Revision of the <i>Occupational Therapy Practice Framework</i>

Gutman, Sharon A.; Mortera, Marianne; Hinojosa, Jim; Kramer, Paula

doi:10.5014/ajot.61.1.119

Cited by 16 publications

(17 citation statements)

References 6 publications

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“…Although not all aspects of the art of occupational therapy can be systematically measured (Tomlin & Borgetto, 2011), the available quantitative and qualitative research should be used to inform practice. Theoretically based research within and outside our field should also be used to guide practice (Gutman, Mortera, Hinojosa, & Kramer, 2007;Kielhofner, 2005). Ignoring published evidence that contributes to the science of occupational therapy practice must stop.…”

Section: Resultsmentioning

confidence: 99%

Ensuring That Education, Certification, and Practice Are Evidence Based

Fleming-Castaldy

Gillen

2013

The American Journal of Occupational Therapy

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The occupational therapy profession has put forth a vision for evidence-based practice. Although many practitioners express a commitment to the provision of services informed by evidence, the reality that tradition still determines much of our education, certification, and practice cannot be ignored. In this article, we highlight the disconnect between the profession's aspirations and actual practices using neurophysiological models as an example. We describe actions to actualize the shift from traditional interventions to evidence-based approaches. We challenge readers to become agents of change and facilitate a culture shift to a profession informed by evidence. It is our hope that this article will provoke critical discourse among educators, practitioners, authors, and editors about why a reluctance to let go of unsubstantiated traditions and a hesitancy to embrace scientific evidence exist. A shift to providing evidence-based occupational therapy will enable us to meet the objectives of the Centennial Vision.

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Section: Resultsmentioning

confidence: 99%

Ensuring That Education, Certification, and Practice Are Evidence Based

Fleming-Castaldy

Gillen

2013

The American Journal of Occupational Therapy

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“…The use of the Framework is emphasized throughout educational curricula as it provides students with a guide to understand the basic tenets and vision of the profession, as well as a description of the occupational therapy process (American Occupational Therapy Association 2014). Although the Framework acts as a guide for students throughout their classroom education, students often have difficulty applying various components of the Framework during fieldwork (Gutman et al 2007). One factor that leads to students' misunderstanding is a lack of clarity for the use of clinical terms in addressing client deficits.…”

Section: Introductionmentioning

confidence: 99%

“…One factor that leads to students' misunderstanding is a lack of clarity for the use of clinical terms in addressing client deficits. Students have the skills to identify specific client dysfunctions with the use of the Framework, but struggle to address these dysfunctions through intervention (Gutman et al 2007).…”

Section: Introductionmentioning

confidence: 99%

Utility of the Occupation-Centered Intervention Assessment for Occupational Therapy Level I Fieldwork

et al. 2019

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This study examined the utility of the Occupation-Centered Intervention Assessment (OCIA) among occupational therapy students and their perceptions of the use of an occupation-centered approach to design interventions during level I fieldwork. Twenty-five students completed training on the OCIA, used the tool on level 1 fieldwork, and then completed a post-test survey containing closed and open-ended questions. Content analysis was used to analyze open-ended questions. Descriptive statistics was used to analyze quantitative data. Overall, students (N = 25) found the OCIA to be a beneficial tool to utilize during fieldwork experiences to recognize and develop interventions from an occupation-centered approach. Currently the Occupational Therapy Practice Framework and models of practice are the primary tools available for student reflection for intervention design. The findings of this study supported the need for a reflection tool to aide in the development and implementation of occupation-centered reasoning during fieldwork experiences.

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“…Given these priorities, it is important that practitioners have available to them evidence that supports clinical decision making based on both occupational needs and client factors. This two-pronged approach to decision making has been discussed in the literature as a top-down versus bottomup approach to services (Coster, 1998;Gutman, Mortera, Hinojosa, & Kramer, 2007). An evidence review by Case-Smith and Arbesman (2008) on occupational therapy services and autism informed the bottom-up, or client factors, approach but did not provide insight into the occupation-based needs of this population.…”

mentioning

confidence: 99%