Readiness for work injury management and prevention: Important attributes for early graduate occupational therapists and physiotherapists

Adam, Kerry; Strong, Jenny; Chipchase, Lucinda S

doi:10.3233/wor-141912

Cited by 15 publications

(8 citation statements)

References 17 publications

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“…This result was consistent with previous studies that have identified a range of content areas that could be more fully addressed during OTs' academic preparation, including clinical experience in the community, documentation skills, creativity, self-directed learning, community collaboration, program development, entrepreneurship, clinical reasoning, and site-specific knowledge (Adam et al, 2014;Hanft & Anzalone, 2001;Holmes & Scaffa, 2009a;Ramsey, 2011).…”

Section: Effectiveness Of Academic Training and Current Professional supporting

confidence: 91%

“…One in particular was professional presence, which included ethical behavior and adaptability, along with communication and clinical reasoning skills (Adam et al, 2013). Many of these same competencies were identified by therapists and employers in a subsequent qualitative study of work-related practice (Adam, Strong, & Chipchase, 2014). Bowman (2014) also noted that OTs in community-based ergonomic practice need to be skilled at assessing and responding to multiple environments, suggesting the need for the context-specific clinical reasoning identified by Carrier et al (2011).…”

Section: General Competencies For Community-based Ot Practicementioning

confidence: 99%

“…In addition, OTs surveyed by Holmes and Scaffa (2009b) identified promoting the profession, acting as change agents, serving under-served communities, and educating students as unique rewards experienced in community-based practice. Perceived challenges in community-based practice were more wide ranging; they included lack of reimbursement, insufficient funding and staffing, lack of understanding/value for OTs' role, feeling unsupported (Homes & Scaffa, 2009b;Ramsey, 2011;Wood et al, 2013), lack of preparation based on entrylevel education (Adam et al, 2014), and a loss of specialization due to the team-based approach that characterizes community-based mental health practice (Fox, 2013). Several of these challenges are directly linked to the nature of community-based practice, since OTs often work in non-traditional roles without the profession support of other OTs and often within systems that lack traditional reimbursement structures.…”

Section: Personal Perspectives Of Occupational Therapists In Communitmentioning

confidence: 99%

“…The study's second aim was to examine respondents' perceptions of the effectiveness of their academic training and of current professional development resources. Previous studies have resulted in recommendations for specific student preparation (ACOTE, 2011;Adam et al, 2014;Hanft & Anzalone, 2001;Holmes & Scaffa, 2009a) and for ongoing professional development opportunities for clinicians (King, 2009;Holmes & Scaffa, 2009a;Kendall, et al, 2009).…”

Section: Effectiveness Of Academic Training and Current Professional mentioning

confidence: 99%

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Competency Development in Community-Based Occupational Therapy

Winstead

2018

The American Journal of Occupational Therapy

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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 .

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Section: Effectiveness Of Academic Training and Current Professional supporting

confidence: 91%

Section: General Competencies For Community-based Ot Practicementioning

confidence: 99%

Section: Personal Perspectives Of Occupational Therapists In Communitmentioning

confidence: 99%

Section: Effectiveness Of Academic Training and Current Professional mentioning

confidence: 99%

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Competency Development in Community-Based Occupational Therapy

Winstead

2018

The American Journal of Occupational Therapy

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“…This could be explained assuming that more experienced physiotherapists have probably refined their practice technique and adopted ergonomic body position more regularly, reducing exposition to overloading in thumb joints. Indeed recent researches have outlined that younger physiotherapists are not trained enough about ergonomics [30] and that an interdisciplinary approach in teaching this subject may improve results [31].…”

Section: Job Factors and Painmentioning

confidence: 99%