Improving client safety / Keli Mu in American Journal of Occupational Therapy, Vol. 65/6 (novembre-décembre 2011)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 65/6 (novembre-décembre 2011) . - p. 651 Titre : Improving client safety : strategies to prevent and reduce practice errors in occupational therapy Type de document : texte imprimé Auteurs : Keli Mu ; Helene Lohman ; et al. ; Linda S. SCHEIRTON Année de publication : 2011 Article en page(s) : p. 651 Langues : Anglais (eng) Mots-clés : Ergothérapie  Compétence  Faute médicale Résumé : OBJECTIVE. This qualitative focus group study investigated the strategies to prevent or reduce practice errors used by occupational therapists who practice in physical rehabilitation and geriatrics. METHOD. A total of 34 occupational therapists from four geographic regions across the United States participated in four focus groups. Participants worked in the areas of physical rehabilitation or geriatrics and had a minimum of 1 year of practice. Participants responded to open-ended, guiding questions. Data collected from the focus groups were analyzed qualitatively for themes. RESULTS. Analysis of the collected data yielded four themes related to specific strategies occupational therapists use to prevent or reduce practice errors: (1) strengthen orientation and mentoring for new therapists, (2) ensure competency through performance competency checks, (3) enhance existing or establish new safety policies and procedures, and (4) advocate for the profession and for systemic change. CONCLUSION. Findings of the study suggest that occupational therapists implement various discrete strategies to prevent or reduce practice errors and improve client safety. Occupational therapy practice and professional training must emphasize the inevitability of practice errors; the importance of orientation and training, including assertiveness training; and the inclusion of performance-based competency checks. Permalink : ./index.php?lvl=notice_display&id=14124 [article] Improving client safety : strategies to prevent and reduce practice errors in occupational therapy [texte imprimé] / Keli Mu ; Helene Lohman ; et al. ; Linda S. SCHEIRTON . - 2011 . - p. 651. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 65/6 (novembre-décembre 2011) . - p. 651 Mots-clés : Ergothérapie  Compétence  Faute médicale Résumé : OBJECTIVE. This qualitative focus group study investigated the strategies to prevent or reduce practice errors used by occupational therapists who practice in physical rehabilitation and geriatrics. METHOD. A total of 34 occupational therapists from four geographic regions across the United States participated in four focus groups. Participants worked in the areas of physical rehabilitation or geriatrics and had a minimum of 1 year of practice. Participants responded to open-ended, guiding questions. Data collected from the focus groups were analyzed qualitatively for themes. RESULTS. Analysis of the collected data yielded four themes related to specific strategies occupational therapists use to prevent or reduce practice errors: (1) strengthen orientation and mentoring for new therapists, (2) ensure competency through performance competency checks, (3) enhance existing or establish new safety policies and procedures, and (4) advocate for the profession and for systemic change. CONCLUSION. Findings of the study suggest that occupational therapists implement various discrete strategies to prevent or reduce practice errors and improve client safety. Occupational therapy practice and professional training must emphasize the inevitability of practice errors; the importance of orientation and training, including assertiveness training; and the inclusion of performance-based competency checks. Permalink : ./index.php?lvl=notice_display&id=14124

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The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada? / Ted Brown in Canadian Journal of Occupational Therapy, 83(5) (Décembre 2016)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 306-316 Titre : The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada? Titre original : Le doctorat clinique menant à l’entrée en exercice de l’ergothérapie : la nouvelle vague de changement en enseignement au Canada? Type de document : texte imprimé Auteurs : Ted Brown ; Jeffrey L. Crabtree ; Joe Wells ; Keli Mu Année de publication : 2016 Article en page(s) : p. 306-316 Langues : Anglais (eng) Mots-clés : enseignement  formation professionelle  ergothérapie Résumé : Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed. Permalink : ./index.php?lvl=notice_display&id=47800 [article] The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada? = Le doctorat clinique menant à l’entrée en exercice de l’ergothérapie : la nouvelle vague de changement en enseignement au Canada? [texte imprimé] / Ted Brown ; Jeffrey L. Crabtree ; Joe Wells ; Keli Mu . - 2016 . - p. 306-316. Langues : Anglais (eng) in Canadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 306-316 Mots-clés : enseignement  formation professionelle  ergothérapie Résumé : Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed. Permalink : ./index.php?lvl=notice_display&id=47800

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The occupational therapy clinical doctorate: The next development in pre-registration occupational therapy education? / Ted Brown in The British Journal of Occupational Therapy, Vol.79 Issue 12 (Décembre 2016)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.79 Issue 12 (Décembre 2016) . - p. 725-726 Titre : The occupational therapy clinical doctorate: The next development in pre-registration occupational therapy education? Type de document : texte imprimé Auteurs : Ted Brown ; Keli Mu ; Jeffrey L. Crabtree Année de publication : 2016 Article en page(s) : p. 725-726 Langues : Anglais (eng) Résumé : Internationally, there are currently four recognized education pathways for an individual to qualify as an occupational therapist: via an undergraduate degree, a diploma, graduate entry masters (GEMs), or entry-level occupational therapy clinical doctorate (OTD). Countries vary in which programs they offer. The United Kingdom (UK) and Australia currently offer pre-registration undergraduate and GEMs courses while Canada only offers GEMs entry-level programs. The United States (USA) offers GEMs (and combined undergraduate/masters entry), and is currently the only country that offers OTDs as a pre-registration education pathway. At the time of writing, in the USA there are 12 fully accredited OTD courses of this kind, and another 37 in the development or application phase seeking full accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE) (2016). It should be noted that a number of American universities also offer postgraduate OTD courses for clinicians who are already qualified occupational therapists. Permalink : ./index.php?lvl=notice_display&id=47325 [article] The occupational therapy clinical doctorate: The next development in pre-registration occupational therapy education? [texte imprimé] / Ted Brown ; Keli Mu ; Jeffrey L. Crabtree . - 2016 . - p. 725-726. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.79 Issue 12 (Décembre 2016) . - p. 725-726 Résumé : Internationally, there are currently four recognized education pathways for an individual to qualify as an occupational therapist: via an undergraduate degree, a diploma, graduate entry masters (GEMs), or entry-level occupational therapy clinical doctorate (OTD). Countries vary in which programs they offer. The United Kingdom (UK) and Australia currently offer pre-registration undergraduate and GEMs courses while Canada only offers GEMs entry-level programs. The United States (USA) offers GEMs (and combined undergraduate/masters entry), and is currently the only country that offers OTDs as a pre-registration education pathway. At the time of writing, in the USA there are 12 fully accredited OTD courses of this kind, and another 37 in the development or application phase seeking full accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE) (2016). It should be noted that a number of American universities also offer postgraduate OTD courses for clinicians who are already qualified occupational therapists. Permalink : ./index.php?lvl=notice_display&id=47325

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