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Lee Bunting K, Honeybourne K, Wheeler M, Forwell SJ. Teaching and Evaluating an Occupational Perspective in Canada: A Descriptive Qualitative Study. Can J Occup Ther 2024; 91:194-202. [PMID: 37968857 PMCID: PMC11088204 DOI: 10.1177/00084174231212759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2023]
Abstract
Background. Occupation is the core domain of occupational therapy, and an occupational perspective is foundational for practice. Research has explored how an occupational perspective is taught. Yet, little has explored the Canadian occupational therapy educational context. There are national differences in core competencies and accreditation standards and nuances in how occupation is defined and what conceptual models are used. As such, a Canadian perspective may offer new understandings of value both within and outside of Canada. Purpose. To understand how, in Canada, educators teach and evaluate student occupational perspectives in entry-level master of occupational therapy programs. Method. This study used a descriptive qualitative design with an interpretive approach. Semi-structured interviews were used to gather data from 12 educators from Canadian entry-level occupational therapy programs. Reflexive thematic analysis was used for data analysis. Findings. Five themes were identified: (1) occupational perspectives as pedagogy (2) it's a process, not an end state; (3) "everybody is involved": a community of educators; (4) thinking critically; and (5) "hard to evaluate." Conclusion. The complex, dynamic, and contextualized nature of an occupational perspective calls for critical, reflexive, communal, and innovative pedagogical and assessment approaches.
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Affiliation(s)
- Katie Lee Bunting
- Katie Lee Bunting, Associate Professor of Teaching, Department of Occupational Therapy and Occupational Science, Faculty of Medicine, T325- 2211 Wesbrook Mall, xməθkəy̓əm (Musqueam) Territory, Vancouver, British Columbia, Canada V6T 2B5.
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Fogarty S, Hay P, Calleri F, Fiddes L, Barnett R, Baskwill A. Explaining the Impact of the COVID-19 Pandemic on Massage Therapists in Australia and Canada: A Mixed Methods Study. JOURNAL OF INTEGRATIVE AND COMPLEMENTARY MEDICINE 2024; 30:157-164. [PMID: 37585621 DOI: 10.1089/jicm.2023.0125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/18/2023]
Abstract
Background: The COVID-19 pandemic was a time of rapid change and uncertainty, with individual jurisdictions within countries implementing a variety of preventative measures. At the onset of the pandemic, as little was known about how COVID-19 was transmitted, restrictions, such as lockdowns, were implemented to prevent further spread of this virus. In many jurisdictions, massage therapists were deemed as nonessential for a period. This disruption to their livelihood, as a professional group and without autonomy to decide, was unprecedented. This prompted the question as to whether this experience had impacted massage therapists' professional identity. Methods: A sequential explanatory mixed methods design was used and massage therapists in Australia and Canada were recruited to participate. Results from a quantitative questionnaire completed by 649 respondents and from 31 semistructured interviews from a subset of the questionnaire participants were used in the mixed analysis. Results: Massage therapists, impacted by the pandemic, experienced a discord between what it means to be a massage therapist, providing patient-centered care and the public health initiatives implemented during the pandemic. This discord occurred in multiple situations and the type of discord was influenced by a number of factors, including how therapists identified themselves within the workforce (i.e., as a health care provider or a service provider). Conclusion: This study sought to understand how the COVID-19 pandemic impacted massage therapists' professional identity. Massage therapists reported that the pandemic impacted their professional identity through a lack of congruence and discord between their identity-constituting beliefs and what it means to be a massage therapist. The sequela to this discord was therapists experiencing different types of moral distress and or moral injury. Future research is needed to determine the longer-term impacts of COVID-19 on massage therapists.
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Affiliation(s)
- Sarah Fogarty
- School of Medicine, Western Sydney University, Penrith, Australia
| | - Phillipa Hay
- Translational Health Research Institute, School of Medicine, Western Sydney University, Penrith South DC, Australia
- Camden and Campbelltown Hospitals, South Western Sydney Local Health District, Campbelltown, Australia
| | - Felicia Calleri
- Faculty of Health Sciences and Wellness, Humber College, Toronto, Canada
| | | | | | - Amanda Baskwill
- Faculty of Health Sciences and Wellness, Humber College, Toronto, Canada
- School of Health, Human and Justice Studies, Loyalist College, Belleville, Canada
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Hill L, Eaton G. Exploring paramedic professional identity. Br Paramed J 2023; 8:42-51. [PMID: 38046791 PMCID: PMC10690486 DOI: 10.29045/14784726.2023.12.8.3.42] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2023] Open
Abstract
The notion of a paramedic (as a title protected in law) has recently entered its third decade, but the history of the paramedic is considerably older than that. Who are we as a profession? What does it mean to be a paramedic? What makes us who we are? These intriguing and yet seldom asked philosophical questions are at the heart of this article, which is intended to provoke discussion and serve as a foundation for further inquiry into questions of identity and philosophy in paramedicine. Literature pertaining to paramedic professional identity was explored and contextualised within current paramedic practice. Although the overall picture is complex, four key areas for discussion emerged: the history of the paramedic profession; role diversity; the influence of ambulance work; and the education and training of paramedics. The influence of ambulance work permeates all areas, suggesting that it is central to the development of paramedic professional identity. This discussion article is an exploration of the unique contexts and experiences that are associated with the process of being and becoming for paramedics.
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Affiliation(s)
- Lawrence Hill
- University of East Anglia ORCID iD https://orcid.org/0000-0002-9147-0934
| | - Georgette Eaton
- University of Oxford; London Ambulance Service NHS Trust ORCID iD: http://orcid.org/0000-0001-9421-2845
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O’Mahony SE, Joosten AV, O’Brien J. An Exploratory Study: Undergraduates' Perspectives on how Threshold Concepts Influence Professional Identity. Can J Occup Ther 2023; 90:374-383. [PMID: 36779857 PMCID: PMC10647904 DOI: 10.1177/00084174231154747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
Abstract
Background. Threshold concepts are key to professional identity development, transforming the way individuals think, act, and perceive the world. Purpose. To understand how occupational therapy students describe their professional identity, its importance, and how threshold concepts contribute to identity. Method. Mixed-method survey of final-year occupational therapy students (n = 58) at an Australian University. Findings. (i) High agreement on most identity and threshold questions; but up to 24% uncertain about confidence/competence in understanding specific concepts; (ii) occupation-focus is unique to our professional identity; (ii) identity develops over time; (iii) occupation-based, client-centered, and evidence-based practices are central to thinking like and becoming an occupational therapist; and (iv) practice education provides context for threshold concepts to be transformative. Implications. Identity is defined by a focus on occupation and its relationship to health. Traversing threshold concepts through academic and practice education is essential to developing professional identity.
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Affiliation(s)
| | - Annette V. Joosten
- Annette V. Joosten, School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Level 2 Daniel Mannix Building, 17-29 Young Street, Locked Bag 4115, Fitzroy Vic 3065, Australia.
