Work - Volume 44, issue 3

Article Type: Other

DOI: 10.3233/WOR-121500

Citation: Work, vol. 44, no. 3, pp. 245-245, 2013

Authors: Doyle, Nancy Wolcott | Jacobs, Karen

Article Type: Research Article

Abstract: Occupational therapy's online education must be research-based and inclusive. One way to provide a more inclusive online learning experience is to attend to individual learning styles and preferences. This study uses the best available evidence on learning styles and online education to develop, implement, and study occupational therapy students' experiences with an online learning module and related assignment. Eight students consented to take an online survey after completing a learning module and related assignment in an …online post-professional graduate course in occupational therapy. The survey explored their learning experience and its applicability to clinical work. Data gathered from multiple-choice, Likert-scale, and open-ended questions were descriptively analyzed. Results from this study suggest that students find the study of learning styles and preferences enjoyable and applicable to their clinical work, but are often motivated by factors such as time and technology when selecting the format of a course assignment. Show more

Keywords: Inclusive education, research-based education, distance education

DOI: 10.3233/WOR-121501

Citation: Work, vol. 44, no. 3, pp. 247-253, 2013

Authors: Dockter, Mary | Roller, Joellen | Eckert, Jody

Article Type: Research Article

Abstract: OBJECTIVE: The purpose of this case report was to describe an innovative model for transforming physical therapist students into clinical instructors with the use of a pro bono clinic. This model may assist other academic programs in creating effective approaches to transition entry-level students into future quality clinical instructors. PARTICIPANTS: Third year physical therapist students served as clinical instructors for second year students. METHODS: Peer and self assessments were collected to assess intended …objectives. RESULTS: Second year students were made more aware of the role of the clinical instructor and were able to evaluate the effectiveness of clinical teaching and third year students appreciated the impact of clinical teaching and increased their desire to become clinical instructors in the future. CONCLUSIONS: Student self and peer assessments reveal that this experiential model is an effective way of transitioning entry-level physical therapist students into the role of clinical instructor. Show more

Keywords: Pro bono clinic, clinical instructor, experiential learning

DOI: 10.3233/WOR-121502

Citation: Work, vol. 44, no. 3, pp. 255-263, 2013

Authors: Rindflesch, Aaron | Hoversten, Kelsey | Patterson, Britta | Thomas, Laura | Dunfee, Heidi

Article Type: Research Article

Abstract: Students' description of factors contributing to a meaningful clinical experience in entry-level physical therapist professional education. OBJECTIVE: The objective of this study was to identify student, clinical instructor (CI), and environmental characteristics and behaviors that make for positive clinical experiences as perceived by physical therapy students. PARTICIPANTS: Nine third-year physical therapist students from entry-level physial therapist education programs around the United States participated in this study. METHODS: …In this phenomenologic study, participants were interviewed using open-ended questions designed to facilitate rich description. Interviews were recorded, transcribed, validated, and analyzed. RESULTS: Themes were identified through collaborative analysis using constant comparative coding. Students described student, CI, and environmental factors and behaviors that contribute to a quality clinical experience, including: the students' demonstration of initiative to prepare for the clinical experience and preparation after clinic hours; the importance of the CI's insight, allowing CIs to ascertain how much guidance to give in order to foster independence in the student; and the clinical environment's ability to welcome a student and provide the student with novel learning experiences. CONCLUSION: The student descriptions, including positive and negative examples shared by the interviewees, demonstrate essential characteristics that contribute to a positive clinical experience. Many of the factors identified by students can be influenced by student and CI training and preparation prior to the clinical experience. Show more

Keywords: Clinical education, student behaviors, student perceptions

DOI: 10.3233/WOR-121503

Citation: Work, vol. 44, no. 3, pp. 265-274, 2013

Authors: Anderson, Deborah K. | Irwin, Kent E.

