The implementation of evidence-based change in practice settings is complex and far reaching, but only limited research has been undertaken in this area. This participatory action research study investigated the implementation of the Model of Human Occupation (MOHO) across a mental health occupational therapy service. Method: The study involved preparatory workshops and 12 months of team-based, monthly group reflective supervision sessions, facilitated by a colleague from academia, with follow-up contact for a further 12 months. Findings: The main findings emphasise the importance of developing a critical learning space, or 'community of practice', and identify that barriers to theory implementation can be overcome by collective effort with a shared dialectic. The successful development of a community of practice required the careful consideration of a number of interconnected influences, including those of self, peer and facilitator, and contextual and theoretical relationships. Conclusion: The study concluded that the community of practice was central in supporting the effective implementation of MOHO and its associated assessment tools. A key output of the study is a Participatory Change Process, which illustrates the key steps undertaken and interrelated factors affecting theory uptake. The process requires further testing, but has potential to guide theory implementation in other settings.

In recent years a number of authors have undertaken extensive reviews of the international research literature to investigate student engagement in higher education. This paper presents the findings of a study that undertook a project to synthesise the qualitative research literature systematically, through the use of qualitative research synthesis. The concepts and themes that have recurred across the student engagement literature which are discussed in terms of four themed approaches to student engagement. c The challenges and opportunities of using the methodology are presented along with providing a number of recommendations for further research regarding integrated approaches to student engagement.

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This paper explores the research method of participatory action research, first by examining the roots of this approach and then analysing the shift to using more participatory approaches than in former years. It begins by considering the reasoning and theoretical underpinning for adopting this approach and provides an overview of the steps to be undertaken when implementing participatory action research. The latter section of the paper presents an example and suggests how participatory action research might have been used instead for a study that utilized open-ended questionnaires undertaken in geography. Finally, tips on how to use it are proposed along with a consideration of the challenges and opportunities.

This paper presents a scholarship of practice development, that is, an academic/practice partnership, within a participatory action research study. Three teams of mental health occupational therapists and an occupational therapy academic used a group reflective supervision process to support the development of the skills and tools needed to integrate a conceptual practice model. Some of the opportunities and challenges experienced as a result of using this approach are highlighted. The preliminary findings demonstrate that group reflective supervision has provided a valuable space for reflection on practice and enabled therapists to change aspects of their practice as a consequence of thinking with theory.

Research IntroductionOccupational therapy as a profession is experiencing an increasing need to demonstrate its contribution and perceived effectiveness across practice settings by examining clients ' and carers' views (Bannigan et al 2008). Alongside client perspectives, the commissioning consortia need to be convinced that occupational therapy services are valued, otherwise the profession is at risk of losing its funding to outside providers. In the United Kingdom (UK) this situation is becoming critical as health care moves towards Payment by Results and Cluster/Pathway-based commissioning (Department of Health [DH] 2010a, DH 2010b). Identifying existing practice and the effectiveness of occupational therapy in mental health is therefore crucial.This research article presents the first qualitative research synthesis (QRS) undertaken to identify the types of interventions used by occupational therapists internationally, from the perspective of clients, carers, and occupational therapists, respectively. Detail is included on how the synthesis process was conducted. The main findings are discussed in relation to four themed areas and recommendations for practice, policy, and the commissioning of occupational therapy services are suggested.A qualitative research synthesis examining the effectiveness of interventions used by occupational therapists in mental health Key words:Qualitative research, synthesis, effectiveness. Introduction:To date, a range of qualitative studies have been undertaken in intervention effectiveness, but none has synthesized such studies within the occupational therapy mental health literature. This research article presents a qualitative research synthesis that identifies those interventions used by occupational therapists, internationally, which are viewed as effective from both clients' and carers' perspectives.Method: Qualitative research synthesis was used to analyse, synthesize, and interpret results from qualitative studies. Twenty-two studies, collectively capturing client, carer, and occupational therapists' perspectives, were synthesized by the research team.Findings: The findings identified four themes, which indicated that the occupational therapist needs to exhibit professional artistry, facilitate occupational engagement, pace occupation to support the achievement of client goals and new horizons; and also recognized the importance of inclusion that promotes client participation and a sense of belonging in a range of socio-cultural contexts.Conclusion: The use of occupational interventions that provide space for healing, self-rediscovery, identity formation, and community participation, were valued more than short, psychological-based interventions focused on case management and the assessment of mental stability, which were seen as superficial in scope. Occupational therapists need to demonstrate an authentic therapeutic relationship that is built upon care, trust, and respect, in order for interventions to have impact.

In the changing context of globalised higher education, a series of pedagogical shifts have occurred, and with them, a number of interactive learning approaches have emerged. This article reports on findings taken from a large-scale study that explored the socio-political impact of virtual world learning on higher education in the UK, specifically with regard to Second Life. Three dominant frames of reference emerged following analysis of data gathered from student and staff perspectives of their experience and use of Second Life, namely: (i) games and gaming media; (ii) disciplinary learning; and (iii) institutional space and ownership. Such frames of reference were evident in the practices of those involved in using virtual worlds, but it is suggested here that they have largely been overlooked in the literature in terms of their impact and how they may inform learner understandings. We argue that these frames of reference need to be recognised and located in the design and use of virtual worlds in higher education. Throughout the article we present our findings in relation to perspectives emanating from Europe as well as Australasia and the wider Asia Pacific.

This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.