What do young school‐age children know about occupational therapy? An evaluation study

Royeen, Charlotte Brasic; Zardetto-Smith, Andrea M.; Duncan, Maureen; Mu, Keli

doi:10.1002/oti.150

Cited by 5 publications

(4 citation statements)

References 15 publications

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“…Similarly, participants had a poor knowledge regarding the role of occupational therapists, although this finding may reflect the community's general lack of awareness. [72][73][74] The finding that just over half of the PrePQ respondents knew about driver notification responsibilities and license cancellation procedures with even more acknowledging avail-ability of vehicle modifications and restricted licenses (Table 3) was higher than expected. A recent inquiry into older road users conducted by the state's government Road Safety Committee found that older people generally had a poor understanding of these issues.…”

Section: Participant Characteristicsmentioning

confidence: 85%

Supporting Individuals to Make Informed Personal Mobility Choices

Stefano

Lovell

Stone

et al. 2009

Topics in Geriatric Rehabilitation

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Individuals want to make informed choices about mobility transitions to retain dignity and independence as they age. The Transport Accident Commission initiated the development, trial, and evaluation of a health promotion education program to meet this need. A participative model was applied and program instruction goals focused on community and driver safety, how health and aging influence transportation independence, mobility options, and resources. Data collected from 94 individuals yielded positive outcomes: the target group was reached (90% were 60 years or older), community mobility information was retained, and participants were satisfied with program content and resources.

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Section: Participant Characteristicsmentioning

confidence: 85%

Supporting Individuals to Make Informed Personal Mobility Choices

Stefano

Lovell

Stone

et al. 2009

Topics in Geriatric Rehabilitation

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“…The SACRR is a 26-item self-report measure designed to examine the clinical reasoning abilities of occupational and physical therapist students and clinicians. 22,23 The 26 items of the SACRR are scored on a 5-point Likert scale. 22,23 The Spearman rank-order correlation coefficient for test–retest reliability was .60 (moderate) with internal consistency pretest scores of .87 and posttest scores of .92, as measured using Cronbach's alpha.…”

Section: Methodsmentioning

confidence: 99%

“…22,23 The 26 items of the SACRR are scored on a 5-point Likert scale. 22,23 The Spearman rank-order correlation coefficient for test–retest reliability was .60 (moderate) with internal consistency pretest scores of .87 and posttest scores of .92, as measured using Cronbach's alpha. 22,23 Coker 19 found the SACRR to be a useful tool to measure change in perceived clinical reasoning abilities of occupational therapy students after completion of a 1-week, pediatric EL course.…”

Section: Methodsmentioning

confidence: 99%

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

Lowe¹,

Flowers²,

Fletcher³

et al. 2022

JOPTE

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Introduction and Review of the Literature. Experiential learning (EL) is an instructional method that is increasingly being used to teach Doctor of Physical erapy (DPT) pediatric content. However, there remains a paucity of research describing student outcomes resulting from EL courses compared with outcomes resulting from traditional instruction-based courses. e purpose of this study was to evaluate the change in perceived clinical reasoning and self-efficacy experienced by DPT students from the same DPTprogram who completed either high (at least 15 hours) or low (3 hours or less) pediatric EL as a component of their required, semester-long pediatric course. Subjects and Methods. e study was a pretest-posttest comparison group design. Second-year DPTstudents (n = 58; male: 19 and female: 39) enrolled in fall 2018 (high EL group) and students (n = 53; male: 18 and female: 35) enrolled in fall 2020 (low EL group) completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical erapy Self-Efficacy Scale (PTSE) during the first and last week of the pediatrics course. Results. A significant interaction effect between EL dosage and time was found for the SACRR (F 1,106 = 51.03, P = .000, partial eta squared = 0.33), suggesting that the change in scores was influenced by the dosage of EL. ere was no significant interaction effect between EL dosage and time for the PTSE (F 1,104 = 1.13, P = .29, partial eta squared = .01). ere was a significant main effect for time (F 1,104 = 225.61, P = .000, partial eta squared = .68), with both groups showing an improvement in pediatric physical therapy self-efficacy. Discussion and Conclusion. e results of this study suggest that the perceived selfefficacy abilities of students improved with all instructions, but the addition of high EL may enhance traditional instruction methods when used to aid DPT students in the development of self-perceived clinical reasoning and reflection skills.

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“…Furthermore, as part of a larger study into informal neuroscience education with children (Zardetto-Smith et al, 2000), preliminary study of children's perceptions of what occupational therapists do, closely related to perceptions of what the term occupational therapy means, reveals that children, for the most part, have no idea whatsoever of what is meant by 'occupational therapy' (Royeen et al, 2001). It is clear that occupational ambiguity is a problem for society in general, if not for the profession.…”

Section: Occupation and The Means/end Dilemmamentioning

confidence: 99%

Occupation reconsidered

Royeen

2002

Occupation Therapy Intl

Self Cite

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The current article delineates the need for the profession of occupational therapy to maintain relevance and be responsive to current trends. As part of such responsivity, this article proposes a reconsideration of the concept of occupation as an 'adaptive response' to the current societal need for clarification regarding occupational therapy. Reconsideration of what is meant by occupation for general use is discussed and illustrated by the ambiguous use of the term occupation as both a means and an end. Although occupational therapists are comfortable with such ambiguous use because of their apparent ease with complexity, use of the term in an ambiguous manner makes it harder for society to understand what is meant by occupation. Related to this, an annotation of literature on the definitions of occupation is presented in summary form. Furthermore, the political need to reconsider the term occupation is argued in light of the revision of International Classification of Functioning, Disability and Health (ICF), which includes the use of the word activity. Finally, this article proposes that occupation should be considered as the process of doing with meaning, and that activity should be the outcome. Such reconsideration renders us consistent with ICF and paves the way to reduce ambiguity in the use of the term occupation with the general public.

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What do young school‐age children know about occupational therapy? An evaluation study

Cited by 5 publications

References 15 publications

Supporting Individuals to Make Informed Personal Mobility Choices

Supporting Individuals to Make Informed Personal Mobility Choices

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

Occupation reconsidered

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