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Health graduates must competently apply theory in their practice, but this is challenging for students to learn. This study explored student experiences of a program-level curriculum design aimed at supporting theory-to-practice translation in occupational therapy. Annual 'Transition Workshops' targeted theoretical tenants of the program and supported students to transition their learning from one year to the next. The Transition Workshops were evaluated using pre- and post-workshop surveys and focus groups. There were 223 post-workshop surveys completed by student participants and four focus groups with 18 student participants. The quantitative survey data were analysed using Wilcoxon signed rank tests. Qualitative survey data were analysed using content analysis and group interview transcripts were inductively analysed using thematic analysis. Students conveyed that the Transition Workshops were beneficial and their perceived levels of theoretical knowledge, and confidence in applying that knowledge, increased after engaging in them. The workshops assisted students to transition their learning across the degree by providing opportunities to revise and prime for their next stage of learning, learn how to apply theory-into-practice, and build selfconfidence for practice education learning within their degree. Transition Workshops, designed at a program-level, can be incorporated into curriculum to assist occupational therapy students to develop their theoretical knowledge and support theory-into-practice. This approach may be of value within other clinical and professional programs and that inclusion in university policy is required to guide academic practices. [ABSTRACT FROM AUTHOR]

Despite the widely accepted importance of clinician empathy in quality healthcare, no occupational therapy-based pedagogy has consistently demonstrated the ability to improve the level of empathic awareness in students. In an effort to replicate 2020 findings that demonstrated the close reading of literary narratives improves empathic awareness in occupational therapy students (p < 0.001), the study's curriculum and methodology were repeated in 2021 and 2022. Results demonstrated that classes taught fully in-person repeated findings (p < 0.001), while classes taught online (2021) did not (p > 0.001). Study implications include the potential of an in-person curriculum that emphasizes literary narratives to facilitate empathic awareness in occupational therapy students, and the possible limitations of online instruction to foster greater understanding of client needs. [ABSTRACT FROM AUTHOR]

Research into metacognitive processes within interprofessional clinical simulation has been largely overlooked in the literature. This study explores how interprofessional simulation may influence cognitive and metacognitive processes across several professional programmes; medicine, nursing, pharmacy, and occupational therapy. This study focused on changes in performance pre- and post-simulation, with undergraduate students from each profession answering a set of questions related to the simulation case, requiring specialized knowledge from each profession. Question scores, item confidence judgment ratings, and calibration values were collected and analyzed. The data revealed a pattern of convergence in post-simulation assessments, where professions initially with lower performance in the pre-simulation phase improved, and those initially performing well demonstrating a decline in performance. Calibration values indicated that medical students developed metacognitive errors from their interactions in the simulation, which were not present pre-simulation, and that occupational therapy students suffered a loss of confidence and calibration in questions within their own field resulting from their experience (being more accurate pre-simulation). The authors anticipate that the phenomenon of convergence may have longer-term consequences, potentially fostering distrust among professions for those with declining performance. The authors propose that expanding awareness of convergence phenomena and conducting repeated simulations (thus facilitating further team development) could mitigate this issue. [ABSTRACT FROM AUTHOR]

Introduction Methods Consumer and Community Involvement Results Conclusion PLAIN LANGUAGE SUMMARY Climate change threatens the environments in which person‐centred occupational therapy occurs. Environmental sustainability is directly linked with the health and wellbeing of current and future generations, presenting occupational therapists with a unique advocacy and activist role. As practitioners of the future, there is an urgent need to understand students' attitudes, perceptions of, and self‐perceived preparedness for, dealing with environmental determinants of health and intergenerational occupational and climate justice.A cross‐sectional exploratory descriptive survey collected United Kingdom (UK) based allied health professional students' attitudes, perceptions, and self‐perceived preparedness for advocating for environmental sustainability in the context of person‐centred care. The survey was distributed to 48 gatekeepers in UK institutions with approved allied health professional training programmes (44 offered occupational therapy); 62 occupational therapy students responded. Descriptive and non‐parametric inferential statistics were used to analyse quantitative data. Text and short answers were analysed qualitatively via inductive content analysis.The study was co‐designed and implemented with MSc (pre‐registration) occupational therapy students.Participants (94%) expressed concerns for climate change, with 84% feeling responsible for addressing environmental sustainability in health care. While 64.5% identified climate justice as a top priority, a perceived challenge emerged between person‐centred care and sustainability, with only 18% of participants feeling prepared for environmental sustainability in occupational therapy practice. Participants requested education on personal and professional sustainability practices, as well as collective action. Sharing personal climate change experiences, advocating with family and friends, and facilitating connections for collective action were highlighted as potentially transformative educational tools in this area.Occupational therapy curricula should address environmental sustainability through pragmatic, critical, and ethical lenses to enhance students' preparedness for this advocacy and activist role. Reflection and continuous professional development for environmentally sustainable practices is recommended.Occupational therapists believe that it is important to support people to participate in occupations that matter to them. However, the activities that some people choose to participate in may have negative effects on the environment and the planet. It is important to ensure that when occupational therapists support people in their choices of activities, this does not lead to unequal access to healthy and meaningful occupations of others, now or in the future. That is because occupational therapists also have a responsibility to prevent occupational injustice. Occupational therapy students are the professionals of the future, so it is important to include them in research about this topic. They need to develop skills that allow them to simultaneously make sure that they are delivering person‐centred care, which is not environmentally detrimental and that does not lead to occupational injustice. Making sure that occupational therapists provide person‐centred care while also managing risks of occupational injustice may be seen as a profession‐specific dilemma. In this study, occupational therapy students in the UK completed a survey about their feelings, views, and readiness for managing this dilemma. Results showed that most respondents are concerned about climate change, but do not feel that their occupational therapy education sufficiently prepared them to practise in an environmentally sustainable way. They were asked to propose ideas for addressing this issue, and the article discusses how occupational therapy curricula might be changed in accordance. [ABSTRACT FROM AUTHOR]

