Perceived difficulty in everyday technology use among persons with acquired brain injury of ...

750 Pages·2016·17.02 MB·English

COTEC - ENOTHE 2016
FACILITATING SOCIAL INTERACTION SKILLS
THROUGH OCCUPATION: A GROUP INTERVENTION
FOR INDIVIDUALS WITH NEUROLOGICAL
PROBLEMS
Thursday, 16th June - 14:20 - OS - 1A.02 - Interventions Following Stroke - McMunn Theatre -
Abstract ID: 630 - Oral
Ms. Carmen Fuchs1, Ms. Elín María Heiðberg1, Mrs. Karina Pedersen1, Mrs. Valerie J. Harris1
1Sjálfsbjörg, Long term rehabilitation centre, National Federation of Physically Impaired People,
Reykjavík, Iceland
Background:
Difficulty with social interaction skills can negatively impact on the daily life of individuals by
hinderingparticipationinmeaningfuloccupations. Thispilotstudyofagroupinterventionprogram
aims to improve the social skills of individuals with neurological problems living in the community.
The program is offered at a long term rehabilitation centre.
Theoretical underpinning (eg PEOP / MOHO/ CMOP-E):
ThegroupinterventionisguidedbytheOccupationalTherapyInterventionProcessModel(OTIPM)
usingamodelforeducationandteachingaswellasoccupationalskillstraining(acquisitionalmodel)
with a client-centred approach.
Assessment / Intervention/ Technique:
The aim of the group intervention is to enhance participants’ social interaction skills through occu-
pations of their choice. Participants are assessed using the Evaluation of Social Interaction (ESI)
and set individual goals prior to commencing the intervention. The client group consists of seven
individualsmeetingfortengroupsessionsandtwoindividualsessionsoveraperiodofsixweeks. All
participants had reported having problems with social interaction skills.
Evaluation of outcome:
The effectiveness of the group intervention will be evaluated using the ESI and a non-standardized
self-evaluation of participants’ goals. The results will be presented.
Application to practice:
Information on the effectiveness of group intervention to improve social interaction skills is essential
for therapists to improve their practice. Results can be used to change intervention methods and
develop clinical practice.
2
COTEC - ENOTHE 2016
OCCUPATIONAL THERAPY INTERVENTIONS AND
THE FUNCTIONAL OUTCOMES OF STROKE
PATIENTS IN AN IRISH IN-PATIENT REHABILIATION
UNIT
Thursday, 16th June - 14:40 - OS - 1A.03 - Interventions Following Stroke - McMunn Theatre -
Abstract ID: 743 - Oral
Ms. Íde O’shaughnessy1, Ms. Anne Connolly1, Ms. Caroline Brennan1
1St. James’s Hospital, Dublin
Background: Stroke is the leading cause of acquired disability in Ireland (Irish Heart Foundation,
2010). Occupational Therapists (OTs) aim to improve the functional independence of their pa-
tients.There is currently a paucity of Irish research investigating the duration and range of occupa-
tional therapy (OT) interventions in stroke rehabilitation, and possible correlation with functional
outcomes.
Method: A prospective, non-experimental study design was utilised. All patients had a Functional
Independence Measure (FIM) completed within 5 days of admission and on discharge. Data from
consecutivepatientsadmittedtotheunit,whomeettheinclusionandexclusioncriteriawasrecorded
using a proforma designed by the researchers. Therapy times were extrapolated from Electronic
Patient Records.
Results: Data collection commenced in June 2015. Data correlates with international findings,
moderately affected patients (Initial FIM score 40-80) were most likely to make clinically significant
gains, return home and were less likely to require extensive supports. OTs utilise a wide range
of interventions; in this setting posture and pressure care, personal care retraining and discharge
planning appear to be prioritised. Those requiring specialised seating or home visits received the
most direct hours of OT.
Conclusion: FindingshavehighlightedthattheFIMscoreuponadmissiontorehabilitationishighly
predictiveoffunctionaloutcomesanddischargedestinationforourclinicalpopulation. Patientswith
moderatelevelsofdependencyonadmissionhavebeenshowntobenefitgreatestfromrehabilitation.
Application to Practice: This research demonstrates that in our setting the FIM is a predictive tool
for rehabilitation outcomes and OT resources required.
