Although spirituality is rarely explicitly mentioned in the occupational therapy literature, it is implied as an interwoven part of the human system. This article explores the meaning of occupation in the context of sociological and Judeo-Christian theological frameworks and the meaning of spirituality in the occupational therapy clinic. A case is made for acknowledging spirituality in clinical reasoning as a centralizing component of the patients' motivation and assignment of meaning to life.
This paper explores the extent to which third-party reimbursement dictates occupational therapy practice. A literature review was used to examine the history and meaning of reimbursement in regard to occupational therapy. It was found that the profession has altered its definition, practice, management, ethics, and professional response as a result of changes in reimbursement. Reimbursement policies reflect societal influences and are shaping occupational therapy in several ways. Control has shifted to third-party payers, allowing them to define occupational therapy; use of the medical model is being rewarded by reimbursement; the language used to discuss the profession has changed to accommodate the insurance and other industries; and values that dominate society are being reinforced. Conflict between the values of society and the values of the occupational therapy profession is a source of struggle for many clinicians. If the causes of the reimbursement-imposed constraints on practice are understood, occupational therapists will be free to be proactive in issues of health care policy.
Minimal evidence exists regarding online education in occupational therapy. This study explored entry-level occupational therapy (OT) student responses to two methods of instruction in an applied OT theory course. The investigator used a retrospective quasi-experimental, nonrandomized comparison group design with mixed methods to compare two cohorts of entry-level OT students. Data included midterm exam, final exam, and cumulative course grades, as well as qualitative data from a final exam essay question. Demographic data and cohort mean grade-point averages were collected at the program level. One cohort received face-to-face instruction, while the other received online hybrid and face-to-face instruction. The face-to-face cohort had statistically significantly higher summative course grades. The investigator could not factor out pre-program GPA, which may have impacted results. With qualitative analysis, the investigator found evidence for a priori themes of the value of theory and growth in theory application. Emergent themes included use of theory for clinical reasoning, client-centered practice, theory integration in practice, and theory in the OT process. Students in the online hybrid section perceived that the course required more busywork. Online and hybrid instruction can be an effective means of content delivery for OT applied theory.
Date Presented 04/06/19
The "My Safe and Sound Plan" workbook contributes to the available methods of fall prevention assessment and education, providing a self-assessment, home safety checklist, and education on fall risks. This instrument demonstrated content validity of all items, as rated by five experts, covering content necessary for fall prevention. Experts indicated that education alone was not sufficient to reduce falls; readiness to change was a vital factor in reducing fall risks.
Primary Author and Speaker: Brenda Howard
Additional Authors and Speakers: Kathryn Boomershine, Rachel Gramman, Clare Schirmer, Jerica Schomber
To determine effects of a fall risk educational program on fall risk awareness. Methods: Twenty-five community-dwelling older adults 65 years and older attended a single-session intervention. Investigators held focus groups 1 month post-intervention. Investigators administered the Short Falls Efficacy Scale-International (S-FES-I) pre-and post-intervention. Results: Raw S-FES-I scores trended toward reduced fear of falling. Older adults reported heightened awareness of fall risks and reinforcement of fall prevention behaviors. Social support and narrative storytelling helped motivate participants.
Conclusion:A single-session educational program reinforced existing fall risk reduction knowledge and behaviors but was limited in its ability to prompt behavioral change.
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