Enhancing occupational therapists' confidence and professional development through a community of practice scholars

Wilding, Clare; Curtin, Michael; Whiteford, Gail

doi:10.1111/j.1440-1630.2012.01031.x

Cited by 35 publications

(46 citation statements)

References 21 publications

(44 reference statements)

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“…As mentioned earlier, CoP can be combined with participatory action research projects to produce knowledge (DERDALL; MULHOLLAND; BROWN, 2010; WILDING; CURTIN; WHITEFORD, 2012;WILDING;WHITEFORD, 2007. A CoP involving paediatric occupational therapists working in hospital care was created and carried out over a seven-month period.…”

Section: Methodsmentioning

confidence: 99%

“…In this regard, communities of practice have been identified as a means to promote reflexive knowledge development among occupational therapists (KINSELLA; Exchanging knowledge within a community of practice: toward an epistemology of practice in Occupational Therapy paediatric hospital care WHITEFORD, 2012;WILDING;WHITEFORD, 2007WIMPENNY et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

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Exchanging Knowledge Within a Community of Practice: Toward an Epistemology of Practice in Occupational Therapy Paediatric Hospital Care

Galheigo

Braga

Mieto

et al. 2017

Cad. Bras. Ter. Ocup.

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Abstract:Objective: This research proposed the creation of a community of practice (CoP) with the objective of: (i) analysing the feasibility of a CoP as a means of generating knowledge among occupational therapists and (ii) investigating the practice of occupational therapy with hospitalized children and adolescents. This article privileges the results of one of the predominantly discussed themes -the use of assessments and strategies of evaluation in Occupational Therapy in the hospital context. Method: A participatory action research study was undertaken with nine occupational therapists in face-to-face meetings combined with virtual tasks on an on-line platform. A hermeneutic and dialectical method was used to interpret the results. Results: The CoP produced practical knowledge about the use of assessments with hospitalized children and adolescents and demonstrated to be a strategy of knowledge development through dialogue and collaborative reflection on practice. Conclusion: Research on the implementation of communities of practice offers a promising approach to the production of knowledge in occupational therapy.The generated knowledge is representative of occupational therapists' experiences and demonstrates an example of an epistemology of practice. Keywords

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exchanging Knowledge Within a Community of Practice: Toward an Epistemology of Practice in Occupational Therapy Paediatric Hospital Care

Galheigo

Braga

Mieto

et al. 2017

Cad. Bras. Ter. Ocup.

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“…Such actions were cited as essential characteristics to facilitate the establishment of trust relationships, the understanding of the proposal and exchanges among the participants 28,34 .…”

Section: Actions Taken By the Mentor-researcher In The Conduction Ofmentioning

confidence: 99%

“…In this perspective, the framework of the Community of Practice and Identity (CoP), proposed by Ethiènne Wenger 22 , has been used by many professions [23][24][25] and by Occupational Therapy 15,[26][27][28] to foster the learning of professional aspects in different educational scenarios.…”

Section: Introductionmentioning

confidence: 99%

“Isso eu levo para a vida!”: aprendizagem da prática profissional em uma Comunidade de Prática

Marcolino

Lourenço

Reali

2016

Interface (Botucatu)

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The learning of practice demand educational strategies focused on reflective and collective processes, such as the Community of Practice (CoP). From an action research directed to the contributions of a mentoring program for professional development, organized in a CoP, with the participation of six junior occupational therapists and three experienced ones, this paper tries to elucidate relevant features for professional learning on the program. The speech and diaries of the participants at the last evaluation meeting were submitted to thematic analysis and the results indicate the importance of: a space for reflection on a continuous basis; the mentor's actions in fostering reflection; the exchanges between experts and beginners. The CoP, as a rich design for learning, enabled breaking stereotypies and creating new meanings, favoring the development of all involved.

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“…Evans et al [8] described the discussion board contributions of physiotherapists to an online continuing education programme framed in CoP learning principles, suggesting that the model promoted the creation and sharing of new knowledge amongst participants. Wilding et al [9] described a year-long CoP action research project amongst occupational therapists (OTs) in Australia and examined the experiences of members. Two major themes emerged: firstly, promotion of scholarship, which describes how participants began to think more critically about practice, and secondly, promoting professional confidence, passion, and cohesion, where peer support fostered increased confidence in the OTs own practice.…”

Section: Introductionmentioning

confidence: 99%

Shouldering the burden of evidence-based practice: The experiences of physiotherapists partaking in a community of practice

McCreesh¹,

Larkin

Lewis

2017

Musculoskeletal Science and Practice

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The study aim was to elicit the motivators, barriers, and benefits of participation in a Community of Practice (CoP) for primary care physiotherapists. We used a qualitative approach using semistructured interviews. The participants were twelve physiotherapists partaking in a newly formed Shoulder CoP. A desire for peer support was the strongest motivator for joining, with improving clinical practice being less apparent. Barriers to participation included time and work pressures and poor research skills. The structure of the CoP, in terms of access to meetings and the provision of preparation work and deadlines for the journal clubs, was reported to be a facilitator. Multiple benefits ensued from participation. The role of teamwork was emphasised in relation to reducing isolation and achieving goals. The majority of participants reported positive clinical practice changes in terms of improved patient education, increased confidence, and availability of new resources. All participants reported some element of personal growth and development, in particular in their evidence-based practice skills. The results provide support for the use of CoPs as a means of continuing professional development for physiotherapists in the workplace, as significant benefits are gained in terms of evidence-based practice (EBP), patient care, and therapist personal development.

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Enhancing occupational therapists' confidence and professional development through a community of practice scholars

Cited by 35 publications

References 21 publications

Exchanging Knowledge Within a Community of Practice: Toward an Epistemology of Practice in Occupational Therapy Paediatric Hospital Care

Exchanging Knowledge Within a Community of Practice: Toward an Epistemology of Practice in Occupational Therapy Paediatric Hospital Care

“Isso eu levo para a vida!”: aprendizagem da prática profissional em uma Comunidade de Prática

Shouldering the burden of evidence-based practice: The experiences of physiotherapists partaking in a community of practice

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