3
COTEC - ENOTHE 2016
IMPLEMENTING STROKE GUIDELINES: A
SELF-EVALUATION TOOL TO SUPPORT
OCCUPATIONAL THERAPISTS
Thursday, 16th June - 15:00 - OS - 1A.04 - Interventions Following Stroke - McMunn Theatre -
Abstract ID: 1228 - Oral
Mrs. Esther Steultjens1, Mr. Ton Satink2, Ms. Suzanne Van Hees3
1Research department of Neurorehabilitation, HAN University of Applied Sciences, Verlengde
Groenestraat 75, Nijmegen„ 2Research department of Neurorehabilitation & School of
Occupational Therapy, HAN university of applied sciences, Nijmegen, 3Department of
rehabilitation, occupational therapy. Radboud Medical Center Nijmegen
Background:
To support occupational therapists (OTs) a self-evaluation tool for implementing the OT stroke
guideline (Steultjens, E. et al, 2013) has been developed.
Method:
The online tool has been developed in a step-wise process. 1) Clinical guidelines were transferred
into statements regarding the use of specific measures, goal setting principles, and interventions.
Statements reflected the level of application of the guidelines. 30 OTs involved in the initial OT-
guidelinedevelopmenttestedthesestatements. Thisconceptself-evaluationtoolwassentoutto210
OTs that had attended the Dutch stroke guideline conference. The final version, is tested among a
second group of OTs aiming 1) to know the level of implementation of the OT stroke guideline in
OT practice, 2) to know if the self-evaluation tool is effective in implementing guidelines.
Results:
The statements and feedback were clear, usable and supportive and reflected the guidelines well.
OTswithhighimplementationskillsdidnotexperiencethissupportandaskedfornewevidencenot
yet described in the guidelines. Generally, the online self-evaluation tool was easy to administer but
the possibility to archive the feedback was missed.
Conclusion:
The self-evaluation tool is usable in practice. Results and conclusions on the support it provides for
occupational therapists with low implementation skills will be presented in june 2016.
Application to Practice:
Guidelineimplementationcanbesupportedwithonlinetoolsforself-evaluationandwillbediscussed
with respect to the results of the large survey currently executed.
4
COTEC - ENOTHE 2016
DEVELOPING CULTURAL COMPETENCE BASED ON
REFLECTIONS IN INTERNATIONAL FIELDWORK
EDUCATION – STUDENT AND TEACHER
PERSPECTIVES
Thursday, 16th June - 14:00 - OS - 1B.01 - Developments in Education - O’ Flaherty Theatre -
Abstract ID: 396 - Oral
Ms. Arden Panotes1, Mr. Jay Allen Villon1, Mrs. Caroline Fischl2
1University of the Philippines - Manila, 2Umeå University
Background:
Cultural competence plays an important role in client-centered occupational therapy. A culturally
competent provision of care can contribute in providing relevant and sensitive assessment and in-
tervention services for diverse client population. Development of cultural competence is an ongoing
and continuous process, and it is thus necessary to start with this in the education of occupational
therapy. Literatureindicatesthatinternationalpartnershipsandexchangestudiescanbeastrategy
to promote its development among occupational therapy students.
Educational Philosophy:
Inoccupationaltherapy, reflectivepracticeisessentialindevelopingprofessionalreasoning. Inoccu-
pationaltherapyeducation,reflectivelearningisimportantinintegratingknowledgeandexperiences
into meaningful perspectives.
Pedagogy:
Exchange students from Manila, Philippines engaged in learning activities in clinical and role-
emerging settings in Umeå, Sweden, such as supervised client care provision, collaborative devel-
opment of project proposal for fieldwork placement, and interdisciplinary case management. These
activitiesprovidedthemwithopportunitiestointeractandcommunicatewithcolleaguesandclients
withSwedishandotherethnicbackgrounds. Discussionsbetweenthestudentsandteachersinvolved
were intended to stimulate reflection on students’ experiences.
Evaluation:
The reflective discussions have been helpful in integrating students’ experiences into meaningful
perspectives and have contributed to degrees of cultural competence in both students and teacher.
Reflectingonstudents’experiencestogetherwiththeteacherhasincreasedawarenessandsensitivity
on cultural differences in daily living as well as occupational therapy practice and education.
Application to Education:
International exchange programs may contribute into enhancing students’ and teachers’ cultural
competence and improving clinical education.
5
COTEC - ENOTHE 2016
OCCUPATIONAL THERAPY STUNDENT’S
EXPERIENCES DURING ROLE EMERGING
PLACEMENTS
Thursday, 16th June - 14:20 - OS - 1B.02 - Developments in Education - O’ Flaherty Theatre -
Abstract ID: 1035 - Oral
Ms. Christine Schaefer1, Ms. Jolien Van Den Houten1, Mr. Frans Schoonbrood1
1Zuyd University of Applied Sciences
Background:
Duetosocietaldevelopmentroleemergingplacementsarenecessary. Asitisshowninothercountries
they provide opportunities and challenges for the development in a changing health-care system
(Overton 2009).