Abstract\nIMPLİCATİONS FOR REHABİLİTATİONThere is interest in three-dimensional (3D) printing technology, but views on the integration of these technologies into business and education vary. It is crucial to determine how the introduction of new technologies will impact the attitudes of occupational therapy undergraduate students. Hence, the purpose of this study is to examine the effect of using this technology in the assistive technology (AT) lesson on the attitudes and acceptance of technology among students. This study was designed as a non-randomized controlled pretest and posttest control group study. The intervention group consisted of second-year undergraduate students (n = 50) enrolled in a compulsory “AT course,” while the control group consisted of third-year undergraduate students (n = 41) who had completed the AT course in the previous academic year. The intervention involved participants attending a 3D printing course in combination with an 8-week AT course. A Modified Technology Acceptance Model (M-TAM) questionnaire was used to assess students’ acceptance of 3D printing technology. The related study observed that experiencing and practicing new technologies, such as 3D printing and modeling course in the intervention group AT lesson effectively increased the acceptability of these new technologies that students encountered. The pre-post test analysis of the intervention group was statistically significant in all categories of the M-TAM questionnaire (p < 0.05). Compared to the control group, the effect size was small and moderate in all categories (p < 0.05). This course has increased student acceptance of this technology. Future studies should examine the long-term effects of such courses on student attitudes.This study presents results that demonstrate the importance of integrating current technological approaches into the undergraduate education of occupational therapy students.Introducing students to new technological developments and approaches early on in their occupational therapy education is believed to provide them with a broader perspective when developing intervention plans in their future professional careers.The findings of this study indicate that 3D printing technologies can be both valuable and accepted in the professional working life of occupational therapy practitioners. Furthermore, these technologies enable methods such as do-it-yourself modeling.Moreover, incorporating this course into the undergraduate education curriculum can further enhance its acceptability and effectiveness.This study presents results that demonstrate the importance of integrating current technological approaches into the undergraduate education of occupational therapy students.Introducing students to new technological developments and approaches early on in their occupational therapy education is believed to provide them with a broader perspective when developing intervention plans in their future professional careers.The findings of this study indicate that 3D printing technologies can be both valuable and accepted in the professional working life of occupational therapy practitioners. Furthermore, these technologies enable methods such as do-it-yourself modeling.Moreover, incorporating this course into the undergraduate education curriculum can further enhance its acceptability and effectiveness. [ABSTRACT FROM AUTHOR]

Background/Objectives: Supporting the mental well-being of students through their educational journey is of vital importance. The objective of this study was to investigate the relationship between metacognition, personality traits, and various factors affecting mental health in a cohort of physical therapy (PT) and occupational therapy (OT) students. Methods: This cross-sectional observational study involved a self-administered questionnaire (distributed in October to November 2020) that gathered demographic information and included six scales measuring personality characteristics, health literacy, self-management skills, exercise habits (benefits and barriers), cognitive thinking, and cognitive deliberateness and impulsivity. Results: A cohort of 195 PT and OT students participated in the study. The findings revealed significant associations between metacognition and personality, particularly the association between low cognitive self-confidence and high emotional instability. This link suggests that students who struggle with cognitive self-confidence may also experience greater emotional instability, highlighting a need for targeted mental health support. Additionally, health literacy was negatively correlated with anxiety, while metacognition was positively correlated with perceived exercise benefits. Conclusions: This study highlights the importance of individualized metacognitive approaches to support students' mental well-being. Interventions should focus on strengthening cognitive self-confidence through methods such as resilience training, cognitive restructuring, and mindfulness practices to help manage emotional instability. Furthermore, promoting physical activity, particularly among female students, and incorporating gender-specific strategies could enhance mental health outcomes. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the anticipated and actual challenges encountered by occupational therapy and physiotherapy students during their first full-time professional placement and to understand the strategies they implemented to manage their multiple life roles. Design/methodology/approach: Longitudinal qualitative research examined students' anticipated and reported challenges with their first block professional placement and the strategies they implemented during it. In total, 22 occupational therapy and physiotherapy students were interviewed at two time points (pre- and post-placement), producing 44 interview data points. Transcribed interviews were analysed thematically using a hybrid approach. Findings: Pre-placement, students perceived potential challenges related to the distance between their placement location and where they resided and their ability to maintain balance in their multiple roles. Post-placement, the main reported challenge was maintaining role balance, due to unexpected challenges and students' unanticipated tiredness. Students implemented strategies to assist with managing multiple roles and reflected on the benefits and drawbacks of placements. They also considered the necessary future adjustments. Practical implications: This study highlighted the importance of social support and the need for proactive recovery strategies to negate the tiredness that students experienced on placement. Originality/value: This is the first study, to our knowledge, to investigate how allied health students, on their first block of professional placement, balanced their multiple roles over time. [ABSTRACT FROM AUTHOR]

Research coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers' Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors' observations suggest this framework contributed to students' affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content. [ABSTRACT FROM AUTHOR]

Introduction: Occupational therapists require research and evaluation skills to deliver evidence-based care, making research education integral to their training. We aimed to develop a student and staff-informed strategy to further embed research into the occupational therapy programmes and enhance the research culture at a United Kingdom Higher Education Institution. Method: We used group concept mapping to gather ideas from students and staff on how to embed research and improve research culture within the occupational therapy programmes at a United Kingdom Higher Education Institution. Participants generated, sorted and rated ideas for importance and success. We analysed the data to create a concept map and identified rating values for the themed clusters and their ideas. Results: The concept map contained four themed clusters of ideas: Wider research community, Integration of research into the core programme, Advanced research support and capacity building and Research awareness. Successes and improvement targets were identified within each cluster. Conclusion: Group concept mapping provided a structured and comprehensive method to develop a strategy for embedding research and fostering a research culture in occupational therapy programmes at a higher education institution. The four-themed concept map and identified priority targets serve as a foundation for implementing the strategy and improving research integration in occupational therapy education. [ABSTRACT FROM AUTHOR]

Background: Musculoskeletal issues at work have an influence on daily life, productivity, and quality of life. Musculoskeletal issues that go untreated can result in severe damage and function loss, which can limit participation, cause financial loss, and add to the rising burden of illness in the world. Objective: The purpose of this study was to find the effect of occupational therapy rehabilitation program in occupational therapy students with work related musculoskeletal disorder. Study Design: Quasi-experimental, pilot study design was chosen for the research Methods: The study employed a quasi-experimental study design. Thirty occupational therapy students aged 20-25 years were recruited through convenience sampling after a prevalence check where 30 students reported 54 musculoskeletal problems. A total number of participants (n= 30) received occupational therapy rehabilitation program. Standardised Nordic musculoskeletal questionnaire (SNMQ) and Numeric pain rating scale (NPRS) were administered to Pain and work related musculoskeletal disorder for all the participants. Result: It revealed that there was a statistically significant difference in pre-test and post-test with numeric pain rating scale (t=10.625, p=0.000). There was a significant difference in percentage in 7 days component of SNMQ. There was no statistical difference with post-test of score of 12 months component of SNMQ. Conclusion: Occupational therapy rehabilitation program is effective for reducing Musculoskeletal disorder or discomfort in occupational therapy students. [ABSTRACT FROM AUTHOR]

