Multicultural Training in the United States: A Survey of Occupational Therapy Programs

2011 ◽  
Vol 25 (2-3) ◽  
pp. 178-193 ◽  
Author(s):  
Elena Verdine Donoso Brown ◽  
Jaime Phillip Muñoz ◽  
Janet M. Powell
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
The United States ◽  
Multicultural Training

The History of Occupational Therapy Assistants in Canada: A Comparison with the United States

2001 ◽  
Vol 68 (4) ◽  
pp. 217-227 ◽  
Author(s):  
Penny Salvatori
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Professional Associations ◽  
Training Model ◽  
The United States ◽  
Professional Affiliation ◽  
Standards Of Practice ◽  
History Of ◽  
And Training

In the middle of the twentieth century, the role of occupational therapy assistant was introduced in North America. Although the role, utilization and training of assistant personnel have raised much controversy and debate within the profession, Canada and the United States have taken very different paths in terms of dealing with these issues. This paper focuses on the history of occupational therapy assistants in Canada, using the experience in the United States for comparison purposes. The occupational therapy literature and official documents of the professional associations are used to present a chronology of major historical events in both countries. Similarities and differences emerge in relation to historical roots; training model and standards of education; certification, regulation, and standards of practice; career laddering and career mobility; and professional affiliation. The paper concludes with a summary of issues which require further exploration, debate and resolution if the profession is to move forward in Canada.

Occupational therapy utilisation of apps in practice in the United States

2020 ◽  
pp. 1-9
Author(s):  
Rhonda Davis-Cheshire ◽  
Carly Cogar ◽  
Dayna Collier ◽  
Whooby Deriveau ◽  
Elizabeth Kunkel ◽  
...  
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
The United States

A Comparison of Funding Patterns in Professional Occupational Therapy Education Programs

1994 ◽  
Vol 14 (3) ◽  
pp. 157-169 ◽  
Author(s):  
Winnie Dunn ◽  
Mary Ann Boyle
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
The United States ◽  
Education Programs ◽  
Occupational Therapy Education ◽  
Time Period ◽  
Time Periods ◽  
Therapy Education ◽  
Model Programs ◽  
First Time

This study compared data collected from two questionnaires completed by faculty in professional occupational therapy education programs in the United States. The questionnaires asked respondents to describe their funding requests over two time periods; 1985 through 1987 and 1988 through 1990. The data from the first time period was reported elsewhere (Boyle, Dunn, & Kielhofner, 1990); this article presents the data from the second inquiry and compares the data from the two time periods to show trends. Programs submitted a total of 24 requests intramurally and 194 requests extramurally for a total of 218 requests during the second time period. Programs received full or partial funding for 115 proposals, a total of nearly $15 million, which was an increase of approximately $2 million. Research was funded at $1,865,500 ( n=35), a more than $1 million increase from the first time period. Programs received $5,725,790 for training ( n=35), $28,450 for model programs ( n=2), $1,326,614 for research and demonstration ( n=6), and $5,804,689 for other activities ( n=37).

The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?

2016 ◽  
Vol 83 (5) ◽  
pp. 306-316 ◽  
Author(s):  
Ted Brown ◽  
Jeffrey L. Crabtree ◽  
Joe Wells ◽  
Keli Mu
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
The United States ◽  
Occupational Therapy Education ◽  
Clinical Doctorate ◽  
Entry Level ◽  
Key Issues ◽  
Pros And Cons ◽  
Therapy Education

Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed.

scholarly journals The Value of Occupational Therapy Student Participation in University-Based Student-Run Free Clinics in the United States

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Janis W Yue ◽  
Mina Delavar ◽  
Bethrese Padini ◽  
Erik Vanstrum ◽  
Tessa Milman ◽  
...  
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Student Participation ◽  
The United States ◽  
Free Clinics

scholarly journals Pre-operative Education for Total Knee Replacement: A Pilot Survey

2018 ◽  
Author(s):  
Renee Causey-Upton ◽  
Dana Howell ◽  
Patrick Kitzman ◽  
Melba Custer ◽  
Emily Dressler
Keyword(s):  
United States ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Total Knee Replacement ◽  
Knee Replacement ◽  
The United States ◽  
Education Programs ◽  
Delivery Methods ◽  
Pilot Survey ◽  
Total Knee

Purpose: The structure of pre-operative education programs used nationally for patients prior to total knee replacement (TKR) surgery has not been identified previously, thus hospitals across the United States lack a common standard for this pre-operative education to ensure best patient outcomes. The purpose of this pilot survey study was to describe the content, providers, and delivery methods currently utilized to deliver pre-operative education for total knee replacement in the United States. Method: Data were collected using an online survey developed by the authors based on review of literature and three pre-operative programs, and was distributed through the Research Electronic Data Capture (REDCap). The survey consisted of 16 questions, including 12 closed-ended and four open-ended items. Participants were identified through convenience sampling using contacts of the first author and an internet search of hospitals that provide pre-operative education. Seven professional participants total from nursing, physical therapy, and occupational therapy completed the survey. Descriptive statistics were used for data analysis of the 12 quantitative questions to determine frequency and percentages of responses. Responses on the four open-ended survey items, as well as participant responses of “other” for question items, were recorded and collated from individual survey responses. Results: Pre-operative education provider teams for total knee replacements most frequently consisted of nursing, physical therapy, and occupational therapy staff. Most education programs were provided two weeks prior to surgery in a group format, with the majority of programs being delivered in a single session lasting between 1 and 1.5 hours. Verbal and written instruction were the most commonly utilized methods to deliver education. Individual patient programs included a variety of topics, ranging from what to expect while in the hospital, self-care, adaptive equipment, and home safety being some of the most commonly included content. Conclusions: This pilot study provides a framework to describe the structure of pre-operative total knee replacement education nationally, and can be used to guide a future large scale survey to fully describe the content, providers, and delivery methods of pre-operative education for this population across the United States using a representative sample.

Occupational Therapy Practitioners’ Knowledge, Comfort, and Competence Regarding Youth Suicide

2020 ◽  
Vol 40 (4) ◽  
pp. 270-276 ◽  
Author(s):  
Anne V. Kirby ◽  
Alexandra L. Terrill ◽  
Ariel Schwartz ◽  
Jarrett Henderson ◽  
Brandi N. Whitaker ◽  
...  
Keyword(s):  
United States ◽  
Young People ◽  
Occupational Therapy ◽  
Best Practices ◽  
Best Practice ◽  
The United States ◽  
Education And Training ◽  
Youth Suicide ◽  
Clinical Scenarios ◽  
And Training

Suicide rates for young people are climbing in the United States and worldwide. Increasing rates of youth suicide are of concern to occupational therapy (OT) practitioners in pediatric settings, yet the profession’s role in this area is poorly defined. To understand OT practitioners’ awareness and needs related to youth suicide, we administered a survey including objective (e.g., knowledge of suicide-related facts) and subjective items (open- and close-ended questions) related to youth suicide to 134 OT practitioners working in pediatric settings. Only 5.2% of respondents correctly answered four items about youth suicide facts and only 32% reported they had received suicide-focused education. Just under half (45%) of respondents were able to identify all best practice responses to clinical scenarios related to youth suicide; older practitioner age was the only significant predictor of best practices. OT practitioners in pediatric settings would benefit from youth-focused suicide education and training.

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