Occupational challenges in a digital society: A discussion inspiring occupational therapy to cross thresholds and embrace possibilities

Abstract

The digital transformation of society and the increased need for digital competence implies extensive changes in peoples' everyday lives and occupations. Heretofore, the discussion in the field of occupational therapy about the consequences of digitalisation has been vague. The aim of this discussion paper is to outline some reflections and to offer some arguments on how to meet the changes following digitalisation and its impact on occupational therapy. The discussion focuses on three issues: the new conditions for participation in a digital society and the role of occupational therapy and occupational therapists in the evolving digital society as well as what occupational therapists need to be pro-active and to embrace the ongoing changes in a digital society. In conclusion, occupational therapy needs to advance its position and become pro-active to cross the threshold and to embrace the possibilities that digitalisation holds for peoples' everyday lives to support occupational justice and health.

Competences for Digital Transformation: Insights from the Norwegian Energy Sector

“…Training could include specific and general training levels, and should be supported by skill-building units [15]. Moreover, companies should ensure that employees have access to relevant technology and resources supporting the technology and its application [16], and nurture a digital culture that encourages and motivates learning and interest in digital technology.…”

New Insights into Activities of Daily Living Performance in Chronic Obstructive Pulmonary Disease

“…4,5 Everyday technology (ET) has an increasing impact on our everyday lives. 6,7 ET refers here to mechanical, electronic and digital artifacts and services, often used on a daily basis and integrated in ADL, such as a microwave, GPS, ticket machines or mobile phones, 8,9 and has been studied with growing interest in recent years. [10][11][12][13][14][15] Also, literature of ET supporting health management among patients with COPD has expanded; [15][16][17][18][19] however, the ability to use ET may be influenced by lacking confidence, lacking skills or little motivation or interest in using the technology.…”

“…15,17 The use of ET is still not an integrated part of rehabilitation, and this can generate gaps between those who can use ET and those who cannot. 7 ET is complex to integrate and integration of ET in rehabilitation requires health professionals staying updated and daring to take new challenges; however, focusing on ET makes it possible to support the benefits of digitalization. 7 Since the ability to perform ADL and use ET are associated with health-related quality of life in people living with COPD, 20 it is of critical importance to investigate ADL performance including ET use in order to support the development of interventions that could be integrated in pulmonary rehabilitation.…”

Tailoring to support digital technology-mediated occupational engagement for older adults – a multiple case study

“…children becoming technology experts for older people, older adults maintaining their role as grandparents online [17,18]. Consequently, occupational therapists, whose duty is to promote health by supporting people's engagement in occupations that they need, want, or are expected to do in accordance to the roles that they assume [19,20], face new practice concerns [21,22].…”

“…These concerns include possible unfamiliarity with technologies, uncertainty on how to make adaptations, and the lack of guidelines and routines, in addition to issues relating to professional ethics, privacy, and data security [22,23]. It has therefore been recommended that occupational therapists should strive to constantly enhance their digital competence [22,24], a competence expected of registered occupational therapists in several countries including Sweden [25][26][27]. Digital competence refers to technical skills necessary to use digital tools and services, as well as, knowledge and skills to find, analyse, critically evaluate, and create information in various media and contexts [28].…”