OT Practitioners’ and OT Students’ Perceptions of Entry-Level Competency for Occupational Therapy Practice

Wallingford, Minetta; Knecht-Sabres, Lisa J.; Lee, Michelle M.; St.Amand, LaVonne Ellen

doi:10.15453/2168-6408.1243

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…When focusing on professional skills, fieldwork educators identified communication as the top professional skill essential for Level II fieldwork and also the skill most lacking in general for occupational therapy students. Previous research supports the need to address the professional and technical skills of students in the academic portion of learning through the duration of all fieldwork experiences (Brown et al, 2016;Campbell et al, 2015;Evenson, 2015;O'Brien & McNeil, 2013;Strong et al, 2003;Wallingford et al, 2016). A standard model of teaching professional behaviors does not exist for the occupational therapy profession, even though these behaviors are identified as essential (Kasar & Muscari, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Both master-level students and practitioners indicated increased importance for communication, intervention, goal development, use of theoretical concepts and evidence, and time management; however, students rated these areas of higher importance compared to clinicians. Wallingford et al (2016) stated it is essential that students and practitioners be aware of differences in perceptions of what skills are deemed important for entry-level competency. The best way to address these differences is through effective communication and education.…”

Section: Evaluating Student Performancementioning

confidence: 99%

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Fieldwork Educators’ Expectations of Level II Occupational Therapy Students’ Professional and Technical Skills

Mason¹,

Hayden²,

Causey-Upton³

2020

The Open Journal of Occupational Therapy

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Fieldwork educators are critical to the development of successful occupational therapy students, and the fieldwork experience is vital to the growth of each occupational therapy student in the profession. The purpose of this research was to explore perceptions held by Level II fieldwork educators of occupational therapy students' professional and technical skills at the beginning of Level II fieldwork. This study used a convergent parallel mixed-method design and surveyed 54 fieldwork educators. The survey participants expected students to possess a variety of professional and technical skills in a multitude of areas. Fieldwork educators identified communication as the most essential professional skill and the most lacking technical skill in students for Level II fieldwork. Planning, implementing, and grading interventions was identified as both the top essential and most lacking technical skill in students for Level II fieldwork. Collaboration between academic and fieldwork educators is necessary to ensure students are best prepared for Level II fieldwork. Comments The authors report no potential conflicts of interest.

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Section: Discussionmentioning

confidence: 99%

Section: Evaluating Student Performancementioning

confidence: 99%

Fieldwork Educators’ Expectations of Level II Occupational Therapy Students’ Professional and Technical Skills

Mason¹,

Hayden²,

Causey-Upton³

2020

The Open Journal of Occupational Therapy

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“…found that communication, time management and teamwork were valued soft skills for competency [4]. As few opportunities exist to foster the development of these attributes during traditional healthcare programs, a curriculum teaching emotional intelligence would be beneficial to the development of emotional intelligence prior to students beginning clinical rotations and, therefore, improving the likelihood of a successful experience for the student and clinical educator.…”

Section: Researchmentioning

confidence: 99%

Emotional Intelligence: Soft Skills Training Curriculum, an Educational Training for Healthcare Students for Increased Success during Clinical Rotations

Thomas¹

2019

APhOT

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Emotional intelligence (EI), or soft skills, is a set of skills including professionalism, effective communication skills, organizational skills, and responsivity to feedback. Research indicates that healthcare students entering their clinical rotations may lack these sets of skills The lack of soft skills during clinical experience can strain the student's professional relationship with their clinical educators/instructors (supervisors) and may result in failure After a review of relevant literature, the purpose of this research project is to augment the evidence-based, soft skills training curriculum being developed at SUNY Downstate Medical Center Occupational Therapy Master's Program through the production of three educational videos that incorporate the perspectives of clinical educators, alumni, and current students. The goal of the project is to increase students' knowledge of emotional intelligence and inspire self-awareness and reflection on their own professionalism. The curriculum would ideally function to increase students' success during clinical rotations and develop more competent clinicians. The curriculum was piloted with second year occupational therapy students prior to their clinical rotations. The curriculum educated students on soft skills and promoted reflection on their own professionalism. The curriculum findings demonstrated significant outcomes with students reporting the use of emotional intelligence skills during clinical rotations to be valuable. The findings of this study indicate that the need for emotional intelligence training may also be applicable and valuable to students in various healthcare programs.

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Disabled Students in Fieldwork Education: Academic Coordinators’ Perspectives on Accommodation Process

Mayer

Mira

Zaman

et al. 2023

Preprint

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Learning in a fieldwork setting is a requirement of many professional postsecondary programs, and prominent in health professions education. However, fieldwork education requirements can create additional challenges for disabled students. Academic coordinators, who are responsible for students’ placements, hold an important role in supporting disabled students in their fieldwork education. Nevertheless, studies on the roles and experiences of academic coordinators supporting students who require accommodations are limited. This exploratory study examined the perspectives of academic coordinators regarding their practices in supporting disabled students in health professions programs. The study employed a mixed methods design. Fifteen academic coordinators from occupational therapy programs completed a quantitative survey. Then, five of the academic coordinators participated in semi-structured interviews that supported the interpretation of the quantitative results. Academic coordinators faced complex barriers in providing disabled students the support they needed to succeed in fieldwork. Two main themes emerged: (1) ACs constantly navigated tensions with institutional norms regarding fieldwork and (2) ACs manage fieldwork accommodations within ever-changing human dynamics and social norms. Collaborative practices with fieldwork educators enabled the academic coordinators to overcome some of these barriers and create a more inclusive fieldwork education experience for disabled students. Further institutional and community resources are required.

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OT Practitioners’ and OT Students’ Perceptions of Entry-Level Competency for Occupational Therapy Practice

Cited by 3 publications

References 14 publications

Fieldwork Educators’ Expectations of Level II Occupational Therapy Students’ Professional and Technical Skills

Fieldwork Educators’ Expectations of Level II Occupational Therapy Students’ Professional and Technical Skills

Emotional Intelligence: Soft Skills Training Curriculum, an Educational Training for Healthcare Students for Increased Success during Clinical Rotations

Disabled Students in Fieldwork Education: Academic Coordinators’ Perspectives on Accommodation Process

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