Group items tagged Without - SSU MOT 6691 & 6692

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 1 views

shared by gentiledj09 on 06 Aug 16 - No Cached

gentiledj09 on 06 Aug 16

This study was particularly interesting considering we are currently paired with clinicians during our level II rotations. The study aimed to determine whether a difference in productivity exists between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clinician years of experience, practice setting, and clinician productivity without a student could predict clinician productivity while supervising a student. Results indicated no difference in clinician productivity with or without a student. Clinician years of experience, practice area, and productivity without a student were significant predictors of clinician productivity while supervising a student. Study results contradict the belief that supervising Level II fieldwork students lowers clinicians' productivity. Findings suggest that practice area and productivity without a student are important factors influencing the productivity of clinicians supervising a fieldwork student.

<div class="cArrow"> </div><div class="cContentInner">This study was particularly interesting considering we are currently paired with clinicians during our level II rotations. The study aimed to determine whether a difference in productivity exists between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clinician years of experience, practice setting, and clinician productivity without a student could predict clinician productivity while supervising a student. Results indicated no difference in clinician productivity with or without a student. Clinician years of experience, practice area, and productivity without a student were significant predictors of clinician productivity while supervising a student. Study results contradict the belief that supervising Level II fieldwork students lowers clinicians' productivity. Findings suggest that practice area and productivity without a student are important factors influencing the productivity of clinicians supervising a fieldwork student. </div>

...

Cancel

Supervision - 0 views

Authors aimed to determine whether a difference in productivity exists between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clini...

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

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 0 views

ajot.aota.org/article.aspx

shared by karajordan on 07 Aug 16 - No Cached

karajordan on 07 Aug 16

This is an interesting study that discussed whether or not there was a difference between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clinician years of experience, practice setting, and clinician productivity without a student could predict clinician productivity while supervising a student. Results indicated no difference in clinician productivity with or without a student. Clinician years of experience, practice area, and productivity without a student were significant predictors of clinician productivity while supervising a student

<div class="cArrow"> </div><div class="cContentInner">This is an interesting study that discussed whether or not there was a difference between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clinician years of experience, practice setting, and clinician productivity without a student could predict clinician productivity while supervising a student. Results indicated no difference in clinician productivity with or without a student. Clinician years of experience, practice area, and productivity without a student were significant predictors of clinician productivity while supervising a student</div>

...

Cancel

Supervision - 0 views

Ozelie, R., Janow, J., Kreutz, C., Mulry, M.K., & Penkala, A. (2014). Supervision of occupational therapy level II fieldwork students: Impact on and predictors of clinician productivity. American J...

started by blequeknotts on 17 Aug 15 no follow-up yet

Handwriting Without Tears Research Review - 1 views

https://www.hwtears.com/files/HWT%20Research%20Review.pdf This powerpoint outlines why handwriting is important for academic success and discusses different studies done to evaluate the effectiven...

started by caydel29 on 25 Oct 15 no follow-up yet

Keyboarding without tears - 1 views

In the school setting, such as my current fieldwork placement, educational goals (as in IEP's) that involve technology are becoming more predominant. I have worked with students supporting technolo...

http:__www.hwtears.com_kwt

started by beihlt on 08 Nov 15 1 follow-up, last by comianosa on 08 Nov 15

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

Reaching with CVA vs nonCVA - 0 views

Lin and colleagues conducted a research study to investigate how verbal instructions and target location interact to influence reaching movement of the less-affected limb in participants with unila...

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

Losing our grip: More students entering school without fine motor skills - 1 views

lancasteronline.com/...a2-11e5-bf0d-5745f74f9717.html

preschool kindergarten fine motor strength hand

shared by arikamarie on 08 Nov 15 - No Cached

arikamarie on 08 Nov 15

Many students are entering school today with a lack of strength and skill in their fine motor capabilities. This article really showcases this experience from the perspective of the teachers and occupational therapists in schools. According to Linda Cunningham, an occupational therapist in Denver Schools, our students are not gaining enough strength and fine motor skills because of our busy day to day lives. Children learn by exploration and figuring things out on their own and in our ever busier world, they are encouraged more and more to be involved in organized activities and are missing out on time to play and explore on their own. This is definitely an interesting article promoting play for children outside of organized activities.

<div class="cArrow"> </div><div class="cContentInner">Many students are entering school today with a lack of strength and skill in their fine motor capabilities. This article really showcases this experience from the perspective of the teachers and occupational therapists in schools. According to Linda Cunningham, an occupational therapist in Denver Schools, our students are not gaining enough strength and fine motor skills because of our busy day to day lives. Children learn by exploration and figuring things out on their own and in our ever busier world, they are encouraged more and more to be involved in organized activities and are missing out on time to play and explore on their own. This is definitely an interesting article promoting play for children outside of organized activities.</div>

...

Cancel

Psychological Adjustment Following Traumatic Spinal Cord Injury: A Study Using the Psyc... - 0 views

www.nature.com/...sc199125a.pdf

shared by kristenetris on 09 Aug 17 - No Cached

kristenetris on 09 Aug 17

This study was performed to identify the ability for individuals to adjust following spinal cord injury and acute rehabilitation treatment using the PAIS, the psychological adjustment to illness scale. Although this article is dated 1991- I feel that it has extreme relevance to the population. Specifically results of this study were extremely variable, some individuals were able to adjust without difficulty while others reported extreme difficulty with the major life change. I feel that this can be applicable to any traumatic injury--even outside of spinal cord in that experiences and adaption can be very individualized and should be approached as such. (Exactly why OT's approach to individuality and looking at the person as a whole is so crucial following a traumatic injury)

<div class="cArrow"> </div><div class="cContentInner">This study was performed to identify the ability for individuals to adjust following spinal cord injury and acute rehabilitation treatment using the PAIS, the psychological adjustment to illness scale. Although this article is dated 1991- I feel that it has extreme relevance to the population. Specifically results of this study were extremely variable, some individuals were able to adjust without difficulty while others reported extreme difficulty with the major life change. I feel that this can be applicable to any traumatic injury--even outside of spinal cord in that experiences and adaption can be very individualized and should be approached as such. (Exactly why OT's approach to individuality and looking at the person as a whole is so crucial following a traumatic injury) </div>

...

Cancel

Handwriting Without Tears®: General Education Effectiveness Through a Consult... - 0 views

https://ajot.aota.org/article.aspx?articleid=2465083 This study explores the effectiveness of the Handwriting Without Tears® (HWT) kindergarten printing curriculum in general education through a c...

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

Supervision - 1 views

Supervision in Occupational Therapy, Part 3: Accommodating the Supervisor and the Supervisee http://www.researchgate.net/profile/Paul_Webley/publication/233504276_Supervision_in_Occupational_Therap...

started by emking on 14 Nov 15 no follow-up yet

Feedback on students' clinical reasoning skills during fieldwork education - 0 views

www.ncbi.nlm.nih.gov/...PMC4584508

shared by jonathanupholz on 09 Aug 16 - No Cached

jonathanupholz on 09 Aug 16

The aim of this study was to determine if occupational therapy level 2 students clinical reasoning skills would be impacted at all based upon the level of feedback given from their fieldwork supervisor. Data was collected via focus groups with students, and looked at the type of feedback students received about their clinical reasoning, and how they experienced their feedback. The study compared type of feedback with final exam grades, end of term grades, and academic performance to draw conclusions. Specifically, feedback can be either confirmation and/or corrective, and corrective feedback could be with or without suggestions on how to improve. Overall, the study found that clinical reasoning skills seem to improve through corrective feedback if accompanied by suggestions on how to improve, and the students who did better on their exams received corrective feedback about their clinical reasoning skills. Thus, confirmative feedback alone may not be the best for improving students' clinical reasoning skills.

<div class="cArrow"> </div><div class="cContentInner">The aim of this study was to determine if occupational therapy level 2 students clinical reasoning skills would be impacted at all based upon the level of feedback given from their fieldwork supervisor. Data was collected via focus groups with students, and looked at the type of feedback students received about their clinical reasoning, and how they experienced their feedback. The study compared type of feedback with final exam grades, end of term grades, and academic performance to draw conclusions. Specifically, feedback can be either confirmation and/or corrective, and corrective feedback could be with or without suggestions on how to improve. Overall, the study found that clinical reasoning skills seem to improve through corrective feedback if accompanied by suggestions on how to improve, and the students who did better on their exams received corrective feedback about their clinical reasoning skills. Thus, confirmative feedback alone may not be the best for improving students' clinical reasoning skills.</div>

...

Cancel

Botulinum toxin for the management of muscle overactivity and spasticity after stroke. - 0 views

www.ncbi.nlm.nih.gov/...11389794

Occupational therapy

shared by werringj on 11 Aug 16 - No Cached

werringj on 11 Aug 16

I found this article very helpful in understanding the usefulness in botox when working with patients, especially stroke patients, who have extreme spasticity in their upper limbs. This articles discusses the reliability and effectiveness in the use of botulinum toxin A when used in managing spasticity post stroke. The studies provided in this article support chemodenervation with botox A which helps with treating focal muscle over activity and spasticity post stroke. Botox A was most effective in the elbow flexors, ankle planter flexors, and intrinsics of the hand and wrist. It was noted that repeated injections of botox A resulted in longer waits between each injection without change in next dose. I found this useful when working at my site these past 12 weeks because I had a patient who had spasticity in L UE and recently received botox in L UE. The patient now how some grasp/release control and is able to initiate biceps in order to flex at the elbow.

<div class="cArrow"> </div><div class="cContentInner">I found this article very helpful in understanding the usefulness in botox when working with patients, especially stroke patients, who have extreme spasticity in their upper limbs. This articles discusses the reliability and effectiveness in the use of botulinum toxin A when used in managing spasticity post stroke. The studies provided in this article support chemodenervation with botox A which helps with treating focal muscle over activity and spasticity post stroke. Botox A was most effective in the elbow flexors, ankle planter flexors, and intrinsics of the hand and wrist. It was noted that repeated injections of botox A resulted in longer waits between each injection without change in next dose. I found this useful when working at my site these past 12 weeks because I had a patient who had spasticity in L UE and recently received botox in L UE. The patient now how some grasp/release control and is able to initiate biceps in order to flex at the elbow.</div>

...

Cancel

Guidelines to the Occupational Therapy Code of Ethics - 1 views

www.pacificu.edu/...delinestoCodeofEthics-AOTA.pdf

shared by arikamarie on 18 Aug 15 - No Cached

arikamarie on 18 Aug 15

Guidelines to the Occupational Therapy Code of Ethics This is a really handy resource that provides a quick glance at the different elements of the Occupational Therapy Code of Ethics. It lists ten sections of professional behaviors under the code of ethics and each have a subset of behaviors which are appropriate under that section. The first professional behavior listed is honesty. "Professionals must be honest with themselves, must be honest with all whom they come in contact with, and must know their strengths and limitations" (AOTA, 2005). The second behavior listed is communication. "Communication is important in all aspects of occupational therapy. Individuals must be conscientious and truthful in all facets of written, verbal, and electronic communication" (AOTA, 2005). The third area of professional behavior is ensuring the common good. "Occupational therapy personnel are expected to increase awareness of the profession's social responsibilities to help ensure the common good" (AOTA, 2005). The fourth professional behavior is competence. "Occupational therapy personnel are expected to work within their areas of competence and to pursue opportunities to update, increase, and expand their competence" (AOTA, 2005). The fifth area of professional behavior is confidential and protected information. "Information that is confidential must remain confidential. This information cannot be shared verbally, electronically, or in writing without appropriate consent. Information must be shared on a need-to-know basis only with those having primary responsibilities for decision making" (AOTA, 2005). The sixth professional behavior area is conflict of interest. "Avoidance of real or perceived conflict of interest is imperative to maintaining the integrity of interactions" (AOTA, 2005). The seventh professional behavior area is impaired practitioner. "Occupational therapy personnel who cannot competently perform their duties after reasonable accommodati

<div class="cArrow"> </div><div class="cContentInner">Guidelines to the Occupational Therapy Code of Ethics This is a really handy resource that provides a quick glance at the different elements of the Occupational Therapy Code of Ethics. It lists ten sections of professional behaviors under the code of ethics and each have a subset of behaviors which are appropriate under that section. The first professional behavior listed is honesty. "Professionals must be honest with themselves, must be honest with all whom they come in contact with, and must know their strengths and limitations" (AOTA, 2005). The second behavior listed is communication. "Communication is important in all aspects of occupational therapy. Individuals must be conscientious and truthful in all facets of written, verbal, and electronic communication" (AOTA, 2005). The third area of professional behavior is ensuring the common good. "Occupational therapy personnel are expected to increase awareness of the profession's social responsibilities to help ensure the common good" (AOTA, 2005). The fourth professional behavior is competence. "Occupational therapy personnel are expected to work within their areas of competence and to pursue opportunities to update, increase, and expand their competence" (AOTA, 2005). The fifth area of professional behavior is confidential and protected information. "Information that is confidential must remain confidential. This information cannot be shared verbally, electronically, or in writing without appropriate consent. Information must be shared on a need-to-know basis only with those having primary responsibilities for decision making" (AOTA, 2005). The sixth professional behavior area is conflict of interest. "Avoidance of real or perceived conflict of interest is imperative to maintaining the integrity of interactions" (AOTA, 2005). The seventh professional behavior area is impaired practitioner. "Occupational therapy personnel who cannot competently perform their duties after reasonable accommodati</div>

...

Cancel

Supervision - 5 views

This study looked at whether supervising an occupational therapy student lowered the clinical instructor's productivity ratings due to having to instruct the student throughout treatments and evalu...

http:__ajot.aota.org_article.aspx?articleid=2087155&resultClick=3

started by whitleyjo on 20 Jul 15 no follow-up yet

Evidence-Based Practice - 0 views

This article explores the role and importance of evidence-based practice in occupational therapy. It further defines evidence-based practice as a personal and professional responsiblity of the prac...