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Phillips K, Di Tommaso A, Molineux M, Nicholson E. Occupation-centred practice and supervision: Exploring senior occupational therapists' perspectives. Aust Occup Ther J 2023; 70:548-558. [PMID: 37165533 DOI: 10.1111/1440-1630.12879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 03/24/2023] [Accepted: 04/19/2023] [Indexed: 05/12/2023]
Abstract
INTRODUCTION Occupation-centred practice is core to contemporary occupational therapy; however, knowledge and implementation of occupation in practice vary. New graduate occupational therapists find implementing occupation-centred practice challenging, partly due to the influence of senior occupational therapists. However, little is known about senior therapists' views, knowledge, and use of occupation-centred practice and the impact this has on new graduates. The aims of this study were to explore senior occupational therapists' perspectives on and use of occupation-centred practice and the extent to which they influence the occupation-centred practice of the new graduates they supervise. METHODS Interpretative phenomenology was used as the research design. Ten senior occupational therapists in Australia were purposively recruited to participate in semi-structured interviews, which we transcribed. Interpretative Phenomenological Analysis (IPA) was used to analyse the data and develop themes. FINDINGS Five themes were discovered from the data: together, but apart; a link between knowledge and identity; navigating different cultures; making up for what is missing; and good supervisors. The themes revealed participants' varied knowledge and use of occupation-centred practice, the influence of practice context, and the way supervision impacted on the practice of new graduates. CONCLUSION Senior occupational therapists valued occupation-centred practice, but their understanding and implementation of it varied. Participants acknowledged that they held great power to influence new graduates' use of occupation-centred practice through supervision. Consequently, if occupation is not central to supervision, this could perpetuate the ongoing challenges of delivering contemporary practice.
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Affiliation(s)
- Kathleen Phillips
- Discipline of Occupational Therapy, School of Health Sciences and Social Work, Griffith University, Queensland, Australia
| | - Amelia Di Tommaso
- Discipline of Occupational Therapy, School of Health Sciences and Social Work, Griffith University, Queensland, Australia
| | - Matthew Molineux
- Discipline of Occupational Therapy, School of Health Sciences and Social Work, Griffith University, Queensland, Australia
| | - Ellen Nicholson
- School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand
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Mak S, Hunt M, Riccio SS, Razack S, Root K, Thomas A. Attrition and Retention of Rehabilitation Professionals: A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; Publish Ahead of Print:00005141-990000000-00060. [PMID: 36881451 DOI: 10.1097/ceh.0000000000000492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Attrition is defined as a permanent departure from one's profession or the workforce. Existing literature on retention strategies, contributing factors to the attrition of rehabilitation professionals and how different environments influence professionals' decision-making to stay in/leave their profession, is limited in scope and specificity. The objective of our review was to map the depth and breadth of the literature on attrition and retention of rehabilitation professionals. METHODS We used Arksey and O'Malley's methodological framework. A search was conducted on MEDLINE (Ovid), Embase (Ovid), AMED, CINAHL, Scopus, and ProQuest Dissertations and Theses from 2010 to April 2021 for concepts of attrition and retention in occupational therapy, physical therapy, and speech-language pathology. RESULTS Of the 6031 retrieved records, 59 papers were selected for data extraction. Data were organized into three themes: (1) descriptions of attrition and retention, (2) experiences of being a professional, and (3) experiences in institutions where rehabilitation professionals work. Seven factors across three levels (individual, work, and environment) were found to influence attrition. DISCUSSION Our review showcases a vast, yet superficial array of literature on attrition and retention of rehabilitation professionals. Differences exist between occupational therapy, physical therapy, and speech-language pathology with respect to the focus of the literature. Push , pull , and stay factors would benefit from further empirical investigation to develop targeted retention strategies. These findings may help to inform health care institutions, professional regulatory bodies, and associations, as well as professional education programs, to develop resources to support retention of rehabilitation professionals.
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Affiliation(s)
- Susanne Mak
- Ms. Mak: Assistant Professor (professional), School of Physical and Occupational Therapy, McGill University, Montréal, Québec, Canada, Institute of Health Sciences Education, McGill University, Montréal, Québec, Canada, and Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, Montréal, Québec, Canada. Dr. Hunt: Associate Professor, School of Physical and Occupational Therapy, McGill University, Montréal, Québec, Canada and Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, Montréal, Québec, Canada. Ms. Riccio: Physical Therapist, PhysioMobile Inc., Montréal, Québec, Canada. Dr. Razack: Professor, Institute of Health Sciences Education, McGill University, Montréal, Québec, Canada and Department of Pediatrics, McGill University, Montréal, Québec, Canada. Ms. Root: Assistant Professor (professional), School of Communication Sciences and Disorders, McGill University, Montréal, Québec, Canada. Dr. Thomas: Associate Professor, School of Physical and Occupational Therapy, McGill University, Montréal, Québec, Canada, Institute of Health Sciences Education, McGill University, Montréal, Québec, Canada, and Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, Montréal, Québec, Canada
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Exploring Occupational Therapists' Professional Identity: A Q-Method Study. Healthcare (Basel) 2023; 11:healthcare11040630. [PMID: 36833164 PMCID: PMC9957004 DOI: 10.3390/healthcare11040630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 02/16/2023] [Accepted: 02/17/2023] [Indexed: 02/23/2023] Open
Abstract
(1) Background: This study examines the nature of the rarely studied factors of the professional identity from an occupational therapist's perspective. (2) Methods: Q-methodology was applied to identify the different perspectives. Participants were selected through a non-probability sampling procedure in the whole Spanish territory. Different assessment tools were considered, in order to develop an ad hoc tool which had 40 statements classified into four categories. A factor analysis was performed by applying Ken-Q analysis v.1.0. (3) Results: Thirty-seven occupational therapists participated in the study. Their diverse approaches revealed different perspectives that influence the professional identity of occupational therapists: professional identity, due to referents, a grey field on professional identity, reaffirming a common professional identity, the role of education and mentors on professional identity and the outcome of ongoing training, in order to develop the abovementioned identity. (4) Conclusions: Once the different aspects of the professional identity have been understood, future educational initiatives can be designed to adapt curricula to the professional scene.
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Cho E, Osenga S, Forwell S, Lee Bunting K. Understanding occupation in Canada: Recent graduates' perspectives. Scand J Occup Ther 2023; 30:488-496. [PMID: 36719786 DOI: 10.1080/11038128.2023.2173646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
BACKGROUND A robust occupational perspective can fortify an occupational therapist's professional identity, which is especially important as occupational therapists can struggle with professional identity. Occupational therapy curricula are critical to the development of an occupational perspective. Recent graduates can offer valuable insights on an occupational perspective, having transitioned from occupation-centred curricula into often medicalised practice settings. AIMS This study explored how recent graduates from Canadian entry-level occupational therapy master's programs understand the concept of occupation. MATERIALS AND METHODS Using an interpretive descriptive approach, rooted in constructivism, 13 English-speaking graduates (2017, 2018, 2019) from Canadian entry-level occupational therapy master's programs were purposively recruited to participate in semi-structured interviews. Reflexive thematic analysis was used to analyse data, informed by reflexivity and member-checking. RESULTS Four themes were described: (1) occupation: more than doing, (2) occupation is broad, abstract, and context-dependent, (3) occupation is not well understood: the fall out, and (4) navigating the challenge of describing occupation. CONCLUSION Participants' experiences aligned with much of the previous literature, including the challenges of describing occupation and frustrations with navigating this in practice. Yet, participants described how flexible and critical understandings of occupation facilitate the use of an occupational perspective across practice settings, supporting professional resilience.