Background: Health-care practitioners have opportunities to talk with clients about unhealthy behaviors. How practitioners approach these conversations involves skill to be effective. Thus, teaching health-care students to communicate empathetically with clients should promote effective client-practitioner conversations about health behavior change. The primary objective of this pilot trial was to assess the feasibility, acceptability, and appropriateness of a theoretically informed intervention designed to improve perspective-taking. Methods: For inclusion in this randomized mixed-methods parallel two-arm trial, participants needed to be a student at the investigators' Canadian university and have completed course content on behavior change communication. Using a 1:1 allocation ratio, participants in Respiratory, Physical, and Occupational Therapy; Nurse Practitioner; and Kinesiology programs were randomly assigned to full or partial intervention conditions. Full intervention participants completed a perspective-taking workshop and practiced perspective-taking prior to an in-lab dialogue with a client-actor (masked to condition) about physical activity. Partial intervention participants received the workshop after the dialogue. We assessed feasibility and appropriateness by comparing recruitment rates, protocol, and psychometric outcomes to criteria. We assessed acceptability (secondary outcome) by analyzing exit interviews. Results: We screened and randomized 163 participants (82 = full intervention; 81 = partial intervention). We fell slightly short of our recruitment success criteria (10–15 participants per program) when 2/50 Occupational Therapy students participated. We met some but not all of our protocol criteria: Some full intervention participants did not practice perspective-taking before the dialogue, because they did not see anyone during the practice period or did not have a practice opportunity. Psychometric outcomes met the criteria, except for one measure that demonstrated ceiling effects and low reliability (Cronbach's alpha <.70). There were no adverse events related to participation. Conclusions: The intervention should be largely feasible, appropriate, and acceptable to deliver. We suggest changes that are large enough to warrant conducting another pilot study. We outline recommended improvements that are applicable to researchers and educators interested in recruitment, adherence to home practice, and online uptake of the intervention. Trial registration: This trial was registered retrospectively on November 8, 2023, at https://clinicaltrials.gov/study/NCT06123507. [ABSTRACT FROM AUTHOR]

AbstractThis quasi-experimental study examined the use of a blog as a mental health resource for students. The main objective was to determine if occupational therapy graduate students benefited from using a resource to support their mental health. A purpose-specific survey was used to assess student perceptions. Sixty-five students participated in the survey and 73% of those students reported the blog helped them to manage their mental health. The results indicate that using a blog as a strategy to support student mental health is beneficial. This study is limited by a small homogenous sample; however, serves as a resource for educators. [ABSTRACT FROM AUTHOR]

AbstractHealth clinicians are required to make use of feedback to form effective judgements and deliver efficacious health care. In health education, clinical placements provide an opportunity for students to translate knowledge to practise and develop expertise. During placements students are expected to engage with and act on feedback in order to improve and demonstrate competence. Increasingly, in the assessment literature, students’ ability to judge the quality of their own performance (known as evaluative judgement) is considered key to placement success. Despite this, there is limited empirical research examining student feedback practices and their influence on evaluative judgement in the placement environment. This study sought to examine feedback practices in clinical placement and their contribution to the development of evaluative judgement. Three participant groups, occupational therapy students, placement supervisors, and university placement support staff took part in semi-structured interviews. Data were analysed using document and thematic analyses. Findings suggest students use a range of active feedback practices during placement, seeking feedback from multiple sources in different forms. Feedback practices appear pivotal in developing evaluative judgement but this often requires patching together of disparate, complex and competing information. Placement supervisors need to scaffold feedback so that students can develop evaluative judgement. [ABSTRACT FROM AUTHOR]

Interprofessional collaboration (IPC) in stroke care is accepted as best practice and necessary given the multi-system challenges and array of professionals involved. Our two-part stroke team simulations offer an intentional interprofessional educational experience (IPE) embedded in pre-licensure occupational therapy, physical therapy, pharmacy, medicine, nursing and speech-language pathology curricula. This six-year mixed method program evaluation aimed to determine if simulation delivery differences necessitated by COVID-19 impacted students' IPC perception, ratings, and reported learning. Following both simulations, the Interprofessional Collaborative Competency Assessment Scale (ICCAS) and free-text self-reported learning was voluntarily and anonymously collected. A factorial ANOVA using the ICCAS interprofessional competency factors compared scores across delivery methods. Content and category analysis was done for free-text responses. Overall, delivery formats did not affect positive changes in pre-post ICCAS scores. However, pre and post ICCAS scores were significantly different for interprofessional competencies of roles/responsibilities and collaborative patient/family centered approach. Analysis of over 10,000 written response to four open-ended questions revealed the simulation designs evoked better understanding of others' and own scope of practice, how roles and shared leadership change based on context and client need, and the value of each team member's expertise. Virtual-experience-only students noted preference for an in-person stroke clinic simulation opportunity. [ABSTRACT FROM AUTHOR]

Undertaking an authentic interprofessional simulation experience may be a useful and consistent strategy for healthcare professional students to build competencies required for a rural healthcare context. An observational comparative study design was adopted to evaluate a clinical simulation experience created to develop the interprofessional competencies of a sample of healthcare professional students at a regional university situated on multiple campuses in New South Wales (NSW), Australia. Over 200 students across three campuses of the university were involved in a simulation experience that included four interprofessional activities. Of these students, 189 (89%) agreed to participate in the study. The healthcare professional students who participated in the study were from second year occupational therapy, physiotherapy, and podiatry, and third year speech pathology programs. Retrospective pre and post self-assessed interprofessional collaborative competencies were compared for all students using the revised Interprofessional Collaborative Attainment Survey (ICCAS). Results demonstrated a statistically significant improvement in self-perceived scores using the validated revised ICCAS survey. The findings of this study suggest that carefully designed and authentic interprofessional simulation experiences can facilitate the development of competencies required for effective interprofessional practice, which are necessary for successful rural practice. [ABSTRACT FROM AUTHOR]

Purpose: To explore student and tutor perspectives on the learning efficacy of virtual, compared to in-person, problem-based tutorial (PBT) in occupational therapy, physiotherapy, and speech-language pathology health professional programs. Materials and Methods: This was a quality improvement study using a cross sectional survey at a single institution. Separate student and tutor surveys were disseminated online. Students received the survey at two timepoints, tutors received the survey at one timepoint. Descriptive statistics summarized quantitative survey questions. Chi-squared or Fischer's Exact analyses explored differences between in-person and virtual PBT. Exploratory analyses determined if associations amongst programs and/or between cohorts existed on variables of interest. Open-ended survey questions were analyzed using content analysis. Results: A total of 241 students and 85 tutors completed the survey. Results demonstrate most students and tutors were satisfied with the use of virtual tutorials (77%; 89% respectively) and felt that they were effective in exploring content within the PBT course. However, students in the most recent cohort rated virtual tutorials more highly (p = 0.01). Conclusions: Virtual modes of PBT were successful in achieving course objectives and led to high satisfaction in users. Health professional programs can use this information when designing virtual problem-based tutorial courses in the post-pandemic era. IMPLICATIONS FOR REHABILITATION: Problem-based learning (PBL) involves the active engagement of students in self-directed learning where learning gaps are identified, and information is retrieved and critically appraised to apply clinical reasoning to healthcare decisions. Traditionally, the PBL process has been implemented in-person through the use of small group tutorial with six to eight students and a tutor, however, the COVID-19 pandemic led to a quick transition to virtual tutorials. This study found that virtual modes of conducting PBL tutorial were successful in achieving course objectives and both students and tutors were satisfied with using virtual means to achieve course objectives in three professional rehabilitation programs (Occupational Therapy, Physiotherapy, Speech Language Pathology). Health professional programs in rehabilitation can use this information when designing courses using PBL processes in the future, and clinicians can use this information when considering the use of virtual means for care and for collaboration between professionals in various healthcare settings. [ABSTRACT FROM AUTHOR]

