and grow within their company. Professionals should show respect toward others in all interactions regardless of whether it is a consumer, co-worker, or upper management. Lastly, part of demonstrating professionalism includes admitting any mistakes or mishaps. A willingness to admit one's mistakes takes courage; however, these individuals are often more cautious employees. -
This website talks about professionalism and 5 steps to achieve professionalism. These steps are as follows: look the part, grammar is essential, tasks and challenges should be approached head on, show respect towards others, and accepting accountability for mishaps or mistakes. I believe these are good tips to achieve professionalism. -
This resource shares 5 simple ways to increase professionalism. These ways include dressing appropriately and having proper hygiene. WHO and the CDC have different guidelines for hygiene so it is important to know and understand the appearance policies for the facility you are interviewing/working for. The use of proper grammar and communication skills in all forms of communication (written or verbal) is essential. It is also important to face challenges head on and to view challenging circumstances as learning opportunities. Always showing respect for others even in times of disagreement will show that you can handle yourself in a professional manner. The final suggestion was to always accept responsibility for mistakes.