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Affiliation(s)
- Erina Cho
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada
| | - Shellie Osenga
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada
| | - Susan Forwell
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada
| | - Katie Lee Bunting
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada
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Souto-Gómez AI, Talavera-Valverde MÁ, Márquez-Álvarez LJ, García-de-la-Torre MDP. La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance. CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL 2023. [DOI: 10.1590/2526-8910.ctoao258833813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Resumen Objetivo analizar el desarrollo histórico, la naturaleza y el volumen de la literatura científica de la Investigación sobre Educación Interprofesional en terapia ocupacional, así como los tipos de intervenciones que se desarrollan. Método Se utilizó un scoping review con un marco metodológico de cuatro etapas para capturar la evidencia que describe cómo las Investigación sobre Educación Interprofesional y la identidad profesional ha sido conceptualizada e integradas en la terapia ocupacional. Las bases de datos incluidas fueron MEDLINE, EMBASE, PubMed, Pubmed Central, ERIC, PsychInfo, Cinahl, Ciberindex, Dialnet, Scopus, Web of Science, Cochrane y Scielo. Como criterios de inclusión los artículos debían describir conceptos relacionados con la terapia ocupacional y otras disciplinas, identidad profesional y la educación interprofesional en estudiantes y/o profesionales. Del listado final se analizaron las variables: información demográfica, objetivo/propósito del estudio, detalles metodológicos, tipos de intervenciones realizadas y resultados/hallazgos principales. Resultados 18 artículos cumplieron los criterios y 16 se tuvieron en cuenta para la síntesis cualitativa. Predomina la investigación universitaria (92,3%). El 75% de la muestra de las investigaciones se concentra en estudiantes. La investigación mixta representa el 50% del estudio. Las intervenciones más numerosas en Investigación sobre Educación Interprofesional son prácticas en el aula (62,5%) frente a prácticas de campo (37,5%). Conclusión este estudio muestra la fortaleza de las prácticas ligadas a la educación interprofesional y su vínculo para desarrollar la identidad profesional. La formación de colaboración interprofesional en comparación con la educación clínica tradicional, aumenta la identidad profesional a través de la autoeficacia percibida de los estudiantes.
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Ryan A, Hickey A, Harkin D, Boland F, Collins ME, Doyle F. Professional Identity Formation, Professionalism, Leadership and Resilience (PILLAR) in Medical Students: Methodology and Early Results. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231198921. [PMID: 37692556 PMCID: PMC10483968 DOI: 10.1177/23821205231198921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 06/13/2023] [Indexed: 09/12/2023]
Abstract
Objectives The fundamental role of medical education is the transformation of students to doctors, through a process of education and professional identity formation (PIF), which can be informed by several educational, behavioural and emotional factors. PIF has been deemed to be of equal importance to the acquisition of clinical knowledge and skills and includes constructs such as professionalism, leadership and resilience. We aimed to assess professional identity formation, professionalism, leadership and resilience (PILLAR) in the junior years of medical school in the 2020/2021 academic year and illustrate the potential role of quantitative assessment to demonstrate progression in these areas. In this research, we provide the methods and baseline results for the PILLAR study. Methods We implemented a compulsory assessment in pre-clinical years of graduate entry and direct entry medicine at the Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland. Validated scales were used to assess students' PILLAR. Descriptive and univariable statistical techniques were used to compare student scores between respective years. Results A total of 1311 students (92% response rate) provided their consent for research. For the psychometric scales, there were no evident trends among the years on these assessment measures. Results indicated significant differences in all measures, however, these did not correspond to ascending years of seniority. Conclusion The PILLAR methodology provides important information on the challenges of quantitatively assessing medical students in the four key areas of PIF, professionalism, leadership, and resilience. Our cross-sectional results point to cohort effects, without the expected progression per year in the cross-sectional data, or suggest that the chosen quantitative measures may be problematic for these constructs in pre-clinical students. Therefore, while we believe that PILLAR has potential as a progress test for these constructs, this will only truly be elucidated by repeated measures of each cohort over time.
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Affiliation(s)
- Aine Ryan
- Centre for Professionalism in Medicine and Health Sciences, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland
| | - Anne Hickey
- Department of Health Psychology, School of Population Health, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland
| | - Denis Harkin
- Centre for Professionalism in Medicine and Health Sciences, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland
| | - Fiona Boland
- Data Science Centre, School of Population Health, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland
| | - Mary E. Collins
- Royal College of Surgeons in Ireland Graduate School of Healthcare Management, Dublin, Ireland
| | - Frank Doyle
- Department of Health Psychology, School of Population Health, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland
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Wiggins D, Downie A, Engel RM, Brown BT. Factors that influence scope of practice of the five largest health care professions in Australia: a scoping review. HUMAN RESOURCES FOR HEALTH 2022; 20:87. [PMID: 36564798 PMCID: PMC9786531 DOI: 10.1186/s12960-022-00783-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 11/25/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION A well-functioning health system delivers quality services to all people when and where they need them. To help navigate the complex realm of patient care, it is essential that health care professions have a thorough understanding of their scope of practice. However, a lack of uniformity regarding scope of practice across the regulated health professions in Australia currently exists. This has led to ambiguity about what comprises scope of practice in some health care professions in the region. OBJECTIVE The objective of this review was to explore the literature on the factors that influence scope of practice of the five largest health care professions in Australia. METHODS This study employed scoping review methodology to document the current state of the literature on factors that influence scope of practice of the five largest health care professions in Australia. The search was conducted using the following databases: AMED (Allied and Complementary Medicine Database), CINAHL (Cumulative Index to Nursing and Allied Health Literature), Cochrane Library, EMBASE (Excerpta Medica Database), MANTIS (Manual, Alternative and Natural Therapy Index System), MEDLINE, PubMed, and SCOPUS. Additional data sources were searched from Google and ProQuest. RESULTS A total of 12 771 publications were identified from the literature search. Twenty-three documents fulfilled the inclusion criteria and were included in the final analysis. Eight factors were identified across three professions (nursing & midwifery, pharmacy and physiotherapy) that influenced scope of practice: education, competency, professional identity, role confusion, legislation and regulatory policies, organisational structures, financial factors, and professional and personal factors. CONCLUSION The results of this study will inform a range of stakeholders including the private and public arms of the healthcare system, educators, employers, funding bodies, policymakers and practitioners about the factors that influence scope of practice of health professions in Australia.
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Affiliation(s)
- Desmond Wiggins
- Department of Chiropractic, Macquarie University, Sydney, Australia.
| | - Aron Downie
- Department of Chiropractic, Macquarie University, Sydney, Australia
| | - Roger M Engel
- Department of Chiropractic, Macquarie University, Sydney, Australia
| | - Benjamin T Brown
- Department of Chiropractic, Macquarie University, Sydney, Australia
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Mak S, Hunt M, Boruff J, Zaccagnini M, Thomas A. Exploring professional identity in rehabilitation professions: a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:793-815. [PMID: 35467304 DOI: 10.1007/s10459-022-10103-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 02/12/2022] [Indexed: 06/14/2023]
Abstract
Professional identity is believed to foster self-confidence and resilience in health care professionals. While literature exists describing professional identity in medicine, the relevance of this evidence to rehabilitation professionals (occupational therapy (OT), physical therapy (PT) and speech-language pathology (S-LP)) is limited due to differences between professions in decision-making authority (patient care), professional autonomy and understanding of their scope of practice. The objective was to determine the extent, range and nature of the literature on professional identity/professional identity formation in rehabilitation professionals. Findings from the scoping review based on Arksey and O'Malley's methodological framework are presented. A search was conducted on MEDLINE (Ovid), Embase (Ovid), AMED, CINAHL, and ProQuest Dissertations and Theses from 1996 to October 2020 for empirical and conceptual studies on OT, PT, and S-LP clinicians or students. Of 4983 retrieved records, 53 papers were selected for data extraction. Data were organised into themes for professional identity/professional identity formation: conceptual descriptors (dynamic state, multiple identities); influences (person, professional education/environments, profession-at-large). Findings are consistent with the professional identity literature in medicine. However, they point to gaps for further empirical inquiry in the role of symbols and rituals in the professional identity/professional identity formation of rehabilitation professionals, profession-specific differences between OT, PT and S-LP, and influences related to the profession-at-large on the professional identity/professional identity formation of rehabilitation professionals. These findings may help to inform professional education programs and health care and professional systems in developing resources to support professional identity formation of rehabilitation professionals.