Article Type: Research Article

Abstract: OBJECTIVE: With the physical therapy (PT) professions' advancement to the clinical doctorate degree and the promotion of autonomous practice, exemplary professional conduct is an expectation of the PT profession. PT education programs are being challenged to develop methods to teach and assess professional behavior. PARTICIPANTS: Forty-three PT students (11 male and 32 female, ages 20–28 years) completed the APTA Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after their first 3 week clinical experience …and again after their final clinical experience. METHODS: A mixed design ANOVA compared participants' total scores and individual Core Value scores on the Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after 3 and 33 weeks of clinical education. The effects of gender, age, and undergraduate area of study on growth in professionalism scores were also investigated. RESULTS: Total PPTCVSA scores and individual Core Value scores on professionalism (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility) were higher after 33 weeks compared to scores after 3 weeks of clinical education. Female student's total professionalism scores were higher than male student's scores on both the first and second self-assessments. In addition, female students scored themselves higher than their male peers on accountability, excellence, integrity, and professional duty. CONCLUSIONS: Improved scores on the PPTCVSA indicate that physical therapy education is playing an important role in the development of professional behavior, knowledge, and application in practice. Show more

Keywords: Core values, healthcare, professional behaviors

DOI: 10.3233/WOR-121504

Citation: Work, vol. 44, no. 3, pp. 275-281, 2013

Authors: Bridges, Patricia H. | Carter, Vincent | Rehm, Stephanie | Tintl, Sara Bowers | Halperin, Rebecca | Kniesly, Elizabeth | Pelino, Soni

Article Type: Research Article

Abstract: OBJECTIVE: Conduct a pilot study to establish the reliability and validity of a survey instrument that directly measures the objectives and content of the APTA CIECP; and measure the self-reported frequency of use of the behaviors taught in the APTA CIECP. PARTICIPANTS: Eighteen (18) APTA credentialed CIs. METHODS: Develop a web-based survey consisting of 58 items representative of the behaviors taught in the APTA CIECP and 8 demographic characteristics. Establish the content validity and reliability of …the survey instrument. Conduct a descriptive analysis of the frequency of self-reported use of the behaviors. RESULTS: The APTA Clinical Instructor Education Board (CIEB) reviewed the items and determined that the items matched the objectives and content of the APTA CIECP, thereby establishing content validity. Cronbach's alpha coefficients ranging from 0.79–0.90 confirmed the reliability. The overall mean for all items on a 1–6 scale was 4.81. CONCLUSIONS: The content validity and reliability of the survey instrument were established. The outcomes of this pilot study suggest that when measured by a valid and reliable instrument that is representative of the objectives and content of the CIECP, the behaviors taught in the CIECP are being applied in the clinical setting by APTA credentialed clinical instructors. Show more

Keywords: Clinical instructors, teaching behaviors, survey development

DOI: 10.3233/WOR-121505

Citation: Work, vol. 44, no. 3, pp. 283-295, 2013

Authors: Evenson, Mary E.

Article Type: Research Article

Abstract: OBJECTIVE: The purpose of this study was to explore students' perceptions of their confidence to use research evidence to complete a client case analysis assignment in preparation for participation in fieldwork and future practice. PARTICIPANTS: A convenience sample of 42 entry-level occupational therapy Masters students, included 41 females and one male, ages 24 to 35. METHODS: A quasi-experimental pretest-posttest design was used. Students participated in a problem-based learning approach supported by educational …technology. Measures included a pre- and post-semester confidence survey, a post-semester satisfaction survey, and an assignment rubric. RESULTS: Based on paired t-tests and Wilcoxin Signed Ranks Tests, statistically significant differences in pre- and post-test scores were noted for all 18 items on the confidence survey (p< 0.001). Significant increases in students' confidence were noted for verbal and written communication of descriptive, assessment, and intervention evidence, along with increased confidence to effectively use assessment evidence. CONCLUSIONS: Results suggest that problem-based learning methods were significantly associated with students' perceptions of their confidence to use research evidence to analyze a client case. These results cannot necessarily be generalized due to the limitations of using non-standardized measures with a convenience sample, without a control group, within the context of a single course as part of one academic program curriculum. Show more

Keywords: Problem-based learning, educational technology, occupational therapy education

DOI: 10.3233/WOR-121506

Citation: Work, vol. 44, no. 3, pp. 297-306, 2013

Authors: Koski, Kari Jeanette | Simon, Rebecca L. | Dooley, Nancy R.