Objective: Along with other Australian health professionals, occupational therapy students need to understand Aboriginal and Torres Strait Islander culture and health issues to develop their capacity to work effectively with this community and meet accreditation standards. The study aimed to explore the learning experiences of occupational therapy students during a module focused on Aboriginal and Torres Strait Islander peoples' health issues and approaches. Methods: A qualitative descriptive method was used. Individual interviews were audiotaped, transcribed and analysed thematically following the module. Participants were asked about their prior experience with Aboriginal and Torres Strait Islander peoples, feelings about undertaking the module, difficulties and highlights of the module, and how the module contributed to their learning. Results: In all, 18 students participated in interviews. Interview themes were (1) student context of learning about Aboriginal and Torres Strait Islander peoples' heath and culture, (2) experiencing the module with others and (3) student learning gains following the module. Conclusion: Students developed in their self-awareness and understanding of Aboriginal and Torres Strait Islander peoples' issues of relevance to occupational therapy. Further research is needed to evaluate educational activities with occupational therapy and other health professional students across Australia, and ongoing culturally responsiveness training for health professionals (post-registration). What is known about the topic? Health professional students need to develop their knowledge and skills in working with Aboriginal and Torres Strait Islander peoples to be culturally responsive and meet their health needs effectively. What does this paper add? This study is the first to describe the responses of occupational therapy students to a module on Aboriginal and Torres Strait Islander health and wellbeing. Students were challenged about any biases that could affect their capacity to be culturally responsive. What are the implications for practitioners? Both practitioners and students need to be culturally responsive to provide culturally safe services to Aboriginal and Torres Strait Islander peoples. [ABSTRACT FROM AUTHOR]

Introduction: Occupational therapists have vital roles in inpatient rehabilitation to focus on independence in activities of daily living. Occupational therapy interventions are uniquely designed to address goals of service users and can be delivered individually or in group formats. Group interventions promote service users' mutual support and enable therapists to increase frequency and intensity of service provision. Student‐led programs have become an attractive model, benefiting students while providing positive treatment outcomes for service users. There is an emerging body of literature that explores service users' and students' satisfaction with student‐led group models of practice within inpatient rehabilitation and occupational performance outcomes of service users participating in student‐led programs. This study aimed to explore the satisfaction of service users and students in addition to the self‐reported occupational performance outcomes of a student‐led activities of daily living group program in inpatient rehabilitation. Methods: Data from 33 service users and seven students were collected retrospectively. The intervention involved a student‐led activities of daily living group program, consisting of three groups: breakfast, morning tea, and home readiness group. All service users and students completed unique satisfaction surveys at the conclusion of their participation in the student‐led program. Service users completed a self‐reported activities of daily living performance measure pre‐ and post‐program. Findings were reported in descriptive statistics, and pre‐ and post‐program data were compared with the Wilcoxon signed‐rank test. Results: All students were satisfied with the student‐led program. Majority of service users were satisfied with all components of the student‐led program. Median scores for self‐reported performance increased significantly following the student‐led program (P < 0.001). Conclusion: This study highlighted that service users and students were satisfied with the service delivery of a student‐led activities of daily living group program. The program was effective in addressing self‐reported performance for service users in inpatient rehabilitation. The findings from this study have potential to inform clinical practice on the implementation of student‐led programs in occupational therapy settings. [ABSTRACT FROM AUTHOR]

Introduction: The COVID-19 pandemic brought about a global crisis in higher education, where students were required to transition to emergency remote teaching (ERT). This study explored students' experiences of online assessments and feedback during the pandemic to inform future practice. Methodology: This study utilised a descriptive cross-sectional quantitative design with purposeful sampling to describe student's experiences of online assessments. Data were collected from occupational therapy students in 2022. The Assessment Experiences Questionnaire was sent to all eligible participants (n=166). Data were analysed using SPSS version 28. Results: Students reported that 'tackling' assignments made them apply their learning more deeply (79.75%; n=63). More than half of the students learned more from doing assignments than studying course material (61.25%; n=49). Majority of students felt they did not receive timely feedback through online assessments (67.5%, n=54), which impacted their learning. More than half of the students use feedback in preparation for assignments (56.25%; n=45), hence timely and quality feedback is needed. Conclusion: Occupational therapy students had a positive experience of online assessments; however, the transition was challenging. It is recommended for lecturers to consider the challenges of online assessments, the number of assessments and timely feedback for an effective online learning process. Implications for Practice * For online learning to be effective, relevant and timely access to resources and support systems are required. These include internet access, resources like laptops and smartphones which facilitate engagement with remote learning. * The provision of institutional and academic support can positively influence students' experiences of online learning. * Timing and quality of feedback is essential to the online learning experience. Delayed feedback can negatively impact learning, emphasising the importance of timely feedback to aid student growth and improved learning outcomes. * Students' experiences and perceptions of how they receive feedback change over time. Thus, personalised feedback focusing on improvement rather than comparison to peers should be emphasised in the learning environments to which they are exposed. * The importance of effective time management in students is emphasised for online learning and students need to be equipped with these skills for this mode of learning. [ABSTRACT FROM AUTHOR]

Introduction: Practice education is a crucial component of occupational therapy education, providing students with hands-on experience in real-world settings. Supervisors play a vital role in shaping students' learning experiences, and the Professional Learning through Useful Support Framework, developed in the United Kingdom, serves as a guide for supervisors. However, its applicability in different cultural contexts remains uncertain. This qualitative study explores the perspectives and experiences of supervisors in Singapore who used the Professional Learning through Useful Support Framework to guide their supervision of students. Method: Nine new and five experienced supervisors participated in semi-structured interviews, during a 7-week practice education period. Interviews were transcribed and analysed using template analysis. Findings: Three themes were developed: The Professional Learning through Useful Support Framework brought awareness to supervisors' supervisory techniques and guided their actions; The Professional Learning through Useful Support Framework gave permission to use a range of supervisory strategies; and The Professional Learning through Useful Support Framework could be used as a catalyst for enhancing support for supervisors. Conclusion: The Professional Learning through Useful Support Framework positively influenced supervisor communication and encouraged a purposeful approach to student supervision. Challenges emerged in implementing the concept of 'safe failure' due to cultural attitudes towards success, necessitating cultural adaptation. The study suggests introducing educational opportunities and ongoing support to use the Framework to enhance supervisor skills. [ABSTRACT FROM AUTHOR]