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Affiliation(s)
- Susanne Mak
- School of Physical & Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, H3G 1Y5, Montréal, QC, Canada
- Institute of Health Sciences Education, McGill University, 1110 Pine Avenue West, H3A 1A3, Montréal, QC, Canada
- Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, 6363 Hudson Road, H3S 1M9, Montréal, QC, Canada
| | - Matthew Hunt
- School of Physical & Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, H3G 1Y5, Montréal, QC, Canada
- Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, 6363 Hudson Road, H3S 1M9, Montréal, QC, Canada
| | - Jill Boruff
- Schulich Library of Physical Sciences, Life Sciences, and Engineering, McGill University, 3459 McTavish Street, Montréal, QC, Canada
| | - Marco Zaccagnini
- School of Physical & Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, H3G 1Y5, Montréal, QC, Canada
- Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, 6363 Hudson Road, H3S 1M9, Montréal, QC, Canada
| | - Aliki Thomas
- School of Physical & Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, H3G 1Y5, Montréal, QC, Canada.
- Institute of Health Sciences Education, McGill University, 1110 Pine Avenue West, H3A 1A3, Montréal, QC, Canada.
- Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, 6363 Hudson Road, H3S 1M9, Montréal, QC, Canada.
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Li R, Lou J. Professional Identity Scale for Male Nursing Students Using the Rasch Model and Latent Regression on Gender and Background Variables. Healthcare (Basel) 2022; 10:healthcare10071317. [PMID: 35885843 PMCID: PMC9322722 DOI: 10.3390/healthcare10071317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 06/29/2022] [Accepted: 07/14/2022] [Indexed: 11/16/2022] Open
Abstract
This study developed a professional identity (PI) scale and compared the scores of male and female nursing students. Few studies have focused on male nursing students to understand their PI vis-à-vis related background variables relative to female ones. We recruited 384 male nursing students in Taiwan to construct the PI scale based on the Rasch model with 12 items and 3 factors, namely cognitive, emotional, and behavioural identity. The PI scale showed a good model fit in confirmatory factor analysis, with factor loadings ranging from 0.56 to 0.73. Cronbach’s alpha coefficients ranged from 0.72 to 0.79 for the three subscales and 0.88 for the entire scale. The results of the multiple latent regression analyses showed that male nursing students had higher PI in the total scale and its three factors than did female ones. Having mothers with medical or nursing-related jobs may help promote the cognitive PI of male nursing students. Experiences of caring for family members can help promote PI among female nursing students but not among male ones. Future research should focus on decreasing loss in behavioural PI for both genders after graduation and on reinforcing the association between behavioural PI and interest in nursing among male nursing students.
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Affiliation(s)
- Renhau Li
- Department of Psychology, Chung Shan Medical University, Taichung 40201, Taiwan;
- Clinical Psychological Room, Chung Shan Medical University Hospital, Taichung 40201, Taiwan
| | - Jiunnhorng Lou
- Department of Nursing, Hsin Sheng College of Medical Care and Management, Taoyuan 325004, Taiwan
- Correspondence: ; Tel.: +886-3-4117578 (ext. 110)
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Bonde Nissen A, Brink Hansen S, Christensen JR, Skovdal Hansen K, Sonday A, Lee K. The shaping of professional identity and education of occupational therapist students in Denmark – a qualitative study. Scand J Occup Ther 2022; 30:415-424. [PMID: 35815681 DOI: 10.1080/11038128.2022.2096690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
BACKGROUND Few studies are available regarding occupational therapist students' experiences relating to their professional identity during their education. AIM The aim was to gain knowledge about the process that occupational therapist students undergo in the shaping of their professional identity. METHOD Semi-structured interviews were conducted with nine participants divided into two phases: a phenomenological phase, followed up by a hermeneutical phase. The data was analysed with the use of thematic analysis. RESULTS Three themes emerged: study environment, responsibility, and choice of internships. As a part of the first theme study environments, the relations among the students were important for the shaping of a professional identity. CONCLUSION The occupational therapy students undergo an increasing sense of responsibility throughout the education programme. Particularly, the clinical practice was found to have a positive impact on the shaping of professional identity. IMPORTANT FINDINGS The findings in the study can contribute to clarifying students' perspectives on the shaping of their professional identity. Based on these findings the occupational therapist education programmes could integrate these elements as a part of their curriculum.
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Affiliation(s)
- Anna Bonde Nissen
- The Research unit of General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark
| | - Stine Brink Hansen
- The Research unit of General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark
| | - Jeanette Reffstrup Christensen
- The Research unit of General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark
- User Perspectives and Community-based Intervention, Department of Public Health, University of Southern Denmark, Odense, Denmark
- The Research Unit of General Practice, Aarhus, Denmark
| | | | - Amshuda Sonday
- Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa
| | - Kim Lee
- The Research unit of General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark
- Department of Occupational Therapy, University College South Denmark, Esbjerg, Denmark
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Fogarty S, Hay P, Calleri F, Fiddes L, Barnett R, Baskwill A. Impact of the COVID-19 Pandemic on the Professional Identity of Massage Therapists: The Reporting of a Quantitative Strand of a Mixed-Methods Study. JOURNAL OF INTEGRATIVE AND COMPLEMENTARY MEDICINE 2022; 28:124-135. [PMID: 35167362 DOI: 10.1089/jicm.2021.0284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Introduction: In late 2019, a pathogen outbreak occurred that rapidly spread, resulting in the coronavirus disease 2019 (COVID-19) global pandemic. Governments responded to the pandemic with a range of strategies, including forced quarantines and nationwide lockdowns. Research on professional identity during the pandemic has predominately focused on health care providers declared as "essential" rather than "nonessential." In this study, the authors examine the impacts on the professional identity of massage therapists (MTs) who were predominately deemed as nonessential health care providers during the COVID-19 pandemic. Materials and methods: An online, questionnaire-based study sought to answer "In what ways has the professional identity of MTs in Canada and Australia been impacted by the COVID-19 global pandemic?" MTs in Canada and Australia were recruited using convenience sampling through e-mail and social media. A questionnaire was developed and pilot tested before implementation. Results: Six hundred and forty-nine MTs participated (329 from Canada and 316 from Australia). Known constructs of professional identity that were affected during the pandemic included not feeling respected as a health care practitioner, feeling less professional than other health care providers, and experiencing burnout. New constructs that may have developed out of the pandemic and the measures established to manage them included being classified as nonessential and feeling a sense of camaraderie and belonging. Conclusions: This study is the first of its kind to report the impact of the COVID-19 pandemic on the professional identity of MTs. The emerging constructs reported will be used to create interview questions for the subsequent qualitative strand of this explanatory mixed-methods study. In the qualitative study, respondents will be invited to share their experiences with their own voice to further the understanding of the impact of the COVID-19 pandemic on MTs' professional identity.