Educational Philosophy or theory:
In the United Kingdom and Canada the first evaluations of role emerging placements are ongoing
(Gregory 2011, Thomas 2011). However, little is known about student’s experiences regarding their
preknowledge to fit the requirements of a role emerging placement in the Netherlands. Having
started the first periods of role emerging placements at Zuyd Hogeschool in the Netherlands the
first evaluation is going on considering the efficiency of the preparation for and the development of
competencies during the placement.
Pedagogy/educational approaches used:
The aim of this study is to show how Dutch students experience preparation on a role emerging
placement. A qualitative study with semi-structured interviews using focus groups from different
role emerging fields is carried out at the moment.
Evaluation:
A presentation will show the results of the analysis about student’s experiences during their role
emerging placement. It will focus on the preparation for a role emerging placement at Zuyd
Hogeschool and the development of role emerging skills.
Application to Education and/or practice:
The results of this first study will show whether preparation and support during role emerging
placements needs adaptation in teaching and coaching.
6
COTEC - ENOTHE 2016
AN E-LEARNING COURSE IN COUNSELLING FOR
CLINICAL SUPERVISORS
Thursday, 16th June - 14:40 - OS - 1B.03 - Developments in Education - O’ Flaherty Theatre -
Abstract ID: 749 - Oral
Prof. Sidsel Kaland1
1Department of Occupational therapy, Physiotherapy and Radiography, Faculty of Health and
Social Sciences, Bergen University College, Norway
Fieldwork is a central learning arena for students under supervising of occupational therapists. The
supervisors shall provide challenges; verify students’ academic behavior and their direct patient
care (Paschal 2002). Supervisors should also “interpret” the complex and often frustrating and
overwhelming reality in which the students find themselves. Experience shows that supervisors
often lack formal qualifications in guidance/counselling.
HaukelandUniversityHospital(HUH)isanimportantpartnerforBergenUniversityCollege(BUC).
IncollaborationwithoneoftheoccupationaltherapistsatHUH,Ihavedesignedasimpleinteractive
e-learning course of 2 hours duration in counselling. The course is divided into 5 parts, and the
practitioners can finish the course partly.
Part 1: Preparation before the student arrive.
Part 2: How to solve a specific guidance situation.
Part 3: Meeting a challenging student, one example from each of the Three
years.
Part 4: collaborative/cooperative learning. We wish that students should
cooperate in fieldwork. This is useful for students, but also a Resource
for the practice field (Vågstøl, Skøien and Raaheim 2007).
Part 5: Evidence based practice in counselling.
The course was completed and published September 2015. Evaluating data will be a part of the
presentation.
Litterature:
Paschal, K.A. (2002) Techniques for Teaching Students in Clinical Settings. In: Shepart, K.F &
Jensen, G.M. red. Handbook of teaching Physical Therapists. 2. Edt. Boston, Butterworth-
Heinemann, s. 255-285.
Vågstøl, U. & Skøien, A.k. (2011) «A learning climate for discovery and awareness». Physiotherapy
students‘perspective on learning and supervision in practice. Advances in Physiotherapy, 13 (2) s.
71-78.
7
COTEC - ENOTHE 2016
MAKING YOUR ACADEMIC SELF COUNT:
PERFORMANCE METRICS OCCUPATIONAL
THERAPY EDUCATORS AND RESEARCHERS SHOULD
BE AWARE OF
Thursday, 16th June - 15:00 - OS - 1B.04 - Developments in Education - O’ Flaherty Theatre -
Abstract ID: 33 - Oral
Dr. Ted Brown1
1Department of Occupational Therapy, Monash University - Peninsula Campus
Introduction: There has been a move in university environments towards the quantification of re-
search outputs and academic performance. Examples of this include how much research funding
a researcher been awarded and the mean or cumulative impact factor of the journals that univer-
sity staff have published in. In addition, there has also been a move towards the quantification of
performance metrics for individual educators and researchers. These performance metrics are often
important in relation to promotion, tenure, performance appraisal, quality assurance, and research
funding success.
Objectives: Therehasbeenamoveinuniversityenvironmentstowardsthequantificationofresearch
outputs and academic performance. This presentation will review and critique several types of
performance metrics that occupational therapy educators and researchers can access and utilise.