Introduction Methods Consumer and Community Involvement Findings Conclusion Plain Language Summary Occupational therapists support children with self‐regulation needs to engage in meaningful occupations at home, school, and in the community. However, little is known about how Australian practitioners perceive their role working with children with self‐regulation needs in the Australian healthcare context. Therefore, we explored the contemporary practice experiences of Australian occupational therapists working with children 4–12 years referred for self‐regulation support, to better understand elements constituting efficacious service delivery to enhance occupational engagement.A qualitative descriptive design, underpinned by constructivism and relativism, was implemented to address the research aim. Occupational therapists were recruited online to participate in audio‐recorded focus groups and interviews. The audio recordings were anonymised, transcribed verbatim, and analysed through reflexive thematic analysis.No consumers were involved in the study design or analysis.Four themes were generated, encapsulating the experience of 13 occupational therapists working with children with self‐regulation needs: (1) navigating the complexities of self‐regulation, (2) intervening to support the child and surrounding systems, (3) bringing the occupational therapy perspective to the self‐regulation puzzle, and (4) working within an evolving practice context. Themes 1–3 describe specific processes that all occurred within the context of Theme 4. Overall, participants detailed successful practice to support children with self‐regulation needs to participate in meaningful occupations that required person‐centredness, collaboration, coaching, and adaptability of therapists responding to different stakeholder demands.Self‐regulation is a complex area of practice, and occupational therapists have a key role in supporting occupational engagement by balancing the child's needs with those of family, other stakeholders, and funding bodies. Findings support occupational therapists and decision‐makers advocating for the unique role of occupational therapy in supporting self‐regulation in childhood as part of a collaborative, multi‐disciplinary approach. Specific consideration must also be given to ways that current funding schemes in Australia enable occupational therapy services for children with self‐regulation needs.Controlling emotions and behaviours is sometimes called ‘self‐regulation’. Some children find this hard and need help from an occupational therapist, who knows a lot about the body and the systems within it. A lot of occupational therapists in Australia help children with their self‐regulation. There is not much known about how these therapists see their role in working with these children. We wanted to understand what it is like for occupational therapists who help children, between 4 and 12 years old, with their self‐regulation. We interviewed 13 occupational therapists from across Australia and analysed what they said. The data showed four main points: (1) understanding the challenges of self‐regulation, (2) helping the child and their environment, (3) using an occupational therapy approach to solve self‐regulation issues, and (4) working in a changing practice environment. The therapists described how important it is to focus on the child, work together with many people like caregivers and teachers, and being flexible. They talked about how they balance the needs of the child, family, and funding bodies, which could sometimes be tricky. The study shows the things that therapists are doing when working with children who need help with their self‐regulation and the things that therapists find hard working in this space. The results of the study can be used by people who advocate for services that help children and by people who make decisions about Australia's healthcare. One way the study can be used is to think about how current funding schemes do or do not allow different people and professions to work together to support children's self‐regulation. Even though there were some limitations, such as a low response rate due to the stress of the COVID‐19 pandemic, we did interview therapists from different parts of Australia who work in different settings to each other. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusions Consumer and community involvement PLAIN LANGUAGE SUMMARY Consumer contribution to occupational therapy student learning is mandated for Australian educational programs. However, there is limited research about how consumers contribute to student learning during practice placements. A scoping review was completed to explore the concepts of existing feedback systems for consumers to authentically contribute to student learning during practice placements.Five databases were searched for all articles up to and including July 2023. All publications were included if they described and investigated authentic contribution to student learning during a practice placement experience. Data from the results and discussion sections of the papers were transformed into qualitative data and thematically analysed to develop a conceptual understanding of consumer feedback systems.Forty‐six papers met the eligibility criteria. Most articles originated from Medicine (30%) and Nursing (45%) education. Feedback systems were primarily designed to critique student communication and professional behaviours using a variety of standardised and non‐standardised methods. Five interconnected themes were created that addressed the concepts of consumer feedback systems. The themes were (1) creating value specific for each stakeholder is essential, (2) preparation is required and nuanced; (3) consumers do engage and provide critical feedback when the system is supportive of all stakeholders; (4) gathering approaches need to be responsive to the diversity of practice and learning; (5) processing feedback with a trusted mentor is critical for learning.Consumers, academics, practice educators, and students recognised that consumers have an important role in contributing to student learning during practice placements. Future consumer feedback systems need to be co‐produced to create an optimal mode for consumers to authentically contribute to student learning constructively and safely.A consumer consultant was a member of the advisory panel for the larger research project that this review is part of and provided advice to the research team at all stages of the project.In Australia, occupational therapy training programs require input from consumers to help students learn. However, there is not much research on how consumers help occupational therapy students during their practical training. We did a review to see how existing feedback systems let consumers genuinely help students during their training. We searched five databases for research up to July 2023. We included research that talked about how consumers help all health students learn during practical training. We found 46 articles, mostly from Medicine and Nursing education. We analysed them to understand how consumer feedback systems work and found five main themes: (1) making sure everyone involved gets value out of it, (2) being prepared is important, (3) consumers give useful feedback when the system supports everyone involved, (4) different approaches are needed because practices and learning vary, and (5) discussing feedback with other people helps students learn. Current feedback systems mostly focused on how students communicate and behave professionally. Consumers, educators, and students all agree that consumers play a vital role in helping students learn during practical training. In the future, we need to work together to make feedback systems that let consumers help students in the best way possible, making sure it is constructive and safe for everyone. [ABSTRACT FROM AUTHOR]

This study aimed to examine if there were disadvantages to student learning and application when clinical education is canceled due to factors such as COVID-19 pandemic that occurred between 2020–2021. Forty occupational therapy students participated in the study, and they were classified into two groups: those with clinical education (clinical education group) and those without clinical education (inexperienced group). TP-KYT, which assesses a client's ability to predict risk related to falls, was administered in the first and final year. The inexperienced group showed less ability to predict risk related to client falls than the clinical education group. [ABSTRACT FROM AUTHOR]

This study determined rates of perfectionism among graduate rehabilitation students and compared rates of depression and anxiety between perfectionists and non-perfectionists. Fifty-four students completed an emailed survey, Almost-Perfect Scale-Revised, the Clinically Useful Depression Outcome Scale, and the Clinically Useful Anxiety Outcome Scale. High levels of perfectionism, anxiety, and depression were found. No significant differences in psychosocial outcomes for perfectionism were identified. Trends emerged: (1) higher numbers of moderate to severe anxiety and depression among perfectionistic students, and (2) higher numbers of moderate to severe anxiety among maladaptive perfectionistic students. Programming and resources are needed to promote mental health in OT students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused universities worldwide, including those in Sweden, to adopt online distance learning as the primary teaching approach. However, there is limited research on how larger environmental changes affect university students' occupational balance. In this study, 15 university students were interviewed, and their responses were analyzed using qualitative content analysis. The findings suggest that the students had to take more responsibility for maintaining their occupational balance, as the pandemic and shift to online learning limited their social and physical environment and altered their daily activities and routines. [ABSTRACT FROM AUTHOR]

