Alison Warren

Home-Based Art Therapy for Older Adults with Mental Health Needs: Views of Clients and Caregivers.

The value of art therapy for older people with mental health problems is well documented although there is a paucity of research for people who are home bound. This study, based in England, involved five clients, all older people with mental health problems, receiving art therapy sessions at home. The clients and caregivers were then interviewed to ascertain their views. This study indicated that clients and caregivers do feel that art therapy can be of benefit in the home environment. These benefits include an increase in confidence and motivation, with emotional support also being valued. The study concludes that an art therapist can work in the home environment as long as he/she is flexible, organized and assertive.

Enhancing interprofessional student practice through a case-based model

Healthcare workers are increasingly being called upon to work collaboratively in practice to improve patient care and it seems imperative that interprofessional working should be mirrored in student education, especially during placements. This short report describes a qualitative evaluation of a client-centered, case-based model of interprofessional education (IPE) which aimed to improve interprofessional communication and team working skills for the students and therapists involved in practice placements. The IPE project implemented the meet, assess, goal set, plan, implement, evaluate (MAGPIE) framework for interprofessional case-based teaching (Queensland-Health (2008)) alongside the International Classification of Function, Disability and Health (ICF) (WHO, 2001). Three separate focus groups explored the experiences of the students, therapists and placement facilitators from the disciplines of occupational therapy, physiotherapy and speech and language therapy. Three themes emerged: IPE as a motivating experience, IPE enhancing the depth of learning and clarity of expectations. This report concluded that IPE in the clinical setting, using the client-centered MAGPIE model, provided a strong foundation for enhanced learning in practice education contexts.

A Case Study Exploring the Influence of a Gardening Therapy Group on Well-Being

ABSTRACT In a climate of improving health-care quality and understanding, this study explored how participation in a gardening group, facilitated through a mental health service in Ireland, influenced well-being. A case study used semi-structured interviews and participant observation to explore explicit and tacit aspects of group participation. Thematic analysis clarified that gardening group participation had a positive influence on well-being for all gardeners and group facilitators. This was through promoting coping, facilitating change, and developing skills. The setting, site ethos and tasks were important in assisting people to make lifestyle changes and to develop skills in order to experience well-being.

The MAGPIE model: An interprofessional learning opportunity for therapy students

Inter Professional Education (IPE) is not commonplace within Ireland. This paper presents the development and practical application of an IPE placement experience initiated by the University of Limerick. Several factors contributed to its development, including the establishment of posts based within several universities and the health service specifically to facilitate placement education. The MAGPIE model (Meet, Assess, Goal-Set, Plan, Implement and Evaluate) was used as a platform for the case-based IPE sessions involving Occupational Therapy and Physiotherapy students. Each student experienced 10.5 hours of discussion-based inter-professional activity within a placement and presented an inter-professional case study. The IPE experience was evaluated via focus groups involving students, practice educators and placement facilitators. Strengths of the experience included increased motivation, improved team working skills and development of a greater understanding of professional roles. Recommendations to enhance future case-based IPE sessions are identified.

Apprehension and interest: Therapist and student views of the role emerging placement model in the Republic of Ireland

Purpose Role-emerging placements have been used internationally within occupational therapy education but are relatively new to Ireland. At times, there has been a debate in the profession regarding the use of this placement model. This paper aims to generate views from both occupational therapists and occupational therapy students on the use of role-emerging placements in the Republic of Ireland. Design/methodology/approach Electronic surveys were administered to occupational therapy students and occupational therapists in Ireland. Quantitative data were analysed using the SPSS Statistics software package and the content of the open question responses were analysed into themes. Findings Occupational therapists (n = 60) and occupational therapy students (n = 45) indicated that there were inconsistent views surrounding role-emerging placements. It is deemed as an effective method for student learning, but apprehension exists around inclusion within occupational therapy programmes in the Republic of Ireland. Preference was indicated towards inclusion of role-emerging placements on a part-time basis within formal occupational therapy education. Originality/value Both respondent groups viewed that role-emerging placements can positively influence new areas of occupational therapy practice and concern over the use of the placement model requires further exploration and debate. This study is from an Irish context, although there are similarities with other countries’ use of the placement model. There is a need for research through an in-depth exploration of the learning experience of undertaking role-emerging placements from the students’ perspective and identification of supports required to promote an optimal learning experience.

Supervising role emerging placements: a CPD opportunity that supports innovation in practice

ABSTRACT Supervision of occupational therapy students on placements is a challenging, but rewarding experience. There is a growing body of literature related to role emerging placements but the experiences of the occupational therapists who undertake the role of off-site supervisors are underrepresented. These placements are based in settings where there is no defined occupational therapy role and the professional supervisor is not based at the placement site. Drawing from research in two European countries with off-site supervisors the enablers and barriers of this role are presented. Supervising students with innovative occupational therapy interventions positively influenced the off-site supervisors’ professional practice. Practical guidance for those interested in this role is shared to encourage occupational therapists to pursue this rewarding role including the need for peer support while undertaking this valuable role.