Background. The World Health Organization has identified occupational therapists as integral human resources on health care teams, yet in many contexts, occupational therapy services are not adequately provided. One example is occupational therapy in mental health care in Saskatchewan. Purpose. This study aimed to uncover what is known about the case of occupational therapy in the context of mental health services in Saskatchewan. Method. An instrumental case study design was employed, applying a critical interpretive approach and thematic analysis to examine 40 publicly available documents. Findings. Three main themes (with subthemes) were identified: access (representation, funding, rural communities), awareness (comprehension, value, collaboration), and advocacy (leadership, education). Implications. This study illuminates how restricted access to, limited awareness of, and ineffective advocacy for occupational therapy impacts mental health services in Saskatchewan and provides a replicable process for other contexts where occupational therapy is underrepresented. Abré gé Description. L'Organisation mondiale de la santé a identifié les ergothérapeutes comme des membres importants des équipes de santé et pourtant, dans de nombreux contextes, les services d'ergothérapie ne sont pas fournis adéquatement. La situation de l'ergothérapie dans les services de santé mentale en Saskatchewan en est un exemple. But. Cette étude visait à mieux comprendre la situation de l'ergothérapie dans le contexte des services de santé mentale en Saskatchewan. Mé thodologie. Une étude de cas instrumentale a été menée à partir d'une approche interprétative et critique et d'une analyse thématique, en vue d'examiner 40 documents accessibles au public. Résultats. Trois thèmes principaux (et leurs thèmes secondaires) ont été mis en relief: l'accès (représentation, financement, communautés rurales), la sensibilisation (compréhension, valeur, collaboration) et le plaidoyer (leadership, éducation). Consé quences. Cette étude met en lumière les répercussions du manque d'accès et de sensibilisation à l'ergothérapie et de l'inefficacité du plaidoyer en faveur de l'ergothérapie sur les services de santé mentale en Saskatchewan, tout en proposant un processus pouvant être reproduit dans d'autres contextes où l'ergothérapie est sousreprésentée.

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Aims and Context As a University Department of Rural Health, we have identified recurrent areas of service need among vulnerable rural populations, specifically the need for allied health. Concurrently, we have also identified missed opportunities for deliberate collaborative practice in rural clinical placements. This paper provides a commentary on our work in progress as we work to leverage available opportunities to provide both service from and education for health profession students on rural clinical placements. Approach We developed a transdisciplinary placement model, informed by practice theory, which encompasses pre‐placement preparation, student support, host sites and clinicians, and a structured evaluation strategy. This model aims to facilitate service provision alongside of student learning about community and collaborative practice. In particular, the co‐design of the model is expected to facilitate student’s sense of social accountability and reduce stigma in working with vulnerable population groups. Conclusion This paper highlights the need for greater alignment between rural health education and practice, describes a placement model that is working towards this and showcases how this has been enacted in a remote community in New South Wales. More cross‐sector discussion and evaluation is needed to determine the implications of adopting this model more widely if service and learning opportunities are to be equally achieved, and to determine the ways in which training and service provision can be aligned with community need, as recommended in the recent Rural Health Commissioner Report.

Introduction: Screening driving ability is challenging in psychiatry due to the fluctuating nature of psychiatric diagnoses, psychosocial factors, and the impact of medications. An examination of best practice and a literature review yielded few results, highlighting the need for the development of a driving screening framework. The goal was to develop a clinical reasoning guide, agreed upon by psychiatric occupational therapists, to improve systematic driving screening for this population. Method: A series of surveys distributed to occupational therapists examined the key components to consider, utilizing a modified Delphi technique. Data from 94 completed questionnaires over three rounds were filtered, analyzed, summarized, and redistributed. Survey distribution and guideline amendment continued until consensus was achieved. Findings: The Saskatchewan Psychiatric Occupational Therapy Driving Screen (SPOT-DS) has been developed as the first comprehensive clinical reasoning guide for screening drivers with psychiatric conditions. Conclusion: The SPOT-DS can assist in protecting clients' driving privileges, while ensuring public safety on the roads by providing a systematic approach to screening drivers. Further testing on its validity is warranted.