Ann Bossers

Defining and Developing Professionalism.

During the development of a new occupational therapy curriculum, professionalism was identified as a core process component essential to occupational therapy practice. A group, comprised of faculty, clinicians, and students, was charged to examine professionalism and to make recommendations for curriculum planning and development. However, a consistent description or definition of professionalism was lacking in the literature. Defining professionalism was, therefore, the first task of the group. A schematic representation of professionalism was developed through a review of the literature and qualitative analysis of information obtained from discussion groups focussed on professionalism. In this paper, the schematic representation of professionalism will be presented as well as information about two supported self-study courses entitled, Fostering Professional Development and Becoming a Professional. A professional portfolio guide for the student occupational therapist will also be described. Future implications and directions for fostering professionalism will be discussed.

1000 fieldwork hours: : Analysis of multi-site evidence

Background. Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard. Purpose. To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork. Methods. Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale. Findings. Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short. Implications. The identification of a plan for addressing the lower ratings in these three competencies should be considered.

Learning in International Practice Placement Education: A Grounded Theory Study:

Objective: There is a growing trend towards international practice placement education in occupational therapy, yet little research documents the learning that individuals who participate in such experiences report. The purpose of this study was to examine the process of learning that arises through engagement with occupational therapy practice placement education in an international context. Method: A constructivist grounded theory methodology was employed. In-depth, semi-structured interviews were conducted with eight individuals who had completed an international practice placement during their tenure as an occupational therapy student. Findings: The core category of learning identified by participants was personal and professional development. The subcategories included thinking outside the box, adaptability/flexibility, cultural sensitivity, recognition of the value of interpersonal relationships, and gaining confidence through moving beyond ones comfort zone and through increasing autonomy. The comments from participants also invoke critical reflection on the appropriateness of the transfer of North American occupational therapy practice into resource-poor countries. Conclusion: This research documents the process of learning described by a group of individuals who participated in international practice placement education as part of their occupational therapy education. The research contributes to knowledge about international practice placement education in occupational therapy.

Chronic pain in episodic illness and its influence on work occupations: A scoping review

OBJECTIVES The aim of this review was to understand and synthesize the realm of knowledge on intermittent work capacity (IWC) about strategies to support work sustainability. Specifically, this review focused on literature that examined productive work with individuals who have chronic pain due to Fibromyalgia, Breast Cancer, Multiple Sclerosis, and Human Immunodeficiency Virus. METHODS A scoping review of research conducted across 10 databases. Nature of the knowledge base on return to work barriers and strategies and future recommended strategies needed to support persons with IWC in maintaining work participation were charted and thematically analyzed and organized into micro, meso and macro categories. RESULTS Majority of the knowledge base reflects factors impeding and facilitating employment or re-employment at the micro level. At the micro level, self advocacy was a strategy that persons with IWC used to maintain employment and navigate stigmatizing work environments to meet their needs. At the meso level education and knowledge sharing with employers to increase awareness was underscored; at the macro level introduction of new policies was recommended. CONCLUSIONS These findings suggest the need for future greater examination of the dialectical relationships across micro, meso and macro level strategies to overcome work disparities for persons with IWC.

Performance evaluation of occupational therapy students: a reliability study.

The Performance Evaluation of Occupational Therapy Students (PEOTS) is an instrument designed to evaluate the clinical competence of occupational therapy students. The purpose of this study was to carry out a preliminary evaluation of the inter-rater and test-retest reliability of the PEOTS. Thirteen occupational therapy students, completed a one week placement at one of four facilities. Two occupational therapists supervised each student and evaluated performance using the PEOTS on day three and day five of this placement. The results indicated that the instrument has good inter-rater reliability. Test-retest reliability was difficult to evaluate since learning was a confounding factor. These preliminary findings support the use of the PEOTS as an evaluation tool. Further research, however, is needed to establish test-retest reliability and internal consistency of the PEOTS.

Directions for advancing the study of work transitions in the 21st century

OBJECTIVES The purpose of this article is to share the details, outcomes and deliverables from an international workshop on work transitions in London, Ontario, Canada. PARTICIPANTS Researchers, graduate students, and community group members met to identity ways to advance the knowledge base of strategies to enhance work participation for those in the most disadvantaged groups within society. METHODS A participatory approach was used in this workshop with presentations by researchers and graduate students. This approach included dialogue and discussion with community members. In addition, small group dialogue and debate, world cafe discussions, written summaries of group discussion and reflection boards were used to bring new ideas to the discussion and to build upon what we know. FINDINGS Two research imperatives and six research recommendations were identified to advance global dialogue on work transitions and to advance the knowledge base. Occupational justice can be used to support future research directions in the study of work transitions. CONCLUSIONS Moving forward requires a commitment of community of researchers, clinicians and stakeholders to address work disparities and implement solutions to promote participation in work.

