This article is analyzing the knowledge and confidence of EBP in OT students. A convenience sample of occupational therapy students from a private university completed a survey designed to measure students' knowledge and confidence in EBP. The survey consisted of the Knowledge of Research Evidence Competencies (K-REC) and the Evidence-Based Practice Confidence (EPIC) scale, as well as demographic questions. The participants in this study were confident in their ability to implement certain components of the EBP reference model. They demonstrated the most confidence in asking patients about their needs, conducting a literature search, and determining if the evidence applies to their client's situation. The participants were least confident in their EBP skills associated with using statistical procedures and statistical tests to interpret study results.

This article delves into how OT's receive a strong educational component in psychosocial development and pathology. The article explains how this understanding provides the basis for understanding the impact of upper extremity dysfunction on key daily activities and roles. It elaborates on how course work in mental health gives OT's the skills to evaluate clients' psychosocial and emotional needs, modify the treatment approach to facilitate compliance with the rehabilitation program, and promote the best outcome possible.

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.

The purpose of this study was to explore occupational therapy faculty and students' perspectives of the meaning of professionalism. This qualitative study used convenience sampling to recruit eight second-year occupational therapy master's students and five occupational therapy faculty members to participate in two separate focus groups. Data analysis yielded the following student focus group themes: uncertainty about professional expectations; searching for answers through concrete concepts; and the context-specific nature of professionalism. Faculty focus group themes were professional responsibility; professional awareness. The findings of this study suggest that professionalism is a dynamic, context-specific concept requiring experience, awareness, and reasoning to arrive at an in depth understanding.

OT's play a significant role in the discharge process and are often exposed to ethically challenging decision-making. This paper examines the moral basis of discharge planning, relating it to the four fundamental bio-ethical principles of respect for autonomy, beneficence, non-maleficence and justice. Using a case study design, data was collected from 10 occupational therapists and two elder care patients using the critical incident approach, as part of a wider study to determine their perceptions of discharge planning and multidisciplinary teamwork. Direct observation of interaction within multidisciplinary teams was also undertaken. This study suggests that occupational therapists are unintentionally breaching a set of principles laid out in the Code of Ethics and Professional Conduct. It is suggested that occupational therapists should further utilize multidisciplinary teams as a place where they can speak about their ethical concerns so that they are able to be effective client centered practitioners.

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.

The purpose of this study is to describe currently used educational strategies for teaching evidence-based practice (EBP) in entry-level master's degree occupational therapy programs in the United States. Fifty-eight entry-level occupational therapy program directors completed a survey. Results showed that occupational therapy programs consistently use a wide variety of EBP resources for teaching EBP including database searches, literature reviews, and the development of a research proposal. Less commonly used strategies include the use of case stories and journal clubs. The current study provides a baseline of existing strategies taught in entry-level programs that may be built upon to gather more information about the content of EBP coursework, and determine ways to foster implementation of EBP in practice.

Home modifications aim to enhance safety and occupational performance in the home. However, given the complexity and unique meaning of the home, they can impact aspects other than function. This qualitative descriptive study aimed to explore the impact of home modifications on clients and their family's experience of home. The study found that home modifications impacted positively and negatively on five dimensions of the home environment, the personal, occupational, physical, temporal and social dimension. The outcomes of the modifications and the home modification process were influenced by three themes, workmanship, consultation or involvement in decision-making, and the societal dimension of the home environment. Conclusions: The negative outcomes and poor consultation experiences suggest the need for occupational therapists to understand their client's personal experience of home and to comprehensively follow-up and evaluate these following home modifications.

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.

This paper strives for a greater understanding of how professionalism is currently conceptualised within Western occupational therapy literature. The article explains how an understanding of professionalism is commonly assumed rather than clearly explained. Thus, explicit description and examination of this complex concept is often over- looked. It should be noted that the concept of professionalism is solely being examined through a Western cultural lens.

This article analyzes the amount and settings of ethical dilemmas from 118 OT's and 107 PT's over a 6-month period. For occupational therapists some of the dilemmas include the risky discharge of patients from hospital, resource limitations, and poor standards of care. For physical therapists these include effectiveness of therapy, conflict between the patients' wishes and professional judgment, and refusal of therapy. The article analyzes the similarities and differences between the types of dilemmas experienced between the two disciplines.

This article is taking a look at how factors affect the way occupational therapists manage the decision-making process. The aim of this qualitative study was to explore the factors influencing the clinical reasoning of occupational therapists.