Occupational Therapy as a Reflective Practice

Cohn, Ellen S.; Schell, Barbara A. Boyt; Crepaeu, Elizabeth Blesedell

doi:10.1007/978-0-387-85744-2_7

Cited by 7 publications

(3 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Reflection seems to be an important intrinsic processoriented facilitator of RU and EBP (Vachon et al, 2010b;Wimpenny et al, 2006). Although not a new concept in occupational therapy (Cohn, Schell, & Crepeau, 2010), the concept is taken beyond its more general application to clinical practice and explored relative to how it influences research use as a specialized area of practice (Lowe, 2007;Vachon et al, 2010a). Faced with a complex clinical situation, clinicians embark on a metacognitive process of reflection that challenges their current practices and promotes perspective changes about their interventions.…”

Section: Discussionmentioning

confidence: 99%

Research Utilization and Evidence-Based Practice in Occupational Therapy: A Scoping Study

Thomas

Law

2013

The American Journal of Occupational Therapy

116

118

View full text Add to dashboard Cite

Many articles have been written on the barriers to and facilitators of the use of evidence in practice in nursing and medicine, but to date no extensive review has been published of the literature on evidence-based practice (EBP) supports in occupational therapy. This article presents the results of a scoping review that examined factors that support the integration of research into practice. A review of 69 articles revealed four themes: (1) attitudes toward, perceptions of, confidence in, and use of research and EBP; (2) factors that support the use of research in practice; (3) effects of interventions targeting changes in knowledge, attitudes, skills, behaviors, and evidence-based practices; and (4) identification of the processes involved in the acquisition of EBP skills and their application in clinical practice. A process that integrates client-centered practice, structured reflection, case application, and peer consultations within a scholarship of practice model facilitates occupational therapists' evaluation and integration of research evidence.

show abstract

Section: Discussionmentioning

confidence: 99%

Research Utilization and Evidence-Based Practice in Occupational Therapy: A Scoping Study

Thomas

Law

2013

The American Journal of Occupational Therapy

116

118

View full text Add to dashboard Cite

show abstract

“…Reflection is the art of critically and systematically analyzing and evaluating patient abilities and goals in relation to the task demands and performance contexts. This leads to new ways of understanding and thinking in a clinical setting [ 30 , 31 ]. The subtheme that we recognized under reflective motivation was:…”

Section: Resultsmentioning

confidence: 99%

Therapists’ perspectives on using brain-computer interface-triggered functional electrical stimulation therapy for individuals living with upper extremity paralysis: a qualitative case series study

Jervis-Rademeyer

Ong

Djuric

et al. 2022

J NeuroEngineering Rehabil

View full text Add to dashboard Cite

Background Brain computer interface-triggered functional electrical stimulation therapy (BCI-FEST) has shown promise as a therapy to improve upper extremity function for individuals who have had a stroke or spinal cord injury. The next step is to determine whether BCI-FEST could be used clinically as part of broader therapy practice. To do this, we need to understand therapists’ opinions on using the BCI-FEST and what limitations potentially exist. Therefore, we conducted a qualitative exploratory study to understand the perspectives of therapists on their experiences delivering BCI-FEST and the feasibility of large-scale clinical implementation. Methods Semi-structured interviews were conducted with physical therapists (PTs) and occupational therapists (OTs) who have delivered BCI-FEST. Interview questions were developed using the COM-B (Capability, Opportunity, Motivation—Behaviour) model of behaviour change. COM-B components were used to inform deductive content analysis while other subthemes were detected using an inductive approach. Results We interviewed PTs (n = 3) and OTs (n = 3), with 360 combined hours of experience delivering BCI-FEST. Components and subcomponents of the COM-B determined deductively included: (1) Capability (physical, psychological), (2) Opportunity (physical, social), and (3) Motivation (automatic, reflective). Under each deductive subcomponent, one to two inductive subthemes were identified (n = 8). Capability and Motivation were perceived as strengths, and therefore supported therapists’ decisions to use BCI-FEST. Under Opportunity, for both subcomponents (physical, social), therapists recognized the need for more support to clinically implement BCI-FEST. Conclusions We identified facilitating and limiting factors to BCI-FEST delivery in a clinical setting according to clinicians. These factors implied that education, training, a support network or mentors, and restructuring the physical environment (e.g., scheduling) should be targeted as interventions. The results of this study may help to inform future development of new technologies and interventions.

show abstract

“…Opportunities to explore “reflection-in-action,” a process which involves a focused examination of particular situations and attempt in the moment to address it, is central to the clinical reasoning process of occupational therapy practice [ 26 ], and a valuable component of the RBP service-learning experience. The students did not leave the Reading Buddies Program as experts or feeling like experts.…”

Section: Resultsmentioning

confidence: 99%

Promoting Quality of Life in Advanced Dementia Care: Reading Buddies Program as Service-learning

Trudeau¹,

Gately²

2021

obm geriatr

View full text Add to dashboard Cite

The Reading Buddies Program was developed as a service-learning component of an Occupational Therapy Practice with Older Adults course as a collaboration between Tufts University and the VA Bedford Health Care System. The purpose of this service-learning program was to challenge graduate students’ implicit biases and improve communication skills when working with older adults with significant cognitive impairments. Through this collaboration, occupational therapy students provided individualized, activity-based care to Veterans with advanced dementia. In this qualitative study, a total of 55 guided reflection papers submitted by students were analyzed using NVivo. Four major themes emerged: “I was a fish out of water,” “I finally took a risk,” “And then I thought, maybe I should give myself a little credit,” and, “I am still experimenting with how I feel,” illustrating student outcomes and perceived benefits of participation in the Reading Buddies Program. Each theme reflected the development of clinical reasoning which was the targeted impact. Outcomes confirm service-learning as an effective tool and suggest further use for academic programs, emphasizing the potential of creative partnerships to meet educational goals while providing valuable programming to vulnerable populations.

show abstract

Occupational Therapy as a Reflective Practice

Cited by 7 publications

References 25 publications

Research Utilization and Evidence-Based Practice in Occupational Therapy: A Scoping Study

Research Utilization and Evidence-Based Practice in Occupational Therapy: A Scoping Study

Therapists’ perspectives on using brain-computer interface-triggered functional electrical stimulation therapy for individuals living with upper extremity paralysis: a qualitative case series study

Promoting Quality of Life in Advanced Dementia Care: Reading Buddies Program as Service-learning

Contact Info

Product

Resources

About