Exploring the Nexus Between Health Promotion and Occupational Therapy: Synergies and Similarities

Background. The similarities between health promotion and occupational therapy have been recognized. Both are based on perspectives that share a goal of enabling individuals and populations to improve control over their health. Consequently, it is logical that the principles of health promotion complement the practice of occupational therapy. Purpose. This paper highlights the affinity between occupational therapy and health promotion, and discusses ways in which health promotion principles can be incorporated into occupational therapy practice. Key Issues. Some Canadian occupational therapists may be unaware of the current discourse in health promotion and, thus, may not be incorporating its principles into practice. Steps are warranted to expand the current knowledge and practice of therapists to include health promotion, with specific attention to providing services for the population. Implications. Incorporating health promotion principles into occupational therapy perspectives will facilitate the implementation of the domains of practice within the occupational therapy profile. This paper highlights how the principles of health promotion can impact practice at the individual and community level. Description. Les similarités entre la promotion de la santé et l’ergothérapie ont été reconnues. En effet, la promotion de la santé et l’ergothérapie sont basées sur des perspectives ayant le même but, soit celui d’aider les individus et les populations à avoir une meilleure emprise sur leur santé. Par conséquent, il est logique que les principes de la promotion de la santé soient complémentaires à la pratique de l’ergothérapie. But. Cet article met en relief les affinités entre l’ergothérapie et la promotion de la santé et discute des façons d’incorporer les principes de la promotion de la santé dans la pratique de l’ergothérapie. Questions clés. Certains ergothérapeutes canadiens ne sont peut-être pas au courant du discours actuel sur la promotion de la santé et n’incorporent peut-être pas ses principes dans la pratique. Des mesures doivent être prises pour rehausser les connaissances actuelles et la pratique des ergothérapeutes, en vue d’incorporer la promotion de la santé et d’accorder une attention spécifique à la prestation de services à la population. Conséquences. L’incorporation des principes de la promotion de la santé dans les perspectives ergothérapiques facilitera la mise en œuvre des champs d’intervention définis dans le profil de l’ergothérapie. Cet article met en relief les différentes façons dont les principes de la promotion de la santé peuvent influer sur la pratique, à l’échelle de l’individu et de la communauté.

Contributing to operations of community agencies through integrated fieldwork experiences.

Background. Occupational therapists are change agents who are well equipped to participate in community development. Community development projects can help agencies in many ways, including determining needs, educating stakeholders, developing novel programs, finding and creating resources, marketing the agency, and creating or implementing policy. In order for service agencies to profit, they need an understanding of the skills occupational therapists can offer. The best way to gain that knowledge may be through direct experience. Purpose. This paper describes the benefits that flow to community agency partners and to occupational therapy students from an innovative, integrated fieldwork model that links students with service agencies. Key Issues. This approach has demonstrated many benefits to community partners, while allowing all students in an occupational therapy program to have community development experience. Implications. This is a cost-effective way to demonstrate the value of occupational therapy and to deliver multiple community development projects.

Student placements in administration.

From 1988–1993 the Occupational Therapy Manager at St. Josephs Health Centre in London, Ontario provided nine block placements with a major focus in administration. The administration placements and the results of a questionnaire completed by the students are discussed. Strengths of the placement and suggested areas of change are included, using a Continuous Quality Improvement Framework. Suggestions regarding the future direction of administration placements are presented.

Building sustainable fieldwork partnerships between Canada and India: Finding common goals through evaluation

ABSTRACT Initiatives in education and research have taken centre stage to address global health issues. Fieldwork learning in a global context is seen as one strategy to expose students to global health challenges and to collaborate towards viable solutions. Because of the inequities that exist globally, ethical dilemmas can be encountered throughout partnership development and require thoughtful consideration regarding the demands placed on partners in low resourced settings and issues of sustainability. A programme evaluation using the WEIGHT guidelines as a framework for critical reflection discusses the partnership development and future of one collaborative multi-stakeholder programme between Canadian occupational therapy programmes, an Indian partner and a Canadian charity. Collegiality, mentorship and an overall perspective of meeting the WEIGHT guidelines were evident from the reflections. Important considerations of programme equity as it relates to cost, communication and feedback needs, resource gaps and sponsor related issues emerged as areas of future priority.