Occupational therapy (OT) educators recognize a need to ensure that OT students are culturally competent. The researchers developed the International Collaborative Project on Cultural Competence (ICPCC) to help students understand the impact of cultural context on client care. Entry-level MOT students from a university in the US (N = 18) collaborated with BOT students (N = 4) and advanced MOT students (N = 9) from two universities in India using an online course management system WebCT. The study explored the impact of the ICPCC on OT students' cultural competence and discusses students' perceptions of culture on the OT process. The Inventory for Assessing the Process of Cultural Competence Among Health Care Professionals Revised © measured students' cultural competence at baseline and immediately after participation in the ICPCC. Qualitative data was collected using a Self-Reflection Form. There was an increase in the cultural competence scores among all three groups of students after participating in the ICPCC at p value < .05. Three themes emerged from the qualitative data analysis: meaning of the term culture, impact of cultural on client-centered practice, and impact of cultural on OT outcomes. OT students recognized the role that cultural differences play in OT evaluation and intervention.
Introduction Background: • The Elmhurst Learning and Success Academy is a program that allows students to learn skills within a postsecondary education environment. • Limited opportunities for community integration and participation for individuals with intellectual and developmental disabilities (IDD) often exist in our society. Studies have shown, however, that by completing a postsecondary certificate program, individuals with differing abilities increase their opportunities for meaningful engagement in the community. Purpose: • To lay a foundation for future research in both occupational therapy and education, that can expand upon the existing literature pertaining to young adults with intellectual disabilities. This study focuses on their perceived community involvement, including their roles, routines, and habits associated with maintaining meaningful employment and living independently upon program completion. Aim of the Study: • Identify targeted life skills contributing to or hindering community participation and workforce integration from the perspectiveof young adults with intellectual and developmental disabilities having completed a post-secondary program.Methodology Research Design: Qualitative Phenomenological Pilot Study ? Convenience Sample of Participants: We plan to seek a convenient sample of 6 participants. Inclusion criteria consists of individuals from the ELSA program who have graduated within academic years 2015/2016 and 2016/2017 and are between ages 22 and 32. Three categories of participants. The COPM is a client-centered assessment that uses a semi-structured interview to determine meaningful occupations to the client. Using the COPM, the client rates meaningful occupation on a performance and a satisfaction numeric scale. It addresses all areas of a client’s life, including leisure, self-care, and productivity, while remaining open-ended and enabling the occupational therapist to obtain client specific information. For this study, the COPM will help identify the areas of concerns from a performance and satisfaction perspective. Researchers will then use a semi-structured interview to obtain a greater depth of information regarding factors contributing to or hindering community participation and workplace integration.Conclusions The purpose of the study is to assess perceived successes and challenges of individuals having completed a non-degree seeking, certificate program. The study aims to identify the factors that impact community integration and participation of alumni of the ELSA program. The alumni’s perspective on what they have taken from the program, such as various skills or strategies, and how they implemented them in their daily lives will provide an understanding of their current level of independence. Data gained from participants will give insight into what skills obtained by alumni from the ELSA program have carried over into their day to day lives. Data gathered through this study can be used to provide faculty of the ELSA program with program outcomes and provide consultative occupational therapy strategies for encouraging occupational engagement for individuals with IDD.
Date Presented 4/8/2016 Qualitative study reveals home health occupational therapy practitioners address physical built-home environments limiting scope-of-practice interventions to promote community participation. Identified sociopolitical environmental factors are not addressed, requiring change in home health practices. Primary Author and Speaker: Monika Robinson Contributing Authors: Cynthia Carr, Danila Cepa
Time is often reported by students in postsecondary education as a barrier to academic success. For individuals with challenges to learning, time can place an even greater demand on students’ performance. The contribution of the occupational therapist as are source to a postsecondary academic support team can facilitate the development of productive habits and daily routines necessary for a successful college experience for students seeking accommodations through Access and Disability Services. Purpose: Contribute information supporting factors that influence the academic success of students seeking accommodations in postsecondary education to the body of knowledge in occupational therapy and higher education. Seek a better understanding based on student experience how an individual’s habits and daily routines, associated with time spent in activities related to their role as a college student within a typical day, supports a balance of activities necessary to foster the success of students with disabilities in postsecondary education Aim of the Study: The purpose of this study is to explore how temporal factors influence student performance from the perspective of undergraduate students experiencing challenges to learning. Methodology Research Design: Interpretive phenomenological qualitative study Convenient Sample of Participants: Students ages 18-28 enrolled in postsecondary education at Elmhurst College who receive services through Access and Disability Services. Students must have a high school diploma or GED and qualify under Americans with Disabilities Act of 1990, ADA Amendments Act of 2008, or the Bridge program. Results Results will be determined through semi-structured interviews with students receiving Access & Disability services at Elmhurst College, which will then be transcribed by the researchers. The information gathered in the interviews will be transcribed and then analyzed to form the results for this study. Conclusions Through an extensive literature review it was found that student’s needs in a post secondary setting are not always met even when services are available and utilized. This interpretive phenomenological qualitative study was carried out to obtain a better understanding of student needs in relation to overall academic performance. After collecting and analyzing results from this study the researchers hope to demonstrate evidence to support the use of occupational therapy in community-based academic settings while adding to the body of knowledge for the profession. Implications for Practice A main focus of the AOTA Vision 2025 is to expand occupational therapy services on an individual, population, and community level in order to make a bigger impact with our unique expertise. The researchers hope the results of this study can provide support for occupational therapy services in a postsecondary community setting where it is not currently being utilized. Furthermore, that this data will show the benefit of occupational therapy services for the individual students, the coordinators, and the organization as a whole. This research was client-centered by getting a better understanding of the individual student’s lives and areas of need to enable better academic engagement.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.