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Affiliation(s)
- Sarah Fogarty
- School of Medicine, Western Sydney University, Campbelltown, New South Wales, Australia
| | - Phillipa Hay
- Translational Health Research Institute, School of Medicine, Western Sydney University, Campbelltown, New South Wales, Australia
- Camden and Campbelltown Hospitals, South Western Sydney Local Health District, Campbelltown, New South Wales, Australia
| | - Felicia Calleri
- Faculty of Health Sciences and Wellness, Humber College, Toronto, Ontario, Canada
| | - Lisa Fiddes
- Myotherapist, Gowanbrae, Victoria, Australia
| | - Rebecca Barnett
- Association of Massage Therapists, Sydney, New South Wales, Australia
| | - Amanda Baskwill
- Faculty of Health Sciences and Wellness, Humber College, Toronto, Ontario, Canada
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The personal dimension of allied health professional identity: A scoping review in health sciences literature / Die persönliche Dimension der beruflichen Identität von Gesundheitsfachkräften: ein Scoping-Review in der gesundheitswissenschaftlichen Literatur. INTERNATIONAL JOURNAL OF HEALTH PROFESSIONS 2022. [DOI: 10.2478/ijhp-2022-0004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
Introduction
With a shift in healthcare from diagnosis-centered to human- and interprofessional-centered work, allied health professionals (AHPs) may encounter dilemmas in daily work because of discrepancies between values of learned professional protocols and their personal values, the latter being a component of the personal dimension. The personal dimension can be defined as a set of personal components that have a substantial impact on professional identity. In this study, we aim to improve the understanding of the role played by the personal dimension, by answering the following research question: What is known about the personal dimension of the professional identity of AHPs in (allied) health literature?
Methods
In the scoping review, databases, CINAHL, ERIC, Medline, PubMed, and PsychINFO were searched for studies focusing on what is regarded as ‘the personal dimension of professional identity’ of AHPs in the health literature; 81 out of 815 articles were included and analyzed in this scoping review. A varying degree of attention for the personal dimension within the various allied health professions was observed.
Result
After analysis, we introduce the concept of four aspects in the personal dimension of AHPs. We explain how these aspects overlap to some degree and feed into each other. The first aspect encompasses characteristics like gender, age, nationality, and ethnicity. The second aspect consists of the life experiences of the professional. The third involves character traits related to resilience and virtues. The fourth aspect, worldview, is formed by the first three aspects and consists of the core beliefs and values of AHPs, paired with personal norms.
Discussion
These four aspects are visualized in a conceptual model that aims to make AHPs more aware of their own personal dimension, as well as the personal dimension of their colleagues intra- and interprofessionally. It is recommended that more research be carried out to examine how the personal dimension affects allied health practice.
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Walder K, Bissett M, Molineux M, Whiteford G. Understanding professional identity in occupational therapy: A scoping review. Scand J Occup Ther 2021; 29:175-197. [PMID: 34617493 DOI: 10.1080/11038128.2021.1974548] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
INTRODUCTION A strong professional identity helps occupational therapists maintain professional values and thrive when facing work-related challenges and opportunities including generic, blurred or emerging roles, funding pressures and a push for outcome evidence. A scoping review will build understanding of professional identity and how to maintain it in such circumstances. OBJECTIVES To scope what is currently understood of professional identity in occupational therapy and factors which influence ability to maintain this and adapt in challenging work environments. METHODS Using Arksey and O'Malley's scoping review framework three databases were searched using the terms 'occupational therap*' and 'professional identity'. Data extraction and thematic analysis highlighted the extent and nature of current literature and mapped key concepts. RESULTS 89 papers were included. Professional identity was revealed as a multidimensional construction. Four themes emerged: developing a shared ontology, embracing the culture, enacting occupational therapy, and believing in occupational therapy. Factors which influenced development and maintenance of professional identity included occupation-centred practice, ontological reflexivity, linking theory to practice and professional socialization. CONCLUSIONS AND SIGNIFICANCE The enhanced understanding of professional identity and factors which preserve or enhance it can help the profession identify how to position itself to remain resilient and adaptive in an ever-changing environment.
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Affiliation(s)
- Kim Walder
- Discipline of Occupational Therapy, School of Health Sciences and Social Work, Griffith University, Queensland, Australia
| | - Michelle Bissett
- Discipline of Occupational Therapy, School of Health Sciences and Social Work, Griffith University, Queensland, Australia
| | - Matthew Molineux
- Discipline of Occupational Therapy, School of Health Sciences and Social Work, Griffith University, Queensland, Australia
| | - Gail Whiteford
- Occupational Therapy, School of Community Health, Charles Sturt University, New South Wales, Australia
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Peart A, Wells N, Yu ML, Brown T. 'It became quite a complex dynamic': The experiences of occupational therapy practice educators' move to digital platforms during the COVID-19 pandemic. Aust Occup Ther J 2021; 69:38-49. [PMID: 34490904 PMCID: PMC8652557 DOI: 10.1111/1440-1630.12767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 08/23/2021] [Accepted: 08/24/2021] [Indexed: 11/26/2022]
Abstract
INTRODUCTION The rapid shift to digital platforms during the COVID-19 pandemic enabled occupational therapy practice education to continue while creating unique learning opportunities for students in an environment of high demand for practice education providers. How occupational therapy practice educators experienced fieldwork supervision during this rapid redesign of service delivery is not widely understood. This study aimed to explore the experiences of practice educators who supervised occupational therapy students during the COVID-19 pandemic in Australia. METHODS Fifteen occupational therapy practice educators participated in focus groups and individual semi-structured interviews. Reflexive thematic analysis was used to understand the experiences of the participants and explore the barriers and facilitators to providing practice education in this context. FINDINGS The experiences of the occupational therapy practice educators were interpreted into three themes: (1) Opportunities lost and then created (as two subthemes); (2) The relationship between the student and practice educator (comprising subthemes of practicing self-care and connection and support); and (3) Signing-off of students' competencies. While digital platforms were initially viewed as limiting, they also were used to create new opportunities for student learning. Participants spoke of being mindful of their and students' wellbeing and finding ways to provide connection and support. Participants were challenged by the need to adapt how they evaluated students in the context of a pandemic. CONCLUSION The findings of this study highlight the complexities of occupational therapy practice education in the rapidly shifting context of the COVID-19 pandemic in Australia. The outcomes highlight the importance of creating new ways of using digital platforms during practice education while focussing on the relationships with students.
