Improving Transfer of Learning

Ashburner, Jill; Ziviani, Jenny; Rodger, Sylvia; Hinder, Elizabeth A.; Cartmill, Linda; White, Jessica; Vickerstaff, Sandy

doi:10.1097/ceh.0000000000000000

Cited by 11 publications

(3 citation statements)

References 13 publications

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“…Training and mentorship were highly valued in facilitating practice change. The fourth paper by Ashburner et al ( 2015 ) evaluated the role of co‐mentoring (also known as peer mentoring) in effective translation of knowledge to practice following a 3‐day course on Autism Spectrum Disorder. Short‐term co‐mentoring (2–3 sessions over a 2‐month period) provided psychosocial support during trialling of newly learned strategies.…”

Section: Introductionmentioning

confidence: 99%

The experience and role of mentorship for paediatric occupational therapists

Jackson

Villeneuve

Millington³

2022

Aus Occup Therapy J

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Introduction Within Australia, the introduction of the National Disability Insurance Scheme has led to a growth in paediatric occupational therapists working in community settings. This growth has increased the demand for support from more senior paediatric occupational therapists to novice clinicians. Mentoring has long been valued by occupational therapists as a means to provide this support. Despite its apparent benefit, there is limited research on the contribution of mentoring as distinct from supervision, and its impact on mentees' skills and confidence in providing care. This study examined the contribution of mentorship to the development of professional capability in paediatric occupational therapy practice from the perspective of mentors and mentees. Methods Interpretive description methodology was used. In‐depth interviews were conducted with nine mentors and eight mentees from three Australian states. Data were analysed inductively and thematically. Findings All participants reflected on the challenges presented by the complexity of practice, requiring a knowledge base that mentees perceived they did not possess. The essential nature of non‐judgemental, emotional support allowed mentees to feel safe to discuss their concerns when they were often overwhelmed by practice. Mentorship was viewed as capacity building, building competence by scaffolding clinical reasoning and supporting theory to practice translation while developing resilience to cope with complexity. Conclusion Study participants reported that successful mentorship assisted novice practitioners to integrate knowledge and skills required for complex clinical and professional reasoning. The emotional support provided through the relationship supported novice therapists to build their confidence and resilience while promoting professional identity and socialisation into the profession. The study raised questions related to how the profession best supports novice paediatric therapists in the current employment contexts, and the need to review how bodies of knowledge relevant to paediatrics are brought together to be used by both novice clinicians and senior therapists, who support them, for translation to effective practice.

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Section: Introductionmentioning

confidence: 99%

The experience and role of mentorship for paediatric occupational therapists

Jackson

Villeneuve

Millington³

2022

Aus Occup Therapy J

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“…It is a mechanism for establishing professional identify as well as a vehicle toward increasing job satisfaction and professional confidence. Importantly, as job satisfaction increases, so too does one's commitment to their career [ 14 , 18 , 19 ].…”

Section: Introductionmentioning

confidence: 99%

Preparing Advanced Clinicians and Practitioners: A Model for Mentorship in Occupational Therapy Practice

Schoen

Gee

Ochsenbein

2021

Occupational Therapy International

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Mentoring is essential at all stages of a professional career. However, little has been written about the effectiveness of programs for practicing clinicians. This study was designed to address the need for evidence about the effectiveness of formal mentorship programs by describing the impact of the STAR mentorship program on a group of clinicians specializing in sensory integration and processing challenges. This study utilized an exploratory, retrospective, survey research design. Course evaluations were examined from 240 subjects following participation in a one-week, small group mentorship training program. Qualitative methods were adapted for use in this study. Sixteen codes, with operational definitions, were developed to analyze the surveys. Ninety-six percent indicated that the program met or exceeded their expectations; only 12.5% had a negative comment. Impact on psychosocial function was reflected by 22% of the participants. Comments related to impact on career function were indicated by 45% of the participants. Ninety-four percent provided positive comments about the program structure, and 74% responded with positive comments regarding content of the program. Positive outcomes were associated with this one mentorship program, suggesting a need for more in-person, structured mentored learning experiences. Mentorship is recommended as a method to address the growing need within the profession to support career development, build knowledge, skill and attitudes, and aspirations/commitment as well as enhance professionalism/professional development.

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“…In order to achieve therapeutic goals in people with ASD, there are many therapeutic approaches in Occupational therapy (OT), including sensory, developmental, cognitive, social, intensive behavioral, and family-centered interventions (Case-Smith & Arbesman, 2008;Dammann, Althoff, Hope, & Ausderau, 2017;Miller-Kuhaneck, 2015). The studies of OT in ASD has different issues such as sensory integration (Pfeiffer, Koenig, Kinnealey et al, 2011), social skills training (Asher, 2014), somatosensory stimulation (Hodgetts & Hodgetts, 2007), floor-time (Dionne & Martini, 2011), family routines (Bagatell, Cram, Alvarez, & Loehle, 2014;Joosten & Safe, 2014), participation in everyday life (Ashburner, Rodger, Ziviani, & Hinder, 2015), play (Henning, Cordier, Wilkes-Gillan, & Falkmer, 2016), use of technology (Wilkes-Gillan & Joosten, 2016), and cognitive orientation to occupational performance (Rodger & Brandenburg, 2009). There are also OT studies that show the overall practice of therapists in ASD; for example Case-Smith and Arbesman (2008) reviewed OT interventions in ASD.…”

Section: Introductionmentioning

confidence: 99%

Rehabilitation in Autism Spectrum Disorder: A Look at Current Occupational Therapy Services in Iran

Saneii

Esmaili

2019

Func Disabil J

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Background and Objectives: The progressive prevalence of Autism Spectrum Disorder and the high cost of its treatment suggest that health services should be purposefully provided to people with this disorder. Occupational therapists play a key role in the rehabilitation of autism. This study sought to monitor occupational therapy services provided to individuals with autism. Materials and Methods: A survey about occupational therapy services for people with autism spectrum disorder was distributed to therapists. They completed a researcher-made questionnaire asking them about working conditions, knowledge sources, assessments, and interventions that have been used in autism. 225 questionnaires were distributed among occupational therapists who had the inclusion criteria. Results: The number of the full-filled questionnaires was 124. The therapists worked more individual therapy (95%) than group sessions (23%). Household economic problems were reported as the most common cause of occupational therapy discontinuation. They focused more on sensory approaches and cognitive models. The education level of the therapist was significantly correlated with autism-specific experience (r=0.376, P=0.00). Of the respondents, 50.8% reported their competency to treat autism as higher than average. Perceived competency was significantly correlated with providing consultation by the therapists (r=0.256, P=0.004). Conclusion: Occupational therapists apply sensory and cognitive approaches in autism. Therapists should try to resolve the problems that exist for group therapy sessions. The use of sensory-based therapies and their impact on the participation in everyday life is controversial. Finding a solution to compensate for the high cost of occupational therapy for autism can make people more likely to receive occupational therapy services.

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Improving Transfer of Learning

Abstract: Reported benefits of the program included enhanced psychosocial support and prompting to trial newly learned strategies. Effectiveness may be improved by setting aside time for comentoring in the workplace and better matching of comentors.

Cited by 11 publications

References 13 publications

The experience and role of mentorship for paediatric occupational therapists

The experience and role of mentorship for paediatric occupational therapists

Preparing Advanced Clinicians and Practitioners: A Model for Mentorship in Occupational Therapy Practice

Rehabilitation in Autism Spectrum Disorder: A Look at Current Occupational Therapy Services in Iran

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