Sylvie Meyer

Formulating goals in occupational therapy: State of the art in Switzerland

Abstract Background: The contemporary occupational therapy literature suggests that different quality criteria exist for setting goals in occupational therapy: a focus on occupation; a link to the International Classification of Functioning, Disability, and Health (ICF); and adherence to the SMART recommendations, which advises goals to be specific, measurable, agreed, realistic, and timed. Aim: To identify the extent to which Swiss occupational therapists (OTs) adhere to the criteria cited above. Material: A total of 1 129 goals formulated with the Goal Attainment Scale (GAS) collected in 2008. Results: In slightly more than half the investigated cases at least one goal addressed an aspect of occupation. Nearly two-thirds of the goals related to the ICF component “activity and participation”. Nearly 90% of the goals were specific, measurable, and/or realistic. Conclusions: Goals mirror, to some extent, what is done in everyday practice. Several influences on goal formulations of OTs were identified, including the practice models traditionally used in different specialist fields; the cultural contexts in which OTs were trained; and the legal framework that obliges OTs to formulate their goals in a certain way in order to obtain funding for their services. Significance: Based on these results evidence-based products have been developed (a further education course; written recommendations for practice).

Understanding the European conceptual framework for occupational therapy: for what it is worth

Abstract In the past, occupational therapists have found it difficult to use a common professional language or have failed entirely. Clarification of and agreement on the concepts behind key terms in occupational therapy remains an unsolved problem as there is still a lack of uniformity in their use and comprehension. Several organizations have attempted, at various times, to deal with this issue. In the last decade, a terminology project of the European Network of Occupational Therapy in Higher Education produced consensus definitions of the core terms in the discipline. Based on this work, a European conceptual framework was produced by the project working group, with the aim of clarifying the complex ways in which occupational therapists think about human action. Some experiences of using the framework with students and occupational therapists are presented. It is expected that this conceptual framework will help students, practitioners and educators to better understand how occupational therapy can act to influence the occupational performance of our clients.

Creating a continuing professional development course on setting occupation-focused goals

ABSTRACT Quality insurance processes use goal attainment as criteria for funding occupational therapist (OT) services in Switzerland. As this is an important issue for the Swiss OT association, a continuing professional development (CPD) programme was implemented to assist OTs to set occupation-focused and person-centred goals. This qualitative study was conducted using three focus groups to understand the difficulties met by clinicians in the context of setting goals. Sixteen OTs reported that time constraints and routines make it difficult to define and formulate goals well. The problem is not a lack of knowledge, but to change one’s habits and practices the results. A CPD course was developed, adapted in three languages and implemented. Evaluation of the course indicates that it helps the participants to better understand the need for writing goals that are person-centred and occupation-focused. This course may be supportive of improved occupational-based goal setting in other countries.

Studienaustausch, Praktikum im Ausland und Treffen der Studierenden zweier Schulen: Erfahrungen und Gedaokenanstösse

Introduction/AbstractSwitzerland has 3 schools of occupational Therapy: since 1957 a German-speaking school in Zurich, since 1965 a French-speaking school in Lausanne and since 1974 another German-speaking school in Biel. From the very beginning fieldwork experience has been a significant component of occupational therapy education. Various restrictions on international and national level prevent schools which are in favour of international student exchange from establishing such programmes. However, encouraged by different changes in professional and educational policies, schools have established contacts with schools abroad and some students have taken the initiative to gain fieldwork experience abroad. Aspects related to student fieldwork/contacts abroad are described in 3 essays. In the first essay, the conditions required for a student to do fieldwork abroad are stressed and supplemented by notes from a student. In the second essay, particular emphasis is given to the importance for students of shari...