Article Type: Research Article

Abstract: OBJECTIVE: The purpose of this study was to investigate fieldwork educator behaviors that are valuable from the perspective of Level II occupational therapy and occupational therapist assistant students and fieldwork educators. PARTICIPANTS: 85 fieldwork educators and 37 students from Eastern and Western parts of the United States. METHODS: The 5 competency categories of the Self Assessment Tool for Fieldwork Educator Competency were used as the basis for developing the survey items and …data was analyzed with non-parametric statistics to check for differences among groups of respondents. RESULTS: Students and fieldwork educators generally ranked the value of the behaviors in the survey as the same. There were differences noted between responses of level II students on first, second, and third placements regarding supervision behaviors of fieldwork educators. (Chi square=6.59, p=0.04 and Chi square=7.95, p=0.02). CONCLUSION: The alignment of opinion of students and fieldwork educators is important in that it reinforces the common goal of academic programs, students, and fieldwork educators. More research needs to be done in order to understand the impact of placement order on the rankings of valued fieldwork educator behaviors. Show more

Keywords: Student, academic fieldwork coordinator, characteristics, supervision

DOI: 10.3233/WOR-121507

Citation: Work, vol. 44, no. 3, pp. 307-315, 2013

Authors: Barton, Rebecca | Corban, Ashley | Herrli-Warner, Lauren | McClain, Emily | Riehle, Danielle | Tinner, Eboni

Article Type: Research Article

Abstract: OBJECTIVE: The purpose of this study was to determine if occupational therapy fieldwork educators are experiencing role strain. PARTICIPANTS: Were recruited from a convenience sample of a university database of 315 fieldwork sites. METHODS: The Role Strain in Occupational Therapy Fieldwork Educators Inventory was used to gather qualitative and quantitative data about practice. RESULTS: The overall mean for role strain was 2.34/5 with a 73% return rate. The majority of participants fell into the …moderate to low role strain category. Individuals with 5–10 years of practice had the greatest amount of role strain (2.43, SD 0.51, n=60). Participants working in pediatric settings had role strain in the moderate range. CONCLUSIONS: Nine items emerged with the highest amount of role strain, such as coping with job expectations and inadequate time to meet role expectations. Creation of strategies to reduce role strain should be a priority in our changing healthcare environment. Show more

Keywords: Burnout, overload, role overload

DOI: 10.3233/WOR-121508

Citation: Work, vol. 44, no. 3, pp. 317-328, 2013

Authors: Hartmann, Kimberly D. | Nadeau, Barbara | Tufano, Roseanna

Article Type: Research Article

Abstract: OBJECTIVES: This case study describes and reports one university's occupational therapy (OT) curriculum design regarding the utilization of clinical fieldwork level II experiences to promote mental health as a core to the education of occupational therapists. PARTICIPANTS AND METHODS: Graduates (190) of a Connecticut University were queried through a survey to determine the influence of OT fieldwork level II on student development of knowledge pertaining to psychological and social aspects of mental health. The …respondents also provided feedback on the efficacy of such an experience in preparing for practice across all practice settings. RESULTS: Quantitative and qualitative themes indicate that University alumni recognize significant educational benefits acquired through the experience of a mental health/psychological-social fieldwork level II experience. CONCLUSIONS: Mental health concepts as represented by psychological and social aspects are embedded in all domains of occupational therapy. Beginning with its strong foundational influence to the profession, there has been of late, a recent resurgence of knowledge and practice implications as noted by various official professional publications. The major finding of the study was that graduates indicated that a clinical experience in mental health did contribute significantly to their holistic practice skills. Recognizing the potential benefits of a psychosocial fieldwork level II experience with new, accentuated methods for student learning, may foster the development of mental health skills for utilization across all practice settings. Show more

Keywords: Bio-psycho-social model, World Health Organization, foundational support, alumni survey, therapeutic use of self

DOI: 10.3233/WOR-121509

Citation: Work, vol. 44, no. 3, pp. 329-335, 2013

Authors: Provident, Ingrid M. | Colmer, Maria A.

Article Type: Research Article

Abstract: OBJECTIVE: A shortage of traditional medical fieldwork placements has been reported in the United States. Alternative settings are being sought to meet the Accreditation Standards for Level I fieldwork. This study was designed to examine and report the outcomes of an alternative pediatric camp setting, using a group model of supervision to fulfill the requirements for Level I fieldwork. PARTICIPANTS: Thirty-seven students from two Pennsylvania OT schools. METHODS: Two cohorts of students …were studied over a two year period using multiple methods of retrospective review and data collection. RESULTS: Students supervised in a group model experienced positive outcomes, including opportunities to deliver client centered care, and understanding the role of caregiving for children with disabilities. CONCLUSION: The use of a collaborative model of fieldwork education at a camp setting has resulted in a viable approach for the successful attainment of Level I fieldwork objectives for multiple students under a single supervisor. Show more

