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The Integrating Theory, Evidence and Action (ITEA) Method: A Procedure for Helping Practitioners Translate Theory and Research into Action / Danielle Hitch in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.592-600 Titre : The Integrating Theory, Evidence and Action (ITEA) Method: A Procedure for Helping Practitioners Translate Theory and Research into Action Type de document : texte imprimé Auteurs : Danielle Hitch, Auteur ; PEPIN G., Auteur ; Karen Stagnitti, Auteur Année de publication : 2014 Article en page(s) : p.592-600 Langues : Anglais (eng) Mots-clés : Evidence-based practice  Alcohol  knowledge transfer Résumé : Introduction The aim of this article is to describe and explain a new method for integrating theory and evidence that enables practitioners to translate evidence into action applied in their practice. Method A new multiple methods procedure called the Integrating Theory, Evidence and Action method is described. It is a mixed method that progresses through seven distinct steps: clinical question, framework, identification, deconstruction, analysis, reconstruction, and transfer/utilization. An example of using this method to review evidence around occupational therapy with people recovering from alcohol misuse and/or abuse is provided. Findings This method highlights the importance of theory, tests the empirical strength of theories, includes diverse forms of evidence, and encourages the integration of knowledge within clinical practice. Conclusion The Integrating Theory, Evidence and Action method is accessible and useful to practitioners and will support their efforts to make their practice evidence based. Current methods of evidence-based practice focus mostly on research evidence (particularly quantitative evidence); however, research is only one of the ways of knowing that practitioners draw upon to guide their practice. This method enables occupational therapists to integrate theory, evidence, and practice in a coherent and translatable way. Permalink : ./index.php?lvl=notice_display&id=35912 [article] The Integrating Theory, Evidence and Action (ITEA) Method: A Procedure for Helping Practitioners Translate Theory and Research into Action [texte imprimé] / Danielle Hitch, Auteur ; PEPIN G., Auteur ; Karen Stagnitti, Auteur . - 2014 . - p.592-600. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.592-600 Mots-clés : Evidence-based practice  Alcohol  knowledge transfer Résumé : Introduction The aim of this article is to describe and explain a new method for integrating theory and evidence that enables practitioners to translate evidence into action applied in their practice. Method A new multiple methods procedure called the Integrating Theory, Evidence and Action method is described. It is a mixed method that progresses through seven distinct steps: clinical question, framework, identification, deconstruction, analysis, reconstruction, and transfer/utilization. An example of using this method to review evidence around occupational therapy with people recovering from alcohol misuse and/or abuse is provided. Findings This method highlights the importance of theory, tests the empirical strength of theories, includes diverse forms of evidence, and encourages the integration of knowledge within clinical practice. Conclusion The Integrating Theory, Evidence and Action method is accