Group items tagged clinicians. - 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>

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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>

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Supervision of occupational therapy level II fieldwork students: Impact on and predicto... - 0 views

Ozelie, R., Janow, J., Kreutz, C., Mulry, M. K., & Penkala, A. (2015). Supervision of occupational therapy level II fieldwork students: Impact on and predictors of clinician productivity. The Ameri...

started by robmoat on 06 Dec 17 no follow-up yet

Supervision of occupational therapy level II fieldwork students: Impact on and predicto... - 0 views

Ozelie, R., Janow, J., Kreutz, C., Mulry, M. K., & Penkala, A. (2015). Supervision of occupational therapy level II fieldwork students: Impact on and predictors of clinician productivity. The Ameri...

started by robmoat on 06 Dec 17 no follow-up yet

Supervision - 0 views

Fieldwork is considered a very important aspect of the student experience. Although it is required in order to complete the OT curriculum, there has been shown to be a shortage of fieldwork placem...

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

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

Ethical issues around payment for services - 0 views

https://www.aota.org/-/media/Corporate/Files/Practice/Ethics/Advisory/ecadv-pymt.pdf This document from AOTA outlines issues that can present awkward dilemmas between occupational therapists and t...

started by kelseyanne44 on 01 Nov 15 no follow-up yet

Strategies for Introducing Evidence‐Based Practice and Changing Clinician Beh... - 0 views

Article: McCluskey, A., & Cusick, A. (2002). Strategies for introducing evidence-based practice and changing clinician behaviour: A manager's toolbox. Australian Occupational Therapy Journal, 49(2)...

EBP

started by loganfields2011 on 11 Sep 17 no follow-up yet

Using a Guided Journal Club as a Teaching Strategy to Enhance Learning Skills for Evide... - 1 views

This article discusses how journal clubs can be used to ensure that both clinicians and students are using current best practices. This also allows for clinicians and students to become competent i...

EBP

started by dietrichc2 on 12 Aug 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

Evidence-based practice behaviors: A comparison amongst occupational therapy students a... - 0 views

Thomas, A., Saroyan, A., & Snider, L. M. (2012). Evidence-based practice behaviours: A comparison amongst occupational therapy students and clinicians. The Canadian Journal of Occupational Therapy,...

started by robmoat on 06 Dec 17 no follow-up yet

Ethical Decision Making in Clinical Research: Application of CELIBATE - 1 views

http://ajot.aota.org/article.aspx?articleid=1865751 This article, found in AJOT, describes the use of the clinical model "CELIBATE" to problem-solve through an ethical dilemma. The method of using ...

started by Megan Applegate on 06 Aug 16 no follow-up yet

Evidence Based Practice - 0 views

Authors state that the purpose of this study was to examine how U.S. occupational therapy practitioner's access and use clinically relevant evidence based practice research. Authors surveyed clinic...

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

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

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

The purpose of this study was to examine how U.S. occupational therapists access and use clinically relevant research results. Occupational therapists who responded noted they occasionally accessed...

Dysart A. M. & Tomlin G. S. (2002). Factors related to evidence-based practice among US clinicians. American Journal of Occupational Therapy 56(3) 275-284.

started by nicarobe88 on 09 Aug 15 no follow-up yet

Evidence-Based Practice - 0 views

This study examines how occupational therapists in the United States access and use clinically relevant research results. Clinically practicing occupational therapists who were members of the Ameri...

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

Clinical Reasoning - 1 views

www.mayoclinicproceedings.org/...pdf

shared by kielmarj on 16 Aug 15 - No Cached

kielmarj on 16 Aug 15

Sniderman, A., LaChapelle, K., & Rachon, N. (2013). The necessity for clinical reasoning in the era of evidence-based medicine. Mayo Clinic Proceedings, 88(10), 1108-1114. The authors of this article claim that evidence is often contradictory, insufficient, and may not apply to all individuals. Therefore, clinical reasoning is a necessary skill for practitioners to possess in order to make the best choices for our clients. Clinical reasoning is defined as the pragmatic process of expert clinical problem solving. The authors note that clinical reasoning is not the same as intuitive decision-making. Clinical reasoning requires is a disciplined, analytical, scientific approach to clinical problems. Research limitations discussed in this article include lack of evidence, incomplete evidence, conflicting evidence, low generalizability of RCTs, and limited transferability of group results to individuals. Although clinicians need to utilize available evidence to guide clinical decisions, it is important for clinicians to be aware of limitations in research to make sound clinical decisions.

<div class="cArrow"> </div><div class="cContentInner">Sniderman, A., LaChapelle, K., & Rachon, N. (2013). The necessity for clinical reasoning in the era of evidence-based medicine. Mayo Clinic Proceedings, 88(10), 1108-1114. The authors of this article claim that evidence is often contradictory, insufficient, and may not apply to all individuals. Therefore, clinical reasoning is a necessary skill for practitioners to possess in order to make the best choices for our clients. Clinical reasoning is defined as the pragmatic process of expert clinical problem solving. The authors note that clinical reasoning is not the same as intuitive decision-making. Clinical reasoning requires is a disciplined, analytical, scientific approach to clinical problems. Research limitations discussed in this article include lack of evidence, incomplete evidence, conflicting evidence, low generalizability of RCTs, and limited transferability of group results to individuals. Although clinicians need to utilize available evidence to guide clinical decisions, it is important for clinicians to be aware of limitations in research to make sound clinical decisions.</div>

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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>

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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 of occupational therapy level II fieldwork students: Impact on and predicto... - 0 views

Supervision of occupational therapy level II fieldwork students: Impact on and predicto... - 0 views

Supervision - 0 views

Supervision - 0 views

Ethical issues around payment for services - 0 views

Strategies for Introducing Evidence‐Based Practice and Changing Clinician Beh... - 0 views

Using a Guided Journal Club as a Teaching Strategy to Enhance Learning Skills for Evide... - 1 views

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

Evidence-based practice behaviors: A comparison amongst occupational therapy students a... - 0 views

Ethical Decision Making in Clinical Research: Application of CELIBATE - 1 views

Evidence Based Practice - 0 views

Supervision - 0 views

Supervision - 5 views

Evidence-Based Practice - 0 views

Evidence-Based Practice - 0 views

Clinical Reasoning - 1 views

Supervision or Mentoring - 0 views

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