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Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Votre centre de documentation fermera de 12h30 à 13h ce vendredi 28 juin et fermera à 14h30.
Dès ce lundi 1er juillet jusqu'au mercredi 10 juillet l'horaire du centre de documentation sera adapté :
Lundi 1er juillet : de 8h à 12h et de 12h30 à 16h
Mardi 2 juillet : de 8h à 12h15
Mercredi 3 juillet : de 9h à 12h et de 12h30 à 15h15
Jeudi 4 juillet : de 8h à 12h30 et de 13h à 18h30
Lundi 8 juillet : de 8h à 12h et de 12h30 à 16h
Mardi 9 juillet : de 8h à 12h15
Mercredi 10 juillet : de 9h à 11h
Réouverture dès ce lundi 19 août.
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Détail de l'auteur
Auteur Michael Honnery |
Documents disponibles écrits par cet auteur
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Evaluation of a simulation clinic for improving occupational therapy students’ perceptions of interaction with parents and infants / Elizabeth Springfield in The British Journal of Occupational Therapy, Vol.81 Issue 1 (January 2018)
[article]
Titre : Evaluation of a simulation clinic for improving occupational therapy students’ perceptions of interaction with parents and infants Type de document : texte imprimé Auteurs : Elizabeth Springfield ; Michael Honnery ; Sally Bennett Année de publication : 2018 Article en page(s) : p. 51-58 Langues : Anglais (eng) Mots-clés : ergothérapie étudiant éducation enfant relation soignant-soigné Résumé : Introduction
Occupational therapy education programmes need to graduate students who can confidently and safely deliver child and youth services. This study explores whether a simulation clinic could increase student perceived knowledge and confidence and decrease student anxiety to better prepare them for professional child and youth practice.
Method
This study used a pre–post quasi-experimental design. Second-year undergraduate and first-year graduate entry master's level occupational therapy students participated in the simulation clinic as a component of an occupational therapy child and youth course. Students completed pre- and post-simulation questionnaires to measure perceived knowledge, confidence, and anxiety related to infant and parent interactions.
Findings
A sample of 100 students reported significant improvements for perceived knowledge (all p < 0.001) and confidence (all p < 0.001) across all four skills targeted for development in this simulation: Communication, Information Gathering, Information Sharing, and Clinical Intervention Skills. Students reported a significant decrease in anxiety for parental (p < 0.001) and infant (p < 0.001) interaction, and felt the experience to have been highly valuable and realistic.
Conclusion
Findings indicate that simulation is a valuable tool for preparing occupational therapy students to work with infant and parent interaction. Further research investigating the effect of simulation on student competence is recommended.Permalink : ./index.php?lvl=notice_display&id=57832
in The British Journal of Occupational Therapy > Vol.81 Issue 1 (January 2018) . - p. 51-58[article] Evaluation of a simulation clinic for improving occupational therapy students’ perceptions of interaction with parents and infants [texte imprimé] / Elizabeth Springfield ; Michael Honnery ; Sally Bennett . - 2018 . - p. 51-58.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.81 Issue 1 (January 2018) . - p. 51-58
Mots-clés : ergothérapie étudiant éducation enfant relation soignant-soigné Résumé : Introduction
Occupational therapy education programmes need to graduate students who can confidently and safely deliver child and youth services. This study explores whether a simulation clinic could increase student perceived knowledge and confidence and decrease student anxiety to better prepare them for professional child and youth practice.
Method
This study used a pre–post quasi-experimental design. Second-year undergraduate and first-year graduate entry master's level occupational therapy students participated in the simulation clinic as a component of an occupational therapy child and youth course. Students completed pre- and post-simulation questionnaires to measure perceived knowledge, confidence, and anxiety related to infant and parent interactions.
Findings
A sample of 100 students reported significant improvements for perceived knowledge (all p < 0.001) and confidence (all p < 0.001) across all four skills targeted for development in this simulation: Communication, Information Gathering, Information Sharing, and Clinical Intervention Skills. Students reported a significant decrease in anxiety for parental (p < 0.001) and infant (p < 0.001) interaction, and felt the experience to have been highly valuable and realistic.
Conclusion
Findings indicate that simulation is a valuable tool for preparing occupational therapy students to work with infant and parent interaction. Further research investigating the effect of simulation on student competence is recommended.Permalink : ./index.php?lvl=notice_display&id=57832 Exemplaires (1)
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