Client education is a major component of everyday health care practice. Entry-level occupational therapy (OT) accreditation standards require educators to teach students how to demonstrate the ability to educate clients, family, caregivers, and significant others to facilitate their skills related to personal occupations. Although these standards are a necessity, entry-level programs are not required to teach students the teaching methodologies that support human learning. However, the educational standards do require students to apply the principles of teaching and learning processes. This project explored the evidence in teaching and learning strategies and how these were introduced to OT students during their program. Faculty from the School of Occupational Therapy and School of Education developed a module for entry-level OT students. Data analysis found that students were able to benefit from the additional information on teaching and learning theory.

This study examined the functional reach of fifty-three elderly persons who use a wheelchair and reside in an extended care facility. Forward, right, and left functional reaches were elicited through a goal-directed activity while the participant sat in a wheelchair with a wedge cushion on a solid-seat insert and on the standard wheelchair sling seat. Participants had a statistically significant greater forward reach when using the wheelchair with a wedge cushion and solid-seat insert compared to the sling seat, but no significant differences in the right and left reaches were found. While the study inclusion criteria did not specifically select individuals with limitations in reach, this difference in forward reach, possibly due to better positioning in a wheelchair, may positively impact the functional ability of elderly persons.

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The purpose of this study was to examine whether second-year Master of Occupational Therapy (MOT) students who enroll in the elective course "Occupation in Long-Term Care (LTC)" would be able to apply concepts of occupational justice in the nursing home environment through engaging residents in occupational storytelling and story making in order to facilitate resident self-advocacy for participation in a valued occupation. The occupational therapy elective course was developed and implemented with students alternating between the classroom and the nursing home environments. Outcome evaluation measurements included analysis of student reflective journaling to obtain qualitative data. The researcher found that students are able to understand the concepts and issues of occupational justice in the nursing home population and apply knowledge to facilitate the resident's participation in meaningful occupations.