Our purpose in writing this article is to describe the use of online data sources (such as blogs and microblogs) in a qualitative analysis learning project for graduate occupational therapy students. The project was designed to meet the following learning objectives: (1) increase students’ understanding and appreciation for qualitative research principles and methods, (2) increase students’ ability to use thematic and narrative analysis procedures with authentic data sets, and (3) increase students’ ability to apply qualitative findings to occupational therapy practice. This article describes the project’s theoretical rationale, components, objectives, implementation, and informal outcomes, along with a discussion of strengths and limitations of this project and suggestions for future research. This project demonstrates one way in which publicly available online data sources can be used to create an effective graduate qualitative analysis learning activity. We are sharing this innovative learning project in the hopes that it may be of interest to our colleagues in higher education and may contribute to the ethical and scholarly use of online data in learning assignments.
Objective: The aims of this study were: a) to discover which strategies community-based occupational therapists (OTs) find most effective for developing the competencies that have been identified as unique to community-based occupational therapy (OT) practice, b) to examine respondents' perceptions of the effectiveness of their academic training and of current professional development resources, and c) to explore respondents' suggestions for improving academic training and continuing education for OTs in community-based practice. Methods: Data collection was completed using an electronic survey that targeted members of the American Occupational Therapy Association who have experience in community-based OT. The survey was completed by 81 OTs with a wide range of practice experience. Results: Across six competency categories, most respondents reported self-directed learning to be the most effective strategy for developing the skills needed for community-based OT practice. Professional development strategies such as formal OT education, continuing education, workplace trainings, and mentorship were chosen less frequently than self-directed learning. Most respondents rated their formal OT education and existing professional development options as either average or effective, however they also had many suggestions for improvement. The most common suggestions included increasing community-based fieldwork, increasing the role of communitybased practitioners in the education process through guest lecturing and adjunct teaching, increasing mentorship options, and providing more education specific to the knowledge needed Data Analysis .
Background: Palliative care and rehabilitation professionals caring for seriously ill people and their families face barriers to effective, timely collaboration. Barriers such as ineffective communication processes, role misunderstanding across professions, and resource limitations can lead to underutilization of rehabilitation services for this vulnerable population. Objectives: To create practical connections between palliative care and rehabilitation professionals and to provide tools and strategies for teams to develop the core competencies (role clarity, communication, teamwork, and shared values) necessary to provide coordinated, timely, effective care to people living with serious illness. Design: With Interprofessional Education Collaborative (IPEC) Core Competencies1 as a framework for interprofessional collaborative practice, a quality improvement project was conducted at a large academic medical center. The 5-phase project included literature review, expert interviews, identification of barriers and facilitators, development of strategies to mitigate barriers, and pilot testing of select strategies. Results: The PalRehab Toolkit consists of strategies to enhance interprofessional collaborative practice and infuse rehabilitation into palliative care in the acute care setting. Preliminary evaluation of piloted strategies suggests increased communication across professions, improved role clarity, and an increased likelihood of collaboration. Conclusion: Providing educational offerings, establishing efficient communication channels, and infusing rehabilitation concepts into palliative care practices, as outlined in the PalRehab Toolkit, may positively impact interprofessional collaborative practice and improve care delivery for people with serious illness and their families.
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