Given the aim to increase diverse representation in health care to promote equitable health care outcomes, occupational therapists must critically examine how we respect cultural diversity. This opinion piece intends to highlight the importance of creating academic spaces where students can thrive and carry over those teachings beyond the classroom and into the communities they serve. The author, who identifies as a person of color, is a Ph.D. candidate and academic occupational therapy educator who integrated their constructionist epistemological lens and reviewed literature to inform a working definition of cultural respect and recommendations. Cultural respect involves recognizing, understanding, and appreciating individuals and groups from different cultures and abstaining from discriminatory or disrespectful behavior toward them to instill a sense of belonging, which is necessary for students and faculty to thrive in an academic environment. As a final point of consideration, the author provides recommendations, starting with occupational therapy programs (meso level) and accrediting bodies and associations (macro level), to highlight actionable steps that occupational therapy educational programs can take to create a culturally respectful space for students to learn and experience a sense of belonging. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While studies have examined predictors of study performance in various student groups, cluster analytic studies identify groups of students with similar characteristics. The purpose of this study was to explore relevant clusters of occupational therapy students and examine profile differences between participants in different clusters. A total of 177 first-year students from six occupational therapy programs in Norway participated in this study. Data on age, gender, study approaches, study effort, and study performance were collected. A two-step cluster analysis was conducted. Three clusters were identified. Cluster 1, the high-strategic high-performing students, comprised the successful students, mostly females, who invested much effort and used productive approaches to studying. Cluster 2, the high-surface average-performing students, consisted of less successful female students, who used poor study strategies and made little effort. Cluster 3, the low-strategic low-performing students, comprised the least successful students, who were all male, with study efforts and study strategies in the middle range. Overall, this study suggests that occupational therapy students can be classified into clusters based on a combination of measures. To enhance student learning and performance, educators should pay particular attention to male students and to students investing little effort and using poor study strategies. [ABSTRACT FROM AUTHOR]

BACKGROUND: The COVID-19 pandemic has affected physical and occupational therapist education in various ways. OBJECTIVE: This study investigated whether the pandemic changed clinical placement, thus influencing the clinical competence of physical and occupational therapists at a hospital in Japan. METHODS: Eleven therapists (seven physical and four occupational) participated in this study in April 2021. Clinical placement teaching methods were surveyed using an online questionnaire. The Objective Structured Clinical Examination (OSCE), comprising attitudinal and technical items, was used to examine clinical competence. The results were calculated as the sum of the attitudinal and technical scores, and the ratios of these scores to the full score were compared using a paired-sample Wilcoxon signed-rank test. RESULTS: During the pandemic, some schools implemented shortened practical clinical placements. The substituted classes included online-only classes and combined online and face-to-face classes. Regarding clinical competence, scores on the OSCE were mostly high. The median proportion of the total attitudinal score to the perfect score was 100% for all three items (range-of-motion test, muscle strength test, Stroke Impairment Assessment Set). The median proportion of the total technical score to the perfect score ranged from 56.7% to 76.7% for the three items. The ratio of the total attitudinal score to the full score was significantly higher than that of the total technical score to the full score (p = 0.001). CONCLUSIONS: Most clinical placements were canceled or partially administered through online learning during the pandemic. This decrease in clinical placements did not affect newly recruited physical and occupational therapists' clinical competence. [ABSTRACT FROM AUTHOR]

AbstractThis retrospective study examined the predictive ability of cognitive and non-cognitive factors, including grit, on first attempt pass rate on the National Board for Certification in Occupational Therapy exam. A convenience sample of 226 graduates from six cohorts of one occupational therapy program was used. Binary logistic regression revealed that grit was not a significant predictor. Program grade point average and verbal and quantitative Graduate Record Examination scores were independent predictors of passing on the first attempt. These findings can be used to identify at-risk students who could benefit from support to increase student success on the licensure exam. [ABSTRACT FROM AUTHOR]

Introduction: Extended periods of bed rest and mechanical ventilation (MV) have devastating effects on the body. Background: Early mobility (EM) for patients in respiratory failure is safe and feasible, and an interprofessional team is recommended. Using simulation to train EM skills improves student confidence. The purpose of this study was to enable health care student collaboration as an interprofessional team in providing safe management and monitoring during an EM simulation for a patient requiring MV. Methods: Nursing (n = 33), respiratory (n = 7), occupational (n = 24), and physical therapist students (n = 55) participated in an EM interprofessional education (IPE) simulation experience. A mixed-methods analytic approach was used with pre/post quantitative analysis of the Student Perceptions of Interprofessional Clinical Education--Revised, Version 2 instrument and qualitative analysis of students' guided reflection papers. Results: Pre/post surveys completion rate was 39.5% (n = 47). The Student Perceptions of Interprofessional Clinical Education--Revised, Version 2 instrument indicated a significant improvement (P = .037) in students' perceptions of interprofessional collaborative practice. Qualitative data showed a positive response to the EM simulation IPE. Themes reflected all 4 Interprofessional Education Collaborative competencies. Discussion: This study demonstrated improved perception of interprofessional collaborative practice and better understanding of the Interprofessional Education Collaborative competencies. Conclusion: Students collaborated in the simulation-based IPE to provide EM for a patient requiring MV and reported perceived benefits of the experience. [ABSTRACT FROM AUTHOR]

Literature regarding simulation for learning interprofessional collaborative practice (IPCP) indicates a need to include a range of health professions and to focus on students' development of team communication and conflict resolution skills in day-to-day healthcare delivery. This study evaluated the impact of interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students on interprofessional collaboration competencies, specifically collaborative communication and conflict resolution during day-to-day interactions, and their intention for IPCP during placement. A series of simulations featuring the potential for interprofessional conflict and involving explicit coaching on communication and conflict resolution were conducted. A single cohort pre-test post-test design included the Students' Perceptions of Interprofessional Clinical Education Revised (SPICE-R), the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and an open response survey question on future intended practice. A total of 237 students participated in the simulation experience. Overall scores and scores on all IPCP competencies in the ICASS (n = 193) and SPICE-R (n = 226) improved for all professions post-simulation. The mean score of the ICCAS increased for 98% of the respondents and similarly the mean score of the SPICE-R increased for 71% of the respondents. Open-ended responses indicated students' intentions to pursue self-leadership in IPCP. Students who participated in an interprofessional simulation reported perceived improvements in IPCP competencies and were encouraged to initiate IPCP when on placement in the practice setting. [ABSTRACT FROM AUTHOR]

Animal-assisted therapy has gained increased attention in occupational therapy. Yet there remains minimal education opportunities available. In addition to supporting student learning, student-led clinics have the potential to provide a valuable, cost-effective health service to the community. This study aimed to explore the potential benefits to the children clients participating in a student-led, canine-assisted occupational therapy pediatric clinic from the perspectives of the students and parents. Semi-structured interviews were conducted with nine occupational therapy students, and five parents to describe their experience. Transcripts were analyzed using inductive thematic analysis. Participants emphasized how the presence of the therapy dog supported child engagement within the therapy session. Ways in which participants believed the therapy dog influenced the children's engagement were described within three themes. The first highlighted the importance of the relationship between the children and the therapy dog. The second described how this relationship facilitated a sense of safety within the sessions. The third captured how this sense of safety supported the children's participation within their meaningful occupations. Parents and students involved in the canine-assisted occupational therapy clinic perceived that canine-assisted therapy was supportive of child engagement in therapy. [ABSTRACT FROM AUTHOR]

