The Role of Occupational Therapy in the Care of the Older Adult
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Background Occupational therapy competency standards provide an evidence-base to inform clinical best practice, however it is not known whether education about competency standards will increase occupational therapists’ adherence to their use.Aims/objectives To investigate if education about the ‘Australian Competency Standards for Occupational Therapy Driver Assessors’ leads to increased adherence to the competency standards in the clinical practice of occupational therapy driver assessors.Materials and methods A mixed methods multiple case study design was used to evaluate 5 occupational therapy driver assessors’ adherence to the competency standards. An audit of 25 client files and interviews were conducted to evaluate practice against the competency standards prior to an education session, followed by an audit of a further 25 files, interview and feedback after education.Results Qualitative and quantitative analyses suggest that education about the ‘Australian Competency Standards for Occupational Therapy Driver Assessors’ was associated with increased adherence to the competency standards in clinical practice. The results also support the use of competency standards in clinical practice.Conclusions and significance Competency standards can be used to inform and guide clinical practice, and individualised education and feedback of practice against the competency standards can increase occupational therapists’ adherence to these standards.
Occupational Science
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(1994). Development of the Profession of Occupational Therapy in Iceland. Scandinavian Journal of Occupational Therapy: Vol. 1, No. 2, pp. 51-51.
Occupational Science
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Interdisciplinary or transdisciplinary service is strongly advocated in school-based occupational therapy practice. The terms, interdisciplinary and transdisciplinary, however, are not accurate in their use. This paper examines the difference between the terms of discipline and profession and recommends the more precise and appropriate use of interprofession and transprofession related to school-based occupational therapy practice. Occupational therapy is a profession, not a discipline. Using the terms of interprofession and transprofession can benefit the occupational therapy profession by increasing language use precision, facilitating professionalism, and improving interprofessional interactions and collaborations based upon accuracy.
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Occupational therapy has been an invisible profession, largely because the public has had difficulty grasping the concept of occupation. The emergence of occupational science has the potential of improving this situation. Occupational science is firmly rooted in the founding ideas of occupational therapy. In the future, the nature of human occupation will be illuminated by the development of a basic theory of occupational science. Occupational science, through research and theory development, will guide the practice of occupational therapy. Applications of occupational science to the practice of pediatric occupational therapy are presented. Ultimately, occupational science will prepare pediatric occupational therapists to better meet the needs of parents and their children.
Occupational Science
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Providing Occupational Therapy Using Sensory Integration Theory and Methods in School-Based Practice
AOTA recognizes SI as one of several theories and methods used by occupational therapists and occupational therapy assistants working with children in public and private schools. Regardless of the theories and methods utilized, occupational therapy practitioners work within the framework of occupational therapy toward the desired outcome of health and participation through engagement in occupations that allow participation in a child's daily life (AOTA, 2008). When children demonstrate sensory-related deficits that interfere with their ability to access the general education curriculum, occupational therapy using a sensory integrative approach is appropriate.
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Background The demand for employment of standardized evaluations is increasing. In Denmark, approximately 25% of all occupational therapists (OTs) are trained to use the standardized occupational therapy instrument Assessment of Motor and Process Skills (AMPS).Aims To investigate the use of AMPS within Danish occupational therapy practice and determine factors supporting or hindering the use.Material and methods An online cross-sectional survey was conducted among OTs from various settings.Results Overall, 844 calibrated OTs participated in the survey. Of these, 540 (64%) met the inclusion criteria and 486 (90%) completed the questionnaire. Forty percent of the participants used the AMPS in a standardized way during a one-month period and 56% reported being dissatisfied with the low number of AMPS evaluations completed. Five supporting and nine hindering factors were found to significantly influence the use of standardized AMPS evaluations.Conclusions/Significance Despite demands for standardized evaluations, the AMPS is not regularly used in a standardized way within Danish occupational therapy practice. Use of AMPS in clinical practice seems to be facilitated by an acknowledgement from the management and the OT’s ability to develop habits and routines. Time restraints were reported, however, time to conduct evaluations was not a statistically significant influencing factor.
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The goal of this study was to explore the patient-physical therapist interaction and the physical therapist's experience of the introductory session for mechanical insufflation-exsufflation (MI-E) device treatment for patients with progressive neurological disease.
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Abstract OBJECTIVE. Attention to executive functioning (EF) and its effect on occupational performance is increasing in the occupational therapy literature. This study explored occupational therapists’ perceptions of how EF is recognized and addressed within occupational therapy for children and youth. METHOD. Inductive qualitative content analysis was used to analyze the in-depth interview data from 13 occupational therapists with a range of practice contexts and experience. RESULTS. EF should be explicitly considered during clinical reasoning. System and professional barriers create challenges to occupational therapists, constraining their ability to recognize, label, and address EF performance issues. Occupational therapists who have integrated EF into their practice perspective have acquired knowledge and skills through interprofessional collaborations, client interactions, and professional development opportunities. CONCLUSION. Occupational therapists working with children and youth need an occupational EF framework and practice resources if they are to integrate an EF lens to more broadly enable occupational performance.
Clinical Practice
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