ABSTRACT. The importance of a supportive home environment to successful aging has been well-established in the literature, with home modifications increasingly acknowledged as ways of removing barriers to function and increasing independence for older people. Home modification literature and practice primarily focus on the home environment as a physical space in which to perform tasks and on the impact of modification on competencies and function. Home, however, is much more than a physical environment. Within a transactive framework, people and places are seen as engaged in a dynamic, reciprocal relationship through which home becomes a place of significant personal meaning. Through a qualitative framework, this study examines the experience of older people living in the community who are recipients of a home modification service. It explores the impact modifying the physical environment has on their experience of home as a place of meaning and provides insight into how home modifications can strengthen Bronwyn Tanner, M.Phil

Practice education is essential in the development of the clinical competencies required for entry into the workforce. Practitioners take on the role of educator of students on placement, often at a distance from the university. While the importance of practitioners to the university curriculum is acknowledged, how best to engage both practitioners and academics in a dialogue that is meaningful and valued by both groups is an ongoing challenge. Applying a threshold concept framework has been suggested as a way to enhance dialogue between key stakeholders to facilitate student learning. Method: This exploratory qualitative study aimed to identify areas of transformative knowledge (threshold concepts) from the perspective of practitioners who engage with students undertaking practice education. Data were collected from two focus groups of practitioners involved in practice education. A threshold concept framework was used for analysis. Findings: The use of a threshold concept framework facilitated the identification of three key knowledge areas, which resulted in transformed understanding once they were grasped by students engaged in practice education. Conclusion: The identification of threshold concepts for practice education has the potential to inform university curriculum content and practice educator training. Further research is indicated to develop these concepts further.

Tables: 3 1 Abstract Introduction: Strong professional identity allows for appropriate representation and promotion of occupational therapy. Academic education assists in the development of occupational therapy identity. Thise study aims of this study was to explore the development of occupational therapy identity and graduate attributes in occupational therapy students after the first year of a revised curriculum.Method: Occupational therapy students (n=58) were surveyed at the commencement of second year. Data analysis used descriptive statistics and inferential statistics (χ² for trend).Results: Fifty-four students (93.1%) completed the survey. Students progressively developed occupational therapy identity over time. There were no significant associations between main factors influencing original decision to study occupational therapy and when occupational therapy identity developed. However, Tthere were significant associations between main factors that influencinged students' decision to continue studying occupational therapy (but not the main factors that influenced decision to study) and when occupational therapy identity developed. Most students agreed the curriculum equipped them to develop graduate attributes, although this was not significantly associated with factors that either influenced students to study or continue studying occupational therapy. There was no significant association between the main factors that influenced students to study or continue studying occupational therapy and graduate attributes. There was significant association between development of graduate attributes and occupational therapy identity graduate attributes and development of occupational therapy identity over time. Conclusion:This study showed an emergence of occupational therapy identity and graduate attributes in students demonstrating the importance of the first year curriculum in the development of these factors.2

A significant impact on occupational performance has been highlighted, which reflects common issues within this rural and remote population. Confirmation of the extent of these identified issues within the larger rural and remote Australian population will contribute to the formulation of policy and consequent improvements in health for this traditionally underserved population.

The importance of the first year experience in retaining occupational therapy students is highlighted. Engagement with other students and staff and academic support are important factors in facilitating student retention. It is important to understand the unique factors influencing students' decisions, particularly those from regional and remote areas, to enter and continue in tertiary education to assist in implementing supports and strategies to improve student retention.

Objectives: This study aims to explore in depth the experience of living with chronic obstructive pulmonary disease (COPD) from the perspective of people with the condition in northern regional Australia. Methods: Qualitative research design was employed. Data was obtained from eight participants from a health service for chronic illness using semi-structured interviews to capture participants' diverse experiences. The interviews were audio-taped, transcribed and analyzed using a computer software programme. Data was coded and analyzed thematically. Results: Participant narratives illustrated the severe functional impairments and subsequent psychosocial consequences of this disease. In relation to the participants' experience of COPD, six major themes were identified. These were: emotional wellbeing, physical experience, knowledge and understanding, social relationships, external factors, and experience of intervention in relation to their COPD. Conclusions: This study provides a depth of insight into the day to day experience of people with COPD in a northern Australian location. Findings highlight the importance of the effect that climate, anxiety, and patient education have on participation in daily life and indicate a need for further research into these factors.

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