Lyn Westcott

Globalisation and Occupational Therapy: Poles Apart?

This opinion piece discusses the concept of globalisation for occupational therapy throughout the world. Factors that enable and inhibit mobile working patterns amongst occupational therapists are highlighted, with emphasis given to the way that occupational therapists are educated in the United Kingdom. The advantages to practitioners and services from the developed nations as opposed to those in the developing countries are recognised. The discussion concludes that, presently, occupational therapists are not optimising the opportunities afforded by globalisation. Educators, practitioners and service providers all have a role to play in taking this agenda forward.

Problem-based learning in health and social care

List of Contributors 1 Starting out: a guide to using this book and its development (Lyn Westcott). Part 1 General Principles of Using Problem-Based Learning 2 Exploring the foundations for problem-based learning (Ruth Matheson and Bernhard Haas). 3 Readiness for problem-based learning (Juan Delport and Steven W. Whitcombe). 4 Developing problem-based learning curricula (Lyn Westcott, Alison Seymour and Sara Roberts). 5 Becoming a problem-based learning facilitator (Gwilym Wyn Roberts). 6 Managing group dynamics and developing team working in problem-based learning (Alison Seymour). 7 Assessing problem-based learning curricula (Sue Pengelly). Part 2 The Theoretical Interface with Problem-Based Learning 8 Reflection and the problem-based learning curriculum (Gail Boniface). 9 A reflexive model for problem-based learning (Steven W. Whitcombe and Teena J. Clouston). 10 Promoting creative thinking and innovative practice through the use of problem-based learning (Jill Riley and Ruth Matheson). 11 Problem-based learning and the development of capital (Jill Riley and Steven W. Whitcombe). 12 An evolving vision for learning in health-care education (Andrew Machon and Gwilym Wyn Roberts). Part 3 The Learner in Problem-Based Learning 13 The student experience (Liz Galle and Sandra Marshman). 14 Becoming lifelong learners in health and social care (Pam Stead, Gareth Morgan and Sally Scott-Roberts). 15 Becoming a self-directed learner (Susan Delport and Ruth Squire). Part 4 Final Thoughts 16 Interweaving the strands of thinking in problem-based learning (Teena J. Clouston). Index.

Are Occupational Therapists in Acute General Hospitals Addressing Psychological Wellbeing

There is compelling evidence in the literature that anxiety and depression affect high percentages of people with long-term physical conditions and that these often go undiagnosed. This can result in high use of general medical services in peoples attempts to have their psychological needs met. This opinion piece explores some of the challenges and implications of this for occupational therapists, who have been educated to work occupationally alongside biological, psychological and sociological factors. It concludes that in a changing National Health Service, occupational therapists need to be able to deliver the true holistic occupational work required by those with long-term conditions, thus meeting biopsychosocial needs. This way, occupational therapists will take into account the complexity of components needed to engage in a variety of activities, and the economic benefits of this return to the professions philosophy may benefit their standing in the new commissioning climate.

Continuing Professional Development: The Personal and Public Interface

With the biennial circuit of Health and Care Professions Council (HCPC) audits now established for occupational therapists, continuing professional development (CPD) is familiar throughout the United Kingdom (UK). Whereas HCPC audit provides a mechanism for occupational therapists to demonstrate Standards of Proficiency (HCPC 2012), it also enables occupational therapists to showcase their unique professional knowledge. The personal interface of CPD is, perhaps, most familiar. As occupational therapists establish professional roles, gaining experience, many seek to develop their expertise through training, reflection and mentorship. Such opportunities tend to be contextualised to particular services or practice areas. The training agenda has been particularly constrained of late, with efficiency savings meaning that study time and financial support for CPD are increasingly withheld by employers. The public interface of CPD is possibly less considered, but nevertheless is complex and intriguing. The HCPC agenda recognises the profession, but the Standards of Proficiency list statements relating to registrants’ scope of practice. This system facilitates more occupational therapists into skill or service led roles, rather than professionspecific core practice. Occupational therapists are increasingly employed in specialist posts open to wider applicants, such as cognitive behavioural practitioners or moving and handling experts. Such positions may not always require specialist occupational knowledge or use occupation as the primary means of therapy. What does this say about our