Extent of Use and Linkage of the International Classification of Functioning, Disability and Health to Frames of Reference and Interventions in Pediatric Occupational Therapy

Belarmino, Janel Anne; Smith, Sarah L.; Jewell, Vanessa

doi:10.3928/24761222-20191125-01

Cited by 4 publications

(1 citation statement)

References 27 publications

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“…Additionally, changing healthcare standards force service delivery to be highly adaptable, increasingly productive, and meticulously documented (Bennett et al, 2019;Kirke et al, 2007). The combined pressures of time constraints and fluctuating healthcare standards leave limited room for knowledge transfer in fieldwork settings as practitioners tend to fall back on rote intervention due to ease of execution, as opposed to using an occupation-centered approach to treatment (Belarmino et al, 2020;Estes, 2014;Jewell et al, 2019;Jewell et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Occupation-Centered Intervention Assessment: Bridging Theory and Practice in Fieldwork Education

Main

Michaud

Kellar

et al. 2021

JOTE

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Occupational therapy's identity is grounded in occupation-centered care. However, evidence suggests external factors in the healthcare system burden practitioners' time and resources, reducing attention directed toward occupation-centered practice and student learning and transfer of theoretically grounded knowledge. The departure from theory-based practice can threaten the identity and viability of the profession. The Occupation-Centered Intervention Assessment (OCIA) was designed for practitioners or students to self-rate the degree to which interventions are occupation-based or occupation-focused, creating an occupation-centered framework. In this pilot explanatory sequential mixed methods study, Level II fieldwork educators and fieldwork students in Alaska completed OCIA training and utilized the tool. A pre-and post-survey identified attitudes toward theory application, feedback, confidence, developing and understanding occupation-centered perspectives, and the OCIA. Additionally, focus group participants discussed using the OCIA during Level II fieldwork and the impact on development, understanding, and communicating using an occupation-centered perspective. Results of the survey revealed preliminary receptivity to the tool as a communication aid and as a theoretical framework for an occupation-centered perspective. The focus group highlighted the "common language" provided by the tool and drew attention to contextual factors influencing the transfer of knowledge and use of the OCIA in practice. Further research is needed to understand the potential of the OCIA as a resource for facilitating student learning with a grounded, occupation-centered perspective.

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