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Affiliation(s)
- Annette Peart
- Turning Point, Eastern Health Clinical School, Faculty of Medicine, Nursing and Health Sciences, Monash University, Richmond, Victoria, Australia
| | - Nathanael Wells
- Kirby Institute, UNSW Australia, Kensington, New South Wales, Australia
| | - Mong-Lin Yu
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University Peninsula Campus, Frankston, Victoria, Australia
| | - Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University Peninsula Campus, Frankston, Victoria, Australia
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Haruta J, Maeno T, Takayashiki A, Goto R, Ozone S, Maeno T. Validation of the professional self-identity questionnaire for medical students during clinical practice in Japan. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2021; 12:160-165. [PMID: 34465656 PMCID: PMC8411342 DOI: 10.5116/ijme.610d.104b] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/06/2020] [Accepted: 08/06/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES To validate the Professional Self Identity Questionnaire (PSIQ) for medical students during clinical practice. METHODS We conducted a single-year longitudinal questionnaire study using the PSIQ. The PSIQ rates the nine items of "teamwork", "communication", "conducting assessment", "cultural awareness", "ethical awareness", "using records", "dealing with emergencies", "reflection", and "teaching" on a scale of 1-7 points. The study participants consisted of 118 fifth- and sixth-grade medical students who completed a mandatory 4-week clinical practice in a community-based medical education (CBME) curriculum. The data were collected before and after the CBME curriculum and after clinical practice at the time of graduation. To validate the internal structure of the PSIQ, we calculated Cronbach's alpha in the three phases. Additionally, to assess construct validity, we analyzed the trends and differences in each of the nine items of the PSIQ using repeated measures analysis of variance (ANOVA). We also showed the differences in effect size before and after the CBME curriculum. RESULTS The data of 105 medical students were analyzed. Cronbach's alpha in the three phases was 0.932, 0.936, and 0.939, respectively. PSIQ scores increased progressively for all items, and the F-test for repeated measures ANOVA of nine items' average score across the three phases showed a significant difference F(2,208) = 63.59, p<0.001. The effect size for professional identity of cultural awareness before and after the CBME curriculum was 0.67, or medium. CONCLUSIONS We validated the PSIQ for medical students during clinical practice. Reflecting on professional identity may provide an opportunity for meaningful feedback on readiness to become a doctor.
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Affiliation(s)
- Junji Haruta
- Medical Education Center, School of Medicine, Keio University, Japan
| | - Takami Maeno
- Department of Primary Care and Medical Education, Faculty of Medicine, University of Tsukuba, Japan
| | - Ayumi Takayashiki
- Department of Primary Care and Medical Education, Faculty of Medicine, University of Tsukuba, Japan
| | - Ryohei Goto
- Department of General Medicine and Primary Care, Faculty of Medicine, University of Tsukuba, Japan
| | - Sachiko Ozone
- Department of General Medicine and Primary Care, Faculty of Medicine, University of Tsukuba, Japan
| | - Tetsuhiro Maeno
- Department of Primary Care and Medical Education, Faculty of Medicine, University of Tsukuba, Japan
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Student perspectives on factors that influence the implementation of evidence-based practice in occupational therapy. JBI Evid Implement 2021; 19:409-418. [PMID: 34155160 DOI: 10.1097/xeb.0000000000000285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM Evidence-based practice (EBP) is perceived as an integral component of contemporary allied health practice. While allied health clinicians (such as occupational therapists) have generally positive attitudes towards EBP, research suggests that they find its implementation consistently challenging. The professional literature increasingly suggests that more effective EBP learning takes place when social constructivist approaches to learning are adopted. The authors of this study sought to use the pre-existing knowledge and perceptions of occupational therapy students to inform a curriculum review of an EBP unit. Therefore, the aim of this content analysis study was to investigate how occupational therapy students perceive and critically analyse factors that influence the implementation of EBP, specifically strengths, weaknesses, opportunities and threats (SWOT). METHODS The study sampled students in the third year of a 4-year, Bachelor level Australian Occupational Therapy Program. The students were undertaking the first of two EBP units, and data were collected from the first assignment they submitted for these units. The assignment required the students to complete a SWOT analysis of EBP in occupational therapy, and response to a statement around whether it should be mandatory. Data were collected over 2 consecutive years from a total of 64 occupational therapy students. All data collected were subjected to content analysis, with themes identified by at least 25% of students in each cohort retained for analysis and formation into overall themes. RESULTS Participating occupational therapy students identified five strengths, four weaknesses, six threats but only one opportunity for EBP. Three key themes were identified within the data: first, the role and purpose of EBP; second, the resources it requires and third, factors that influence its success. The students perceived the main purpose of EBP as supporting positive practice change, and highlighted its roles in building clinician capacity and professional credibility. They also characterized EBP as a separate and specialist practice that requires specific training and resourcing to achieve, and questioned its feasibility as an integrated part of daily practice. Along with previously identified challenges around time and resourcing, the students also highlighted negative attitudes and beliefs from senior colleagues as an important negative influence on the success of EBP. CONCLUSION The current study consolidates a growing body of international literature about the value of social constructive approaches to EBP in undergraduate education. Vertical constructive alignment that embeds EBP through undergraduate education, rather than the provision of 'EBP'-specific units, should now be considered best practice. However, this embedded approach requires the explicit and repeated communication of the presence of EBP in all learning opportunities, to enable students to recognize opportunities to deploy their existing knowledge and skills.
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Lecours A, Baril N, Drolet MJ. What is Professionalism in Occupational Therapy? A Concept Analysis: Qu'est-ce que le professionnalisme en ergothérapie? Analyse de ce concept. Can J Occup Ther 2021; 88:117-130. [PMID: 33678035 PMCID: PMC8239974 DOI: 10.1177/0008417421994377] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND. Professionalism has been given different definitions over time. These are, commonly theoretical and difficult to operationalize. PURPOSE. This study aimed to provide an operational definition of the concept of professionalism in occupational therapy. METHOD. Based on a concept analysis design, a meta-narrative review was conducted to extract information from 30 occupational therapy manuscripts. FINDINGS. Professionalism is a complex competence defined by the manifestation of distinct attitudes and behaviours that support excellence in the occupational therapy practice. In addition, professionalism is forged and evolves according to personal and environmental characteristics. The manifestation of professionalism can lead to positive consequences for occupational therapists, clients, and the discipline, notably contributing to a positive and strong professional identity. Moreover, professionalism is also subject to cultural influences, which leads to variations in its development, manifestations, and consequences. IMPLICATIONS. This study offers a contemporary operational definition of professionalism and levers to promote its development and maintenance.
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Affiliation(s)
- Alexandra Lecours
- Alexandra Lecours, Université Laval, Pavillon Ferdinand Vandry, Département de readaptation, 1050 Avenue de la Médecine, Québec (Qc) G1V 0A6, Canada. E-mail:
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22
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Evolution of professional identity in Iranian occupational therapy students and new graduates: A comparative study. Br J Occup Ther 2021. [DOI: 10.1177/03080226211017752] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Introduction The development of professional attitude evolves over time and contributes to the formation of professional identity. This study tracked formation of professional identity by comparing professional attitudes of three cohorts: new graduates, final-year, and first-year students of occupational therapy. Method The online survey, including a 5-point Likert scale 17-item questionnaire and one qualitative inquiry using an incomplete statement, revealed the perception and future career prospects of 144 novice practitioners and students of occupational therapy. Written statements were compared to each other to provide insight about the participants’ perspectives during the three time periods. Findings One-way ANOVA indicated that there were significant differences in professional attitudes among the three cohorts (F (2, 141) = 14.32, p < 0.0001), demonstrating a downward trend in professional identity formation. The comparison analysis of statements confirmed the quantitative results and highlighted an issue of negative professional identity through indicating great concerns over the future career prospects. Conclusion Despite increased awareness of occupational therapy over time, these participants seemed to have had trouble developing a sound sense of professional identity. Possible sources and solutions for this issue were discussed, to better facilitate a clear sense of professional identity in occupational therapy students and practitioners.