Methods: Currently there are several performance metrics that academic staff can access and apply
including: the SCOPUS H-index, the Google Scholar H-Index, the Research Gate Score (RGS),
and the citation metrics generated by the Publish or Perish software program. Examples of these
quantitative performance metrics will be presented and critiqued for audience members.
Application to Education & Conclusion: If occupational therapy educators and researchers are
goingtobecompetitiveinthehighereducationtertiaryenvironment,theyneedtobeawareofthese
metrics and how to apply them strategically. Key points will be illustrated for audience members
using Power Point slides.
8
COTEC - ENOTHE 2016
INCREASE THE MOTIVATION FOR THERAPY FOR
CHILDREN WITH DEVELOPMENTAL COORDINATION
DISORDER (DCD) BY TAKING THE
PHOTO-INTERVIEW ASSESSMENT.
Thursday, 16th June - 14:00 - OS - 1C.01 - Children and Young People - Anderson Theatre -
Abstract ID: 651 - Oral
Mrs. siska Vandemaele1, Mrs. Kim Dujardin1, Ms. Haike Vanwelsenaere1, Mrs. Nathalie
Vanassche2
1Howest, 2Ter Kouter
Background:
ScientificresearchindicatesthatchildrenwithDCDshowlong-termlowerself-esteem,limitedsocial
skills and reduced motivation for physical activities.
Method:
A qualitative study is conducted into the intrinsic motivation for therapy of five boys with DCD,
between the age of 8 and 12. Pre and post measuring with the photo interview assessment is done,
establishinganincreasedordecreasedmotivation. Eachchildtakesthephotointerview,followedby
a few sessions in which the concrete requests for help are handled.
The alternative hypothesis (H1) is the motivation for therapy does increase with all five children
with DCD, who had the photo interview assessment taken.
Results:
One child was eliminated from the study as therapy was stopped unexpectedly.
An intrinsic motivation questionnaire, based on scientific articles and the IMI (Intrinsic Motivation
Inventory), is filled out by occupational therapists and the parents before the photo-interview as-
sessment and at the end of all the occupational therapy sessions focussing on the obtained request
for help from the child. The results generally show a positive increase in intrinsic motivation for
therapy of the children with DCD.
Conclusion:
by taking the photo interview and by dealing with the concrete demand for help by task oriented
treatment methods, there is a successful improvement of the intrinsic motivation for therapy of
children with DCD.
9
COTEC - ENOTHE 2016
‘WE’RE NOT ONLY HERE FOR YOUR CHILD’: EARLY
INTERVENTION IN THE CONTEXT OF INDIGENOUS
FAMILIES IN CANADA
Thursday, 16th June - 14:20 - OS - 1C.02 - Children and Young People - Anderson Theatre -
Abstract ID: 576 - Oral
Dr. Alison Gerlach1, Dr. Annette Browne1, Dr. Melinda Suto1, Dr. Margo Greenwood2
1University of British Columbia, 2University of Northern British Columbia
Background:
Despite some improvements in recent years, many Indigenous children in Canada continue to expe-
rience health inequities as a result of structural factors that are unjust and potentially remediable.
Currently there is a lack of knowledge on how early intervention programs promote Indigenous chil-
dren’s health and address health inequities that are rooted in structural factors. This is of serious
concern given growing evidence on the effects of early adversity across the life course.
Method:
Thisqualitativeinquirywasinformedbycriticaltheoreticalperspectivesandemployeddecolonizing
methodologies to undertake research in partnership with an Indigenous early intervention program
in British Columbia, Canada. Data collection included semi-structured interviews with Indigenous
caregivers, Elders, early intervention workers, and their managers.
Results:
CriticalanalysesrevealedhowIndigenousearlyinterventionpoliciesandpracticesare: (1)grounded
in a relational onto-epistemology; (2) are highly responsive to the diversity, complexity and speci-
ficities of families’ lived realities, and (3) affirm and strengthen women’s agency and resistance,
particularly in the context of their experiences of socio-economic marginalization, and racialization
in the healthcare and child welfare systems.
Conclusion:
This research begins to address a gap in the literature on how a relational approach to early inter-
vention,aspartofanetworkofsocialsupports,canplayanimportantroleinfosteringhealthequity
for Indigenous children and non-Indigenous children living in conditions of social disadvantage.
Application to Practice:
Findings are applicable to occupational therapy for all families and children who experience social
marginalization and structural violence.
10