Keywords: Professional development, group supervision, occupational therapy

DOI: 10.3233/WOR-121510

Citation: Work, vol. 44, no. 3, pp. 337-404, 2013

Authors: Mulholland, Susan | Hall, Mark

Article Type: Research Article

Abstract: OBJECTIVE: To determine the impact and importance of the physical, social and institutional environments on the outcome of their first fieldwork experience from the perspectives of occupational therapy (OT) and physical therapy (PT) students. PARTICIPANTS: Eighty two percent (n=84) of OT and 65% (n=51) of PT students completed the survey. The majority of students were female, aged 20–25 years, and supervised using a one student to one educator supervision model. METHODS: A paper …survey was mailed to all OT and PT students during their junior fieldwork placement. Demographic, nominal score data and responses to closed-ended questions generated descriptive statistics. Qualitative data resulting from the open-ended questions underwent content analysis. RESULTS: OT and PT students' fieldwork experiences and perceptions of their environment were remarkably similar, however, OT students indicated the physical environment (e.g., having a desk, access to a computer) and orientation (e.g., having a tour) were more important to their impressions of the placement as positive. CONCLUSIONS: By knowing how the environment impacts the fieldwork experience for students, stakeholders involved in the fieldwork process are in a better position to identify and be proactive in making changes to improve placement quality. Show more

Keywords: Occupational therapy, physical therapy, students, clinical education, internship

DOI: 10.3233/WOR-121511

Citation: Work, vol. 44, no. 3, pp. 345-354, 2013

Authors: Schlisselberg, Gloria | Moscou, Susan

Article Type: Research Article

Abstract: BACKGROUND: The Communication Disorders and Nursing Programs conducted a pilot study to examine the value of peer review as an educational strategy to improve graduate student writing and understanding of course assignments. PARTICIPANTS: Graduate students enrolled in a communication disorders diagnostic process course, a health policy course, or a philosophical foundations course (N=120). METHODS: Students participated as a peer reviewer for their final assignment. The reviewer read the draft assignment and provided …comments. Additionally, nursing students read their papers out loud to the peer reviewer. Students submitted their draft assignment to their professor. The nursing drafts were graded. Students revised and submitted the final assignment for a grade. Students completed a questionnaire at the end of the course to provide feedback about the value of peer review. RESULTS: A 65% response rate was obtained. Students (89.9%) felt that the draft was helpful, the partner was helpful (70.9%), and 78.5% incorporated the suggestions of the peer reviewer. Overall, grades improved from the draft version to the final version for each assignment. CONCLUSION: The pilot study showed that peer review was an effective educational strategy to improve student grades and conceptual understanding of the material. Show more

Keywords: Grade improvement, course assignment, conceptual understanding

DOI: 10.3233/WOR-121512

Citation: Work, vol. 44, no. 3, pp. 355-360, 2013

Authors: Nastasi, Julie Ann

Article Type: Research Article

Abstract: OBJECTIVE: Low vision rehabilitation is an emerging practice area for the field of occupational therapy. As a result there is a need to develop tools and training for fieldwork educators in this practice area. PARTICIPANTS: Occupational therapists with no experience in low vision rehabilitation participated in the pilot of the tools and training developed. METHOD: A literature review was completed in the areas of low vision rehabilitation and fieldwork education. Additional evidence was gathered for relevant …training modules, methods, and organizational training and development tools. A best-practice model for specialty Level II fieldwork in low vision rehabilitation was then developed for a partnering site. Best-practice was defined as the triangulation of the research evidence, consensus from a panel of occupational therapists with specialty certification in low vision (SCLV) and academic fieldwork coordinators, and feedback from the partnering site. RESULTS: After three training sessions, the occupational therapists were able to achieve entry-level practice using the model developed. CONCLUSION: While the model was not intended for training therapists it proved successful with the occupational therapists trained with it. Therefore, it is expected that an occupational therapy student, completing a third specialty placement in low vision rehabilitation, would achieve this status during the twelve-week fieldwork placement. Show more

Keywords: Competency checklist, site-specific-objectives, developmental timeline

DOI: 10.3233/WOR-121513

Citation: Work, vol. 44, no. 3, pp. 361-378, 2013

Authors: Freedman, Skott E.

Article Type: Research Article

DOI: 10.3233/WOR-121514

Citation: Work, vol. 44, no. 3, pp. 379-380, 2013