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Fogarty S, Steel A, Hall H, Hay P. Australian massage therapists' views and practices related to preconception, pregnancy and the early postpartum period. Complement Ther Clin Pract 2020; 40:101222. [PMID: 32891296 DOI: 10.1016/j.ctcp.2020.101222] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2020] [Revised: 07/06/2020] [Accepted: 07/07/2020] [Indexed: 02/07/2023]
Abstract
BACKGROUND AND PURPOSE Massage is commonly used by the Australian public and is often sought by expectant mothers. Despite its popularity there is no regulatory body to enforce minimum educational standards, guidelines or evidence-based best practice for massage therapists. The aim of this paper is to critically examine the views and practices of massage therapists who offer preconception, antenatal or postnatal massage. MATERIALS AND METHODS An online survey was administered to Australian massage therapists who provide massage in the preconception, antenatal or postnatal periods. RESULTS Ninety-nine therapists completed the survey. The majority of respondents had received training in pregnancy massage (n = 72; 72.7%) only. The most confident respondents were those that had both training and experience. CONCLUSION There are potential gaps in training for massage therapists including up-to-date curriculum and a fragmentation around industry training requirements for pregnancy massage, which may impact on the safety and benefits of pregnancy massage.
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Affiliation(s)
- Sarah Fogarty
- School of Medicine, Western Sydney University, Australia.
| | - Amie Steel
- Faculty of Health University of Technology Sydney, Australia
| | - Helen Hall
- School of Nursing and Midwifery, Monash University, Australia
| | - Phillipa Hay
- School of Medicine, Western Sydney University, Australia
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Haghighat S, Borhani F, Ranjbar H. Is there a relationship between moral competencies and the formation of professional identity among nursing students? BMC Nurs 2020; 19:49. [PMID: 32536811 PMCID: PMC7288505 DOI: 10.1186/s12912-020-00440-y] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Accepted: 06/01/2020] [Indexed: 11/16/2022] Open
Abstract
Background Moral competencies are essential for nursing work. Professional identity is a set of values and beliefs that a person has about her/his job, which includes moral values as well. The development of moral competencies and formation of professional identity in nursing students occurs mainly during their college years. The aim of this study was to investigate the relationship between moral competencies and the formation of professional identity among nursing students. Methods This study was designed as a descriptive-correlational study. The study population was consisted of nursing students who were enrolled in nursing schools at the time of the study. Two hundred and twenty-one nursing students completed the study tools. The research tools were a demographic questionnaire, Moral Development Scale for Professionals (MDSP), and Professional Identity Scale for Nursing Students (PISNS). Results The mean (SD) of MDSP and PISNS scores was 45.69 ± 5.90 and 55.61 ± 12.75, respectively. There was a significant statistical relationship between MSDP and PISNS scores (p < 0.05). A significant equation was found (f (2, 218) = 16.68, p < 0.001) with an R2 of 0.113. The MSDP scores increased 0.136 for each score of PISNS, and married students had 2.452 scores higher than single students. Conclusions The positive correlation between the formation of professional identity and development of morality in nursing students indicates that by strengthening students’ professional values, their moral competencies may develop positively.
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Affiliation(s)
- Sahar Haghighat
- School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.,Nursing Research Center, Golestan University of Medical Sciences, Gorgan, Iran
| | - Fariba Borhani
- Medical Ethics and Law Research Center of Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Hadi Ranjbar
- Mental Health Research Center, Psychosocial Health Research Institute, Iran University of Medical Science, Shahid Mansouri st, Niyayesh St, Sattarkhan Ave, Tehran, 1445613111 Iran
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Roberts M, Hooper B, Molineux M. Occupational therapy entry-level education scholarship in Australia from 2000 to 2019: A systematic mapping review. Aust Occup Ther J 2020; 67:373-395. [DOI: 10.1111/1440-1630.12661] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2019] [Revised: 02/17/2020] [Accepted: 03/03/2020] [Indexed: 11/26/2022]
Affiliation(s)
- Melanie Roberts
- Discipline of Occupational Therapy; School of Allied Health Sciences; Griffith University; Southport Qld Australia
| | - Barbara Hooper
- Occupational Therapy Doctorate Division; Duke University School of Medicine; Durham NC USA
| | - Matthew Molineux
- Discipline of Occupational Therapy; School of Allied Health Sciences; Griffith University; Southport Qld Australia
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Goh NCK, Hancock N, Honey A, Scanlan JN. Thriving in an expanding service landscape: Experiences of occupational therapists working in generic mental health roles within non-government organisations in Australia. Aust Occup Ther J 2019; 66:753-762. [PMID: 31598996 DOI: 10.1111/1440-1630.12616] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/05/2019] [Indexed: 11/28/2022]
Abstract
INTRODUCTION Occupational therapists are an integral part of Australian mental health services. Recent changes in the mental health sector mean that increasing numbers of occupational therapists now work in generic, non-profession-specific roles in non-government organisations. Previous research has identified a range of challenges faced by occupational therapists in generic roles, including reduced satisfaction and loss of professional identity. An exploration of potentially positive aspects and strategies that assist occupational therapists to succeed and flourish within generic roles is lacking. The aim of this study was to explore what assists occupational therapists to thrive within generic roles in Australia's non-government mental health sector. METHODS Semi-structured, in-depth interviews were conducted with 12 occupational therapists working in generic mental health roles across three non-government organisations spanning three Australian states. Data were analysed thematically using constant comparative analysis. RESULTS Thriving was supported in three domains. First, occupational therapists facilitated their own thriving by keeping their occupational therapy lens, and managing ambiguity. Second, workplaces were supportive when their values aligned with occupational therapy core values, they recognised and valued the occupational therapy contribution, and their roles allowed opportunities for therapists to use their profession-specific skills. Third, the broader occupational therapy profession assisted thriving through preparation, validation and ongoing inclusion. CONCLUSION Despite some challenges, occupational therapists can and do thrive in generic non-government mental health roles. The preliminary framework of thriving provides valuable insights for those developing university curricula, those providing continuing professional development opportunities and for individual occupational therapists entering this expanding area of practice. Findings also provide insights into how individuals, academic curricula and the profession can respond and adapt to systemic transformations occurring in mental health service delivery.
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Affiliation(s)
| | - Nicola Hancock
- Faculty of Health Sciences, The University of Sydney, Sydney, Australia
| | - Anne Honey
- Faculty of Health Sciences, The University of Sydney, Sydney, Australia
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Krishnagiri S, Hooper B, Price P, Taff SD, Bilics A. A National Survey of Learning Activities and Instructional Strategies Used to Teach Occupation: Implications for Signature Pedagogies. Am J Occup Ther 2019; 73:7305205080p1-7305205080p11. [PMID: 31484032 DOI: 10.5014/ajot.2019.032789] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE Occupational therapy practitioners' professional identities and distinctive contributions to health care connect essentially to their knowledge of occupation. Thus, the strategies educators use to convey occupation to students and the perspectives embedded in those strategies are critical topics for researchers. OBJECTIVE To generalize findings from a previous qualitative study of how educators in 25 U.S. occupational therapy assistant and occupational therapy programs addressed occupation to a national sample of educators. DESIGN As part of an exploratory sequential design, a national survey of U.S. occupational therapy and occupational therapy assistant educators explored activities and strategies used to teach occupation. Data were analyzed using descriptive statistics. SETTING An online survey about educators' practices in the academic education setting. PARTICIPANTS Occupational therapy and occupational therapy assistant educators (N = 1,590) from all programs in the United States. Of these, 634 returned surveys, 315 of which were complete and included in the analysis, for an overall response rate of 19.8%. RESULTS Respondents identified similar learning activities and instructional strategies as those identified in the qualitative phase of the design. Most instruction was active and experiential, requiring students to integrate various skills and content areas. Definitions of occupation, as a basis for teaching, varied. CONCLUSIONS AND RELEVANCE The combined survey and qualitative results offered initial empirical support for occupational therapy's proposed signature pedagogies and the importance of attending to the deep and implicit structures within those pedagogies. Such structures are believed to support students' formation of a professional identity and an occupational perspective. WHAT THIS ARTICLE ADDS This study provides evidence for the instructional strategies that educators use to convey knowledge of occupation to students. The predominant strategies support proposed signature pedagogies in occupational therapy: relational learning, affective learning, and highly contextualized active learning.