Multilingual speakers' languaging practices are undervalued and problematised in formal teaching and learning spaces in higher education. The environment has legitimised monolingualism as the only acceptable practice, hence students often lack the confidence to recruit their full linguistic repertoires. In the third and fourth years of their Occupational Therapy studies, many African students faced challenges due to socio-historic-political factors that put them at risk of failure. These challenges were addressed in academic support tutorial spaces using pedagogical translanguaging. The aim of the paper is to demonstrate the use of translanguaging as a socially just strategy, its affordances, and its challenges. This paper utilises data from a case study within a larger project aiming to describe the use of translanguaging in multilingual teaching and learning settings at a historically White university in South Africa. The case study comprised of eight African students. Linguistic ethnography and Moment analysis were employed. Pedagogical translanguaging and humour were used to create a space conducive to collaborative learning and co-construction of knowledge that granted epistemic access to occupational therapy discourse. Respect and dignity were fundamental in fostering cohesion, improving confidence, enacting speaking rights, and creating a sense of belonging among students who often felt alienated. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Role-emerging settings – those where occupational therapy (OT) services have not traditionally been provided – are common sites for practice placements of entry-level occupational therapy students. A growing body of literature has attempted to determine the value and drawbacks of such practice placements on the professional preparedness of OT students with mixed findings. Benefits have been identified, including increased cultural understanding, advocacy, creativity, initiative, and problem-solving skills. However, OT students have been reported to perceive such placement as limiting their professional growth and preparedness to practice compared to traditional placements. Methods: A phenomenological study was conducted seeking the perceptions of OT students (n = 14) about their clinical placement at a role-emerging site. Recorded semi-structured interviews were conducted by trained interviewers within two weeks of the end of clinical placement. The recordings were transcribed verbatim and then coded using an iterative multi-coder inductive approach. Inter-coder agreement, reflectivity, and audit trail were maintained. Results: Three themes emerged from the analysis: (1) integrating independence and support, (2) becoming occupational therapists, and (3) filling a gap. These themes reflect students' positive perceptions of their role-emerging clinical placement. They felt that this placement allowed them to develop self-confidence and professional identity as occupational therapists and learn new skills while simultaneously filling a gap in services for clients. Most importantly, they felt that this placement prepared them for their future OT practice. Conclusion: This finding and their resounding support of the experience suggest that OT students can perceive role-emerging placement as a solid foundation for clinical practice. Factors, included in this placement, that may have contributed to their experience include the level of support provided, time available for learning including space to make mistakes, and freedom from productivity and payor requirements. [ABSTRACT FROM AUTHOR]

Students approach learning in different ways, and this study aimed to examine and understand differences in learning approaches between occupational therapy students in Norway and the USA. A total of 321 students, from two universities in the USA and six higher education institutions in Norway, completed the short version of the Approaches and Study Skills Inventory for Students. The data were analyzed with linear regression analyses. U.S. students had substantially higher scores on the strategic approach and higher scores on the deep approach, compared to the Norwegian students. Differences may be due to different national regulations and levels of education required for entering the programs, or personal factors such as predisposition for learning. [ABSTRACT FROM AUTHOR]

A faculty-led journal club was utilized as a teaching strategy to facilitate development of evidence-based practice (EBP) skills for students enrolled in an introduction to health promotion course at an entry-level occupational therapy program. An exploratory post-survey study was conducted to collect outcomes in the areas of student satisfaction and perceived effectiveness. This article describes the faculty-led journal club, highlights outcomes data, and discusses considerations for use of journal clubs in entry-level occupational therapy education. [ABSTRACT FROM AUTHOR]

There is an increased number of publications concerning the mental health of occupational therapy students. The aim of this study is to investigate the predictors of psychological resilience in occupational therapy students in terms of different variables. Four scales measuring resilience, psychological flexibility, coping and coping attitudes were used in this study. Predictors of resilience were evaluated using multiple linear regression analysis with the backward elimination. It was determined that psychological resilience, psychological flexibility, and coping attitudes are interrelated concepts (p < 0.05). This is the first study to examine the predictors of the concept of resilience in occupational therapy students in terms of different variables. The results show that students' psychological flexibility and positive coping behaviors need to be improved to develop psychological resilience. [ABSTRACT FROM AUTHOR]

Introduction: Occupational therapy students need to be ready to work autonomously in a range of environments as soon as they complete their degree. Practice education experiences are considered key to students developing the competencies that autonomous work requires. To function autonomously in practice environments, it is argued that practitioners need to be able to judge the quality of their own work and the work of others. This is referred to as evaluative judgement. However, there is limited empirical literature relating to evaluative judgement and even less exploring the concept within occupational therapy. Methods: This study used qualitative methods, seeking to understand the evaluative judgements of clinical practice made by third‐ and fourth‐year occupational therapy students during practice education. Results: Twenty‐one interviews were conducted with third‐ (n = 10) and fourth‐year occupational therapy students (n = 1), university support staff supporting practice education (n = 4), and practice education supervisors (n = 5) at one Australian university. Practice education grades and documentation were also used as data. Data were analysed thematically, and two themes, each with three sub‐themes, were identified: students coming to understand expected standards, with the following sub‐themes: students attuning to cues, cues that inform supervisors about students' meeting the standards, and barriers and frustrations to understanding standards; and practising and developing evaluative judgement, with the following sub‐themes: making comparisons, acting on feedback, and reflective practice. Conclusions: Practice education experiences provide many context‐specific opportunities for students to develop their evaluative judgement. Students may be supported to come to know what quality work looks like by offering scaffolded opportunities to develop evaluative judgement in university and practice education settings. [ABSTRACT FROM AUTHOR]

Background and Objectives The aim of this study was to adapt and validate the Ambivalent Ageism Scale (AAS) among paramedical students for use in the health care sector. Research Design and Methods A cross-sectional study was conducted among the following paramedical students: physiotherapy, occupational therapy, and nursing students. A total of 6 items were added based on the literature and the scale was evaluated by students and professors with experience working with older adults. The following psychometric properties were evaluated: internal consistency, concurrent validity, structural validity (exploratory factor analysis), and reliability. Results A total of 265 students participated: 19.2% physiotherapy students, 27.5% occupational therapy students, 50.6% nursing students, and 2.6% other paramedical students. The concurrent validity study showed a significant correlation between AAShc (Ambivalent Ageism Scale in the health care sector) and UCLA-GAS-F (French version of the University of California, Los Angeles Geriatric Attitudes Scale) with r (265) = 0.491 (p <.001). The factor analyses produced an 18-item (α = 0.866) scale composed of 5 factors: Infantilization (5 items, α = 0.766), Control (2 items, α = 0.789), Overaccommodation (2 items, α = 0.829), Unwanted help (2 items, α = 0.656), and Hostile Ageism (7 items, α = 0.717). Finally, the generalizability analysis revealed a G-coefficient of 0.86, a Phi-coefficient of 0.83, and a standard error of measurement of 2.31%. Discussion and Implications The AAShc appears to be a valid and reliable scale to measure ageism among paramedical students. This scale can be a useful tool to reduce ageism toward older adults in the health care sector. [ABSTRACT FROM AUTHOR]

