Long-Term Follow-Up of an Occupation-Based Group Addressing Occupational Performance and Satisfaction in University Freshmen

Keptner, Karen M.

doi:10.1080/0164212x.2017.1331150

Cited by 3 publications

(5 citation statements)

References 20 publications

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“…Of the final 25 articles, two of them were qualitative designs (Berg, Jirikowic, Haerling, & MacDonald, 2017;McCausland, Bazyk, & Kerns, 2012). Ten articles of the final 25 were primarily descriptive in nature (Best, Still, & Cameron, 2008;Burnett-Beaulieu, 1984;Burnett & Yerxa, 1980;Burson, 2003;Eichler, Hoevet, & Royeen, 2015;Eichler & Royeen, 2016;Jacobs, Selby, & Madsen, 1996;Nolan & MacCobb, 2006;Smallfield, Benda, & Siefkes, 2011), while 11 articles were intervention studies (Gutman, Kerner, Zombek, Dulek, & Ramsey, 2009;Keptner et al, 2016;Keptner, 2017;Lewis & Nolan, 2013;Malcolm & Roll, 2019;Quinn, Gleeson, & Nolan, 2014;Schindler, 2014;Schindler, 2018;Schindler, Cajiga, Aaronson, & Salas, 2015;Schindler & Sauerwald, 2013).…”

Section: Results Descriptive Summarymentioning

confidence: 99%

“…Both direct and indirect services through Offices of Disability Services (Lewis & Nolan, 2013), assistive technology services (Malcolm & Roll, 2019), and in a student health clinic (Eichler et al, 2015;Eichler & Royeen, 2016) were described. Alternative forms and frequencies of services were also described, including a short-term group intervention (Keptner, 2017;Keptner et al, 2016), a first-year experience course (Smallfield et al, 2011), and "as needed" occupational therapy services in a multidisciplinary dropin center (Jacobs et al, 1996). (2014) Outcomes.…”

Section: Results Descriptive Summarymentioning

confidence: 99%

“…Jacobs, Selby, and Madsen (1996) reported improved individual goal attainment among students with common goals, including coping with stress, extending social outlets, improving study skills, selfawareness, and self-esteem, decreasing negative self-talk, exploring leisure activities, and decreasing anxiety. Improvements were also noted with occupational performance and satisfaction with performance (Keptner, 2017;Keptner et al, 2016;Malcolm & Roll, 2019;Schindler, 2014;Schindler et al, 2015), use of sensory-friendly testing environments (Lewis & Nolan, 2013), and program completion rates (Best et al, 2008). Keptner et al (2016) did not find positive improvements in quality of life among the students after participating in a 5-week occupational therapy group.…”

Section: Results Descriptive Summarymentioning

confidence: 99%

“…Most of the articles were descriptive in nature without a strong focus on outcomes data from intervention (Best et al, 2008;Burnett-Beaulieu, 1984;Burnett & Yerxa, 1980;Burson, 2003;Eichler et al, 2015;Eichler & Royeen, 2016;Nolan & MacCobb, 2006;Smallfield et al, 2011). Other articles were limited by a small sample (Berg et al, 2017;Gutman et al, 2009;Jacobs et al, 1996;Keptner et al, 2016;Keptner, 2017;Lewis & Nolan, 2013;McCausland et al, 2012;Quinn et al, 2013;Schindler et al, 2015). Of those that measured outcomes following an intervention, eight lacked a control group (Best et al, 2008;Keptner et al, 2016;Keptner, 2017;Schindler et al, 2015;Schindler, 2014;Schindler, 2018;Schindler & Sauerwald, 2013).…”

Section: Results Descriptive Summarymentioning

confidence: 99%

“…Other articles were limited by a small sample (Berg et al, 2017;Gutman et al, 2009;Jacobs et al, 1996;Keptner et al, 2016;Keptner, 2017;Lewis & Nolan, 2013;McCausland et al, 2012;Quinn et al, 2013;Schindler et al, 2015). Of those that measured outcomes following an intervention, eight lacked a control group (Best et al, 2008;Keptner et al, 2016;Keptner, 2017;Schindler et al, 2015;Schindler, 2014;Schindler, 2018;Schindler & Sauerwald, 2013). For two studies, there was a lack of established reliability and validity for several outcome measures (Gutman et al, 2009;.…”

Section: Results Descriptive Summarymentioning

confidence: 99%

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Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Keptner¹,

McCarthy²

2020

The Open Journal of Occupational Therapy

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Background: Legislation supports a role for occupational therapy in postsecondary settings, but this area is not a common practice area and the practice area is not well understood. This scoping review maps current literature of occupational therapists working with students in postsecondary settings in order to inform future research and practice.Method: After identifying included articles, a narrative description of the quantitative studies along with a concept map were completed. A qualitative thematic analysis of the articles was also conducted.Results: Twenty-five articles met the inclusion criteria. Quantitative results describe occupational therapy services as both a direct and indirect service provided through offices of disability services, assistive technology, and supported education programs, among others. The primary population with whom occupational therapists engage with are students with mental illness. Three qualitative themes emerged from the scoping review, including the focus on occupation and skills needed for success, using the campus environment, and campus collaboration.Conclusion: The structure of occupational therapy services varies from location to location and occupational therapists work with various populations of students. Future research needs to support the distinct value of occupational therapy in this practice area, including the scope and outcomes of occupational therapy services with different populations of students. CommentsThe authors report that they have no conflicts of interest to disclose.

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Section: Results Descriptive Summarymentioning

confidence: 99%

Section: Results Descriptive Summarymentioning

confidence: 99%

Section: Results Descriptive Summarymentioning

confidence: 99%

Section: Results Descriptive Summarymentioning

confidence: 99%

Section: Results Descriptive Summarymentioning

confidence: 99%

See 3 more Smart Citations

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Keptner¹,

McCarthy²

2020

The Open Journal of Occupational Therapy

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A feasibility study on a novel well-being intervention for university students

Hunt

Coombes

2021

Ir. j. psychol. Med.

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Objectives: Challenging transitions, increased stress and mental ill health can affect students’ academic performance and their capacity to remain in higher education. Prevention and early treatment of mental health problems in college students is therefore a key public health priority, nationally and internationally. Developing a range of evidence-based interventions targeting the mental health of students is critical. We examined the feasibility and acceptability of a new universal time use and well-being intervention, the ‘Everyday Matters: Healthy Habits for University Life’ digital badge (EMDB), a co-curricular micro-credential for first-year college students. Methods: This study used a single-arm, pre–post design for first-year undergraduate students. The EMDB comprised eight 1-hour lunchtime sessions on brain development and time-use habits across the 24 hours of the day including sleep, self-care, leisure, study and work. Validated measures of occupational competence and value, mental well-being, sleep health, mindset, self-compassion and gratitude were completed, along with an evaluation questionnaire. Results: Eight first-year undergraduate students completed the demographic questionnaire and pre- and post- measures, with one additional student completing only the evaluation questionnaire. There was significantly improved levels of well-being, self-compassion and growth mindset following the intervention. Many of the challenges reported by participants related to occupational issues such as managing finances and having a satisfying routine. Participants appreciated the practical relevance and scientific underpinnings of the programme content. The sense of belonging within the group and having insightful conversations with other group members were particularly valued by participants. Conclusions: This study offers preliminary evidence that an occupational therapy based universal time-use and well-being intervention was feasible to deliver and acceptable to first-year undergraduate students. The results of this study and the participant acceptability support further development and evaluation of the EMDB intervention.

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