Dubouloz C.-J. Egan M. Vallerand J. & von Zweck C. (1999). Occupational therapists' perceptions of evidence-based practice. AJOT

started by gorbachh on 06 Aug 15 no follow-up yet

Ethical dilemmas in occupational therapy and physical therapy: A survey of practitioner... - 0 views

jme.bmj.com/...193.short

shared by alyssaab on 07 Aug 15 - No Cached

alyssaab on 07 Aug 15

The objective of this study was to identify ethical dilemmas experienced by OTs and PTs working in the UK National Health Service. Little is known about clinical dilemmas OTs and PTS encounter. Without case material which reflects these realities it is difficult for professional organizations to produce ethical codes, for educators to prepare students for practice, and for clinicians to benefit from the experience of others. A four-page questionnaire was designed based on the results of the pilot study and distributed to OTs and PTs in the UK NHS. Emerging themes in OT found included: difficult or dangerous behavior in patients, unprofessional or incompetent staff, lack of respect for vulnerable patients, difficult/risky decisions about patient discharge.

<div class="cArrow"> </div><div class="cContentInner">The objective of this study was to identify ethical dilemmas experienced by OTs and PTs working in the UK National Health Service. Little is known about clinical dilemmas OTs and PTS encounter. Without case material which reflects these realities it is difficult for professional organizations to produce ethical codes, for educators to prepare students for practice, and for clinicians to benefit from the experience of others. A four-page questionnaire was designed based on the results of the pilot study and distributed to OTs and PTs in the UK NHS. Emerging themes in OT found included: difficult or dangerous behavior in patients, unprofessional or incompetent staff, lack of respect for vulnerable patients, difficult/risky decisions about patient discharge.</div>

...

Cancel

Supervision - 0 views

A key component in all allied health professions is the exposure to clinical experience during fieldwork rotations. Supervisors have reported positive and negative aspects of taking on fieldwork st...

started by harrisn2 on 13 Aug 15 no follow-up yet

Supervision or Mentoring - 0 views

occupational-therapy.advanceweb.com/...Supervision-or-Mentoring.aspx

shared by shaemckay on 07 Aug 14 - No Cached

shaemckay on 07 Aug 14

Although we are still students, I think it is important that we understand the difference in supervision and mentoring. Through supervision on has the ability to enhance their knowledge and skills in order to provide treatment to their clients as a professional clinician. Having supervision from a clinician who has more exposure to the field allows and entry-level practitioner to gain more knowledge and ideas concerning their clients, goals, treatments, and situations that may affect treatment. Unlike a supervisor, a mentor usually finds a mentee. A mentor often assists a mentee who is trying to reach higher levels that they have already achieved. In a mentoring relationship, it is for a longer duration and often conversation topics are broad and free-flowing without a goal in mind.

<div class="cArrow"> </div><div class="cContentInner">Although we are still students, I think it is important that we understand the difference in supervision and mentoring. Through supervision on has the ability to enhance their knowledge and skills in order to provide treatment to their clients as a professional clinician. Having supervision from a clinician who has more exposure to the field allows and entry-level practitioner to gain more knowledge and ideas concerning their clients, goals, treatments, and situations that may affect treatment. Unlike a supervisor, a mentor usually finds a mentee. A mentor often assists a mentee who is trying to reach higher levels that they have already achieved. In a mentoring relationship, it is for a longer duration and often conversation topics are broad and free-flowing without a goal in mind.</div>

...

Cancel

Group items tagged

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 1 views

Supervision - 0 views

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 0 views

Supervision - 0 views

Handwriting Without Tears Research Review - 1 views

Keyboarding without tears - 1 views

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

Reaching with CVA vs nonCVA - 0 views

Losing our grip: More students entering school without fine motor skills - 1 views

Psychological Adjustment Following Traumatic Spinal Cord Injury: A Study Using the Psyc... - 0 views

Handwriting Without Tears®: General Education Effectiveness Through a Consult... - 0 views

Supervision - 1 views

Feedback on students' clinical reasoning skills during fieldwork education - 0 views

Botulinum toxin for the management of muscle overactivity and spasticity after stroke. - 0 views

Guidelines to the Occupational Therapy Code of Ethics - 1 views

Supervision - 5 views

Evidence-Based Practice - 0 views

Ethical dilemmas in occupational therapy and physical therapy: A survey of practitioner... - 0 views

Supervision - 0 views

Supervision or Mentoring - 0 views

Related searches