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Affiliation(s)
- Sheama Krishnagiri
- Sheama Krishnagiri, PhD, OTR/L, FAOTA, is Occupational Therapist, Private Practice, Reseda, CA
| | - Barb Hooper
- Barb Hooper, PhD, OTR, FAOTA, is Professor, Program Director, and Division Chief, Occupational Therapy Doctorate Division, Duke University School of Medicine, Durham, NC;
| | - Pollie Price
- Pollie Price, PhD, OTR/L, FAOTA, is Associate Professor, Occupational and Recreational Therapies, University of Utah College of Health, Salt Lake City
| | - Steven D Taff
- Steven D. Taff, PhD, OTR/L, FAOTA, is Associate Professor and Director of the Division of Professional Education, Program in Occupational Therapy, Washington University in St. Louis, St. Louis, MO
| | - Andrea Bilics
- Andrea Bilics, PhD, OTR/L, FAOTA, is Emeritus Professor, Worcester State University, Millis, MA
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“I am a healthcare practitioner”: A qualitative exploration of massage therapists’ professional identity. ACTA ACUST UNITED AC 2019; 17:/j/jcim.ahead-of-print/jcim-2019-0067/jcim-2019-0067.xml. [DOI: 10.1515/jcim-2019-0067] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2019] [Accepted: 06/24/2019] [Indexed: 11/15/2022]
Abstract
AbstractBackgroundA division has been described among massage therapists, some who identify as healthcare providers while others identify as service providers. The perceived division creates confusion about what it means to be a massage therapist.ObjectiveThis qualitative study answered, “How do massage therapists in Ontario describe their professional identity?”MethodsQualitative description (QD) was used and data were collected from 33 massage therapists using semi-structured interviews.ResultsThe resulting description of massage therapists’ identity in Ontario is the first of its kind. The identity described includes passion as professional motivation in practice, the importance of confidence and competence, a focus on the therapeutic relationship, individualized care, and patient empowerment, and a desire to be recognized for their role within the healthcare system.ConclusionThere is still much to be investigated about massage therapists’ identity. Future research will explore whether this description resonates with a larger sample of massage therapists in Ontario.
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Matthews J, Bialocerkowski A, Molineux M. Professional identity measures for student health professionals - a systematic review of psychometric properties. BMC MEDICAL EDUCATION 2019; 19:308. [PMID: 31409410 PMCID: PMC6693256 DOI: 10.1186/s12909-019-1660-5] [Citation(s) in RCA: 40] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2018] [Accepted: 06/06/2019] [Indexed: 05/06/2023]
Abstract
BACKGROUND Professional identity is critical to the safe and effective clinical practice of all health professions. University programs play an important role in the formation of professional identity of students, and so it essential to understand professional identity at this stage of students' development. However, the majority of research into professional identity has been conducted using the qualitative paradigm so further quantitative analysis through the use of psychometrically-sound professional identity measures is required. This study aimed to identify professional identity measures used with university students enrolled in health programs and synthesise the evidence of their psychometric properties. METHODS The systematic review was conducted in two phases. Phase 1 involved searching five online databases for studies that used professional identity measures with student health professionals. These studies were assessed against a priori criteria for inclusion and a list of measures was identified. Phase 2 involved searching the same databases for psychometric evidence of the measures identified in Phase 1. The psychometric properties of each measure were compared against the Consensus-based standards for the Selection of Health Measurement Instruments (COSMIN) checklist. Data were narratively synthesised, and comparisons were made between measures. RESULTS Phase 1 identified eight professional identity measures. Phase 2 identified a total of 15 studies that evaluated the psychometric properties of at least one of the professional identity measures. There was a paucity of psychometric evidence for the measures. The revised Nurses' Professional Values Scale and Macleod Clark Professional Identity Scale had the greatest volume of psychometric evidence. None of the measures fulfilled all criteria in the COSMIN checklist. CONCLUSION There is a paucity of evidence underpinning the psychometric of professional identity measures. Evidence which uses these measures should be interpreted with caution. Further research is warranted to ensure that the results of quantitative professional identity studies are valid and reliable.
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Affiliation(s)
- Jordan Matthews
- Discipline of Occupational Therapy, School of Allied Health Sciences, Griffith University, Queensland, Australia
| | | | - Matthew Molineux
- Discipline of Occupational Therapy, School of Allied Health Sciences, Griffith University, Queensland, Australia
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Bonsaksen T, Småstuen MC, Thørrisen MM, Fong K, Lim HB, Brown T. Factor analysis of the Approaches and Study Skills Inventory for Students in a cross-cultural occupational therapy undergraduate student sample. Aust Occup Ther J 2018; 66:33-43. [PMID: 30062739 DOI: 10.1111/1440-1630.12504] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/18/2018] [Indexed: 11/30/2022]
Abstract
BACKGROUND/AIM The Approaches and Study Skills Inventory for Students (ASSIST) has been used previously to assess the learning approaches among students in higher education, but reports of its use with occupational therapy students are rare. This study investigated the factor structure of the ASSIST in a cross-cultural sample of undergraduate occupational therapy students, and examined whether the factor structure from specific participant groups from different cross-cultural contexts was consistent. METHODS Occupational therapy students (n = 712) from education programmes in Australia, Norway, Hong Kong and Singapore completed the ASSIST. To assess the factor structure of the instrument, a Principal Components Analysis (PCA) using a confirmatory approach, was completed. Cronbach's coefficient α and inter-item correlations were used to assess the internal consistency of the ASSIST and its subscales. RESULTS For the whole sample, the PCA confirmed the three primary factors as previously established. Five subscales loaded on the first factor (strategic approach). Four subscales loaded on the second factor (surface approach), whereas the remaining four subscales loaded on the third factor (deep approach). Repeating the analysis for each of the country-specific samples produced slightly diverging factor structures for the samples from Australia and Hong Kong. CONCLUSION Considering all the data, the ASSIST subscales that emerged from the PCA used with a confirmatory approach in this study revealed a good degree of concordance with the established original factor, scale and subscale structure. The slightly deviating results obtained for the Hong Kong student group indicate that the established factor structure may not be the best fit across all settings, cultural contexts and sample groups.
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Affiliation(s)
- Tore Bonsaksen
- Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway.,Faculty of Health Sciences, VID Specialized University, Sandnes, Norway
| | - Milada C Småstuen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway
| | - Mikkel M Thørrisen
- Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway
| | - Kenneth Fong
- Department of Rehabilitation Sciences, Hong Kong Polytechnic University, Hong Kong
| | - Hua Beng Lim
- Health and Social Sciences Cluster, Singapore Institute of Technology, Singapore
| | - Ted Brown
- Department of Occupational Therapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
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