Self-reported empathy levels in undergraduate occupational therapy students.

Relevence to exploring Occupational therapy role transitions and processes: The skill of establishing an empathetic therapeutic relationship in collaboration with one’s clients is a valued professional competency. To prepare occupational therapy students for professional practice, aspects of empathy awareness should be explored early in their undergraduate education. Raising students’ awareness of empathy and transforming this into professional competency for building empathetic relationships requires time. Occupational therapy undergraduates should explore aspects of empathy, both theoretically and in practice at all levels, to ensure these developing professionals can build empathic therapeutic relationships in practice. 
Aim: This research was undertaken to determine if students in four different years of study in occupational therapy at an Australian university differed in self-reported levels of empathy.

Better access to mental health program : influence of mental health occupational therapy

Background/aim

The Better Access to Mental Health program has enabled eligible occupational therapists to provide services to people with a mental health condition. No studies have yet reported the influence of occupational therapy under this scheme. The aim of this study was to investigate whether attending an occupational therapist under this initiative influences change in psychological distress of clients as measured by the Kessler Psychological Distress Scale (K10).
Method

A quasi-experimental pretest–posttest design, using pre-existing data collected in the process of regular treatment was used. Data from a total of 31 clients (mean = 17.13 years, SD = 3.603) were accessed for this study. Pre- and post-intervention scores on the K10 were used to determine if psychological distress had changed over the course of intervention.
Results

Highly significant improvements (P < 0.001) were found between the K10 pre-intervention score (mean = 25.68, SD = 9.944) and the K10 post-intervention score (mean = 21.00, SD = 9.212). Male K10 post-intervention scores (mean = 17.64, SD = 5.3) significantly improved (P = 0.05), whereas results for females were not statistically significant. Medication use, diagnosis, age, number of sessions and prior contact with health services did not influence the results. Results from specific evidence-based interventions were not able to be considered in this study.
Conclusion

The results of this study demonstrate effectiveness of occupational therapy services for adolescents and provide support for the ongoing participation of occupational therapists in this scheme.

Readiness for interprofessional learning : a cross-faculty comparison between architecture and occupational therapy students

Health and wellbeing includes a need for built environments to accommodate and be inclusive of the broadest range of people and a corresponding need to ensure graduates are ready to engage in this field of interprofessional and inter-industry practise. All too often, interprofessional education in higher education is neglected with a tendency towards educational silos, particularly at a cross-faculty level. This paper reports on an initiative that embedded universal design practice education into the curricula of first year architecture and third year occupational therapy students and evaluated the impact on students’ readiness for interprofessional learning. The Readiness for Interprofessional Learning Scale (RIPLS) was given to students at the beginning and end of the semester during which students participated in a variety of online and face-to-face curriculum initiatives. Results showed that at the beginning of semester, occupational therapy students were significantly more positive about interprofessional learning than their architecture counterparts. Post-results showed that this trend continued but that occupational therapy students became less positive on some items after the interprofessional learning experience. This study provides insights into the interprofessional learning experiences of a group of students who have not previously been studied within the available literature.

Transition to practice in supercomplex environments: are occupational therapy graduates adequately prepared?

The authors of this viewpoint initially came together as colleagues to debate whether occupational therapy curricula (the programmes that each author teaches into) prepared students to not only survive but thrive within the increasingly complex or supercomplex world of professional practice (Barnett, 2011). Through reflective conversations on our collective experiences working with students at capstone (transition-to-practice) level, coupled with further exploration of literature surrounding graduate attributes, employability and professional issues within occupational therapy practice our attention focussed on capacities of agency and political skill, and specifically, the extent to which our graduates are explicitly or implicitly prepared to be agentic and politically adept in practice. In the context of this viewpoint, we refer to agency as an intentional motivation to work toward strategic goals (both personal and organisational). As a construct, Ferris et al. (2007) propose that political skill is comprised of four critical dimensions: social astuteness; interpersonal influence; networking ability and apparent sincerity. Early professional success in most contemporary workplaces we argue, as have others (e.g. Pollard, Sakellariou & Kronenburg, 2008), relate to graduates’ political adeptness.

New opportunities for occupational therapy through the occupation of contemporary pilgrimage

Twenty-first century pilgrimage is a journey of great personal significance not limited to traditional religiosity. The transformative potential of this diverse and evolving occupation is increasingly evidence based. This opinion piece explores the definition of contemporary pilgrimage and underlines the relevance of this occupation to occupational therapists and their clients. The exceptional accessibility of contemporary pilgrimage is described, suggesting limitless opportunities for the use of pilgrimage as a therapeutic tool. Interdisciplinary examples of promoting wellbeing through contemporary pilgrimage are then presented. This opinion piece seeks to inspire a local response to this global phenomenon.

Dynamic and diverse ways of knowing in mental health occupational therapy

This study focused on evidence based practice in mental health occupational therapy. It investigated the theoretical, evidentiary and practical knowledge that occupational therapists use to support consumers and understand the relationship between occupation and health.

Evidence for mental health occupational therapy: trends in the first decade of the new millenium (200-2013)

This article reports on the evidence for mental health occupational therapy in peer-reviewed journals from 2000 to 2013. Descriptive and inductive methods were used to address this question, with evidence from CINAHL, OTDBase, PSYCInfo, SCOPUS, and Google Scholar® included. Many articles (n = 1,747) were found that met the inclusion and exclusion criteria. A total of 47 different methods were used to develop evidence for mental health occupational therapy, and evidence appeared in 300 separate peer-reviewed journals. It takes on average 7 months for an article to progress from submission to acceptance, and a further 7 months to progress from acceptance to publication. More than 95% of articles published between 2000 and 2002 were cited at least once in the following decade, and around 70% of these citations were recorded in non-occupational therapy journals. The current evidence base for mental health occupational therapy is both substantial and diverse.