This paper examines the effectiveness of the integration of experiential learning opportunities near the end of the occupational therapy students' didactic education. Using a pretest-post-test questionnaire, journaling, and feedback from a focus group, results suggested that there was a significant improvement in occupational therapy students' self-perception of their ability to perform a multitude of occupational therapy-related skills. The development of professional skills was also seen in the provision of client-centered care during occupational therapy interventions. Although clinical reasoning skills were enhanced, results indicated that it had a large impact on the students' professional growth and development.

This mixed method study examined the effectiveness of experiential learning opportunities near the end of the occupational therapy students’ didactic education. A pretest/posttest design with a gain score approach was used to determine whether there was a significant improvement in the occupational therapy students’ self-perception of their ability to perform a multitude of occupational-therapy-related skills. Qualitative measures were used to explain the impact of experiential learning opportunities on the students’ ability to understand and apply occupational therapy knowledge to clinical practice. The results of this study suggest that experiential learning is an effective method to (a) enhance the understanding and application of course material, (b) improve the personal and professional attributes and skills needed to be an effective clinician, and (c) improve clinical reasoning skills. The author’s initial bias was that this experience would enhance clinical reasoning skills. Results indicated that it had a more profound impact.

This paper examined the effect of a unique amalgam of adult learning methodologies near the end of the occupational therapy (OT) students' didactic education as a means to enhance readiness for clinical practice. Results of quantitative and qualitative data analysis indicated that the use of standardized patients, in combination with a sequential, semistructured, and progressively challenging series of client cases, in an OT adult practice (intervention) course, improved the students' self-perception of their level of comfort and skill on various foundational, yet essential, OTrelated competencies. Reprint permission for this Topics in Education should be obtained from the corresponding author(s). Click here to view our open access statement regarding user rights and distribution of this Topics in Education. DOI: 10.15453/2168DOI: 10.15453/ -6408.1047 This topics in education is available in The Open Journal of Occupational Therapy: https://scholarworks.wmich.edu/ ojot/vol1/iss3/4 KeywordsAdult learning theory asserts that students require context-related and practice-specific learning to integrate and apply knowledge effectively (Knowles, 1970(Knowles, , 1990 In order to assess whether students felt prepared for fieldwork, the researchers identified 13 key competency areas and developed an instrument to assess students' perceptions of their comfort and skill. Thus, the purpose of this study was to determine if the use of adult learning strategies (Knowles, 1970(Knowles, , 1990) improved students' selfperception of the students' level of comfort and skill in key competencies for entry-level practice. Adult LearningAccording to Knowles (1970Knowles ( , 1990 shown that adult learning is most effective when it is applied to practical experiences (Beckert, Wilkinson, & Sainsbury, 2003;Waskiewicz, 2001). David and Patel (1995) noted that adults become ready to learn when they experience a need to know or when they feel they need to do something.Likewise, they asserted that adults learn more effectively when the learning process is more problem centered and oriented to life rather than when learning is solely centered on the subject matter. However, as David and Patel highlighted, adult learners require help in making the transition from being dependent learners (as is typical in most educational arenas) to becoming self-directed learners.Additionally, the evidence suggested that experiencing a need in their life motivates adults.In other words, adults are internally motivated to learn (e.g., motivated to learn for reasons related to self-esteem, recognition, and greater selfconfidence) and are less influenced by external motivators (e.g., pressures from teachers and competition for grades) (David & Patel, 1995 Standardized Patients (SPs)Barrows ( well as greater knowledge. Therefore, the ultimate intent for using SPs in didactic education is to contribute to the students' preparation for clinical practice. Readiness for Clinical Practice/CompetencyThe purpose of an OT program is to These experiences provi...

Background: The distinct value of occupational therapy (OT) in end-of-life care is to facilitate quality of life for clients and their caregivers through engagement in occupations during the clients’ remaining days. The purpose of this study was to explore health-care professionals’ perceptions and knowledge regarding the role of OT in hospice care and to better understand why OT may be underutilized in this setting. Participants: A total of 104 professionals working in hospice care from 31 different states participated in this study. Methods: Electronic surveys were distributed to hospice agencies throughout the United States. Data Analysis: Descriptive statistics was used to analyze quantitative data, and content analysis was used to identify patterns with qualitative data. Rigor was enhanced through peer-review, multiple coders, and triangulation. Results: The results of this study revealed that OT’s role in hospice care is misunderstood, and OT services are underutilized. Five themes were identified regarding the underutilization of OT services: (1) lack of reimbursement, (2) timing of referral, (3) knowledge of the role of OT, (4) refusal of services by family members, and (5) lack of OT presence in this setting. Conclusion: This study revealed that health-care professionals do believe that OTs are vital members of the hospice care team. However, many recipients of hospice care are not receiving OT. More consistent referrals to OT may better ensure that the terminally ill are able to attain end-of-life goals and live their lives to the fullest, regardless of life expectancy.

The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three progressively complex clinical scenarios involving adult clients. The course is designed to support students in addressing the entire OT Process. Results of quantitative data analysis indicated that the sequential application of case-based instructional strategies, lab experiences, and standardized patient learning opportunities significantly improved students' self-perception of their level of comfort and skill in being able to perform the following components of the OT process for adult clients: occupational profile, OT evaluation, developing an OT treatment plan, implementing OT treatment, and planning for discharge.