Graduate students can be susceptible to exhaustion and burnout. The primary aim of this study was to determine the proportion of time occupational therapy doctoral (OTD) students spend engaged in work, daily living tasks, recreation, and rest. The Occupational Questionnaire was distributed to OTD students. OTD students spent most of their time (38–44%) engaged in work. The percentage of time spent engaged in work by OTD students is approximately double the time they spent in the areas of rest, daily living tasks, or recreation. This study was cross-sectional, data must be interpreted cautiously. [ABSTRACT FROM AUTHOR]

Background: Determining and delivering effective interventions for Hoarding Disorder remains challenging, and appropriate resources are often unavailable. To address the need, the Friendly Visitor Program was designed in Portland, Maine, to pair people living with hoarding disorder with a trained volunteer to help with decluttering the living environment. The majority of the trained volunteers were occupational therapy students. Method: This qualitative research study explored participants' perceptions in a volunteer program that addresses hoarding behaviors. The study was conducted through an interpretivist, constructivist lens, examining the Friendly Visitor hoarding intervention program through individual, in-depth, semi-structured interviews with nine participants, including three clients with hoarding disorder and six volunteers. Results: Three strong themes emerged from the data: importance of the client-volunteer relationship; physical, emotional, and cognitive demands of decluttering; and intervention strategies used for effective decluttering. Conclusion: These findings reveal both practical and emotional elements to be considered when offering intervention for hoarding disorder. The Friendly Visitor Program can serve as a model for the design of volunteer programs to fill gaps in hoarding intervention services. [ABSTRACT FROM AUTHOR]

Research suggests new occupational therapists face many positive and negative experiences during their transition from student to therapist. Current research lacks information regarding sentinel events that occur during this shift. An exploration of sentinel events as interpreted through the life course perspective may inform how to support the transition to occupational therapist. The purpose of this study is to (a) determine sentinel events that occur during the transition to practice for new occupational therapists and (b) the impact of these events. A phenomenographic approach guided a semi-structured interview with 14 recent occupational therapy graduates. Interviews were transcribed verbatim and thematic analysis was conducted. The results show themes of (a) becoming independent, (b) feeling isolated, (c) navigating the unknown, (d) having supports, and (e) developing new identities. Sentinel events (e.g., navigating a new health diagnosis, orienting to a new workplace) were identified in graduates' personal and professional lives. Understanding sentinel events in new graduates' lives can inform curricular and workplace changes to facilitate the transition. [ABSTRACT FROM AUTHOR]

There is increasing attention toward students' satisfaction and how they perceive the quality of the program they attend. This study examined stability and change across time with regard to the relationships between learning environment factors and occupational therapy students' satisfaction with the program. In the two consecutive cross-sectional analyses performed in this study, 163 second-year students and 193 third-year students from all six occupational therapy education programs in Norway participated. The Course Experience Questionnaire was used to assess learning environment factors and study satisfaction. The data were analyzed with Pearson's correlation coefficient r and with hierarchical linear regression. Bivariate associations between the learning environment scales were positive and most associations were statistically significant in both study years. Relatively stable associations between the learning environment variable "good teaching" and higher study satisfaction were detected, while other associations differed between years of study. Embedding quality into the learning process, in particular by emphasizing good teaching and the clear dissemination of goals and standards, is important for student satisfaction throughout years of study. [ABSTRACT FROM AUTHOR]

The use of holistic admissions in higher education has been demonstrated to increase the diversity of incoming student classes; yet, in occupational therapy (OT) research, admissions processes remain under-explored. This phenomenological study aimed to explore the process of OT admissions from the perspective of students, faculty, and staff at a single OT program with the goal to create a more inclusive, equitable, and holistic process. Focus groups were conducted with first-year students, and an online survey was sent to faculty to explore perspectives on the admissions process, necessary qualities for an OT graduate student, and suggestions for increasing inclusion and equity in the admissions process. Several key themes emerged: the cost of applying, lack of uniformity across different institutions' admissions requirements, and preconceived notions of institutions; flexibility in admissions requirements, connections with the institution, and the need to recruit more diverse participants. Findings of this study are consistent with the literature regarding the use of holistic processes in graduate education, recommending less focus on student academic achievements and increased view of the student as a multifaceted individual with numerous talents. As a result, recommendations can be made to change admissions processes at this institution and in OT. [ABSTRACT FROM AUTHOR]

Background and Objectives The aim of this study was to adapt and validate the Ambivalent Ageism Scale (AAS) among paramedical students for use in the health care sector. Research Design and Methods A cross-sectional study was conducted among the following paramedical students: physiotherapy, occupational therapy, and nursing students. A total of 6 items were added based on the literature and the scale was evaluated by students and professors with experience working with older adults. The following psychometric properties were evaluated: internal consistency, concurrent validity, structural validity (exploratory factor analysis), and reliability. Results A total of 265 students participated: 19.2% physiotherapy students, 27.5% occupational therapy students, 50.6% nursing students, and 2.6% other paramedical students. The concurrent validity study showed a significant correlation between AAShc (Ambivalent Ageism Scale in the health care sector) and UCLA-GAS-F (French version of the University of California, Los Angeles Geriatric Attitudes Scale) with r (265) = 0.491 (p <.001). The factor analyses produced an 18-item (α = 0.866) scale composed of 5 factors: Infantilization (5 items, α = 0.766), Control (2 items, α = 0.789), Overaccommodation (2 items, α = 0.829), Unwanted help (2 items, α = 0.656), and Hostile Ageism (7 items, α = 0.717). Finally, the generalizability analysis revealed a G-coefficient of 0.86, a Phi-coefficient of 0.83, and a standard error of measurement of 2.31%. Discussion and Implications The AAShc appears to be a valid and reliable scale to measure ageism among paramedical students. This scale can be a useful tool to reduce ageism toward older adults in the health care sector. [ABSTRACT FROM AUTHOR]

Students training in the field of mental disabilities experience specific difficulties engaging with their target group. Focusing on self-efficacy as a primary factor that enables students to manage the difficulties they face in training, this study developed indices to evaluate the effectiveness of educational interventions to enhance selfefficacy among occupational therapy students undertaking clinical training in the field of mental disabilities. In Study 1, students who completed clinical training in the field of mental disabilities were interviewed, and index items were developed using the information obtained. In Study 2, the reliability and validity of the indices were verified to confirm a two-factor structure and its reliability and validity. The confirmed factors were "achieving self-motivation regarding training" and "self-control behavior in training situations". [ABSTRACT FROM AUTHOR]