scholarly journals Digital Storytelling as a Reflective Tool in Occupational Therapy Curriculum

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Amshuda Sonday
Keyword(s):  
South Africa ◽  
Focus Group ◽  
Qualitative Study ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Industrial Revolution ◽  
Occupational Therapy Students ◽  
Semistructured Interviews ◽  
Inductive Analysis

With a shift in moving towards the 4th industrial revolution, digital storytelling has been identified as a novel way of facilitating teaching and learning. This paper will be aimed at offering an understanding of the experience and perspective of occupational therapy students in using digital storytelling as a reflective tool as an assignment as part of their undergraduate and masters occupational therapy curriculum at a university in South Africa. A descriptive qualitative study was undertaken, and five participants were purposively recruited. Individual semistructured interviews were conducted as well as a focus group with participants. An inductive analysis revealed two themes: Reflections on relevance within the occupational therapy curriculum and Is technology the new direction? The findings conclude that digital storytelling as a medium to showcase reflections on identifying formation was an innovative and novel way of documenting the reflective experiences of occupational therapy students.

scholarly journals Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation

2018 ◽  
Vol 13 (4) ◽  
pp. 332-339 ◽  
Author(s):  
Briyana L. M. Morrell ◽  
Alison M. Nichols ◽  
Craig A. Voll ◽  
Kathleen E. Hetzler ◽  
Jane Toon ◽  
...  
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Occupational Therapy Students ◽  
Positive Attitudes

Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.

scholarly journals Evidence-based practice work file: A learning strategy for occupational therapy students during clinical placements: a descriptive cross-sectional study

2019 ◽  
Author(s):  
Susanne Johnson ◽  
Else Britt Bruset ◽  
Kari Margrete Hjelle ◽  
Malin Mongs ◽  
Unni Sveen
Keyword(s):  
Occupational Therapy ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Clinical Placement ◽  
Evidence Based ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Occupational Therapy Students ◽  
Second Year ◽  
Ebp Implementation

Abstract Background: Healthcare professionals and students are expected to work according to evidence-based practice (EBP). The EBP work file, an online learning tool that covers all steps in the EBP process, is an approach to teaching and learning EBP. The aim of this study was to examine possible differences in occupational therapy students’ self-reported attitude, skills, use and implementation of EBP during their second-year clinical placement by comparing students who applied the EBP work file with students who did not use it.Methods: A descriptive, cross-sectional comparative study was conducted. The sample comprised three cohorts (1, 2 and 3) of second-year occupational therapy students from Western Norway University of Applied Sciences and two cohorts (4 and 5) from Oslo Metropolitan University. Five cohorts in total took part in the study (n = 126 students). The students answered two questionnaires (“EBP Beliefs Scale” and “EBP Implementation Scale”) after completing their second-year clinical placement. The analysis was based on descriptive statistics and calculation of the frequencies, percentages, means and standard deviations of all participating students’ scores on the two questionnaires. ANOVA with Bonferroni correction was conducted to analyse differences between the mean totals of the questionnaires. Results: The response rate was 57.3%. The average scores were 56.8 on the EBP Beliefs Scale and 15.8 on the EBP Implementation Scale. Students from cohort 5 (who had extra instruction and assignments via the EBP work file) had statistically lower scores than students form cohort 1 on the Implementation Scale. These students believed that EBP results in the best clinical care for patients, but they lacked confidence in their ability to use EBP. Conclusions: Additional EBP work-file assignments were insufficient to support students in the implementation of EBP during clinical placements. It is important to teach students EBP skills and to demonstrate how they can use this competency in their work with patients. Including clinical instructors in EBP teaching and learning seems essential.

scholarly journals Language and Communication Impact of Hypertension: A Qualitative Study

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Cecilia Amponsem-Boateng ◽  
Timothy Bonney Oppong ◽  
Weidong Zhang ◽  
Tanko Abdulai ◽  
Jonathan Boakye-Yiadom ◽  
...  
Keyword(s):  
High School ◽  
Focus Group ◽  
Qualitative Study ◽  
Senior High School ◽  
Contributing Factors ◽  
True Nature ◽  
Semistructured Interviews ◽  
Language And Communication ◽  
Prevention Of Hypertension ◽  
Condition Diagnosis

Background. Hypertension (HTN) is the second main source of outpatient morbidity in Ghana, and the understanding of a disease is necessary for its prevention and management. Language and communication are contributing factors to HTN in Ghana. No studies have been conducted to assess knowledge/awareness of HTN (in the context of its understanding) among students in Ghana. Following a local name for HTN in Ghana, researchers interviewed students through a focus group to assess their understanding/perception (meaning, cause, and prevention) of the disease. Available literature has concerned itself with clients’ knowledge of their condition (diagnosis) rather than their comprehension of the true nature of what HTN is. The objective of this study is to assess the knowledge/awareness of HTN in the context of its understanding of the meaning, perception, causes, and prevention of hypertension among students of Ghana’s Senior High School (Second Cycle). Semistructured interviews with the use of the theme lists were employed. Focus group conversations and interviews were held in the local Akan (Twi) language, which was later translated, interpreted, and analyzed. Overall, 25 second-cycle students participated. 60% were between 15 and 17 years, 24% were ≥18 years, and 16% were <15 years of age. Males were 44% and females were 56%. Students gave diverse perceptions of their knowledge of HTN. The local language’s translation of HTN has influenced and affected its meaning/understanding among some, thus affecting their perception of causes and prevention.

The Influence of Fieldwork on the Professional Socialisation of Occupational Therapy Students

1996 ◽  
Vol 59 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Margaret-Ann Michelle Tompson ◽  
Alan G Ryan
Keyword(s):  
Qualitative Study ◽  
Occupational Therapy ◽  
Occupational Therapy Students ◽  
Different Levels ◽  
Professional Socialisation

This article describes a qualitative study which focused on the role played by fieldwork in the professional socialisation of four occupational therapy students. Data were collected through Interviews, observational visits and a review of the students' daily journals. Four major themes relating to professional socialisation emerged during the study: the nature of professionalism; the concept of occupational therapy; learning the language of the professional; and the shifting focus of the different levels of placements. The results of this study have implications for the implementation of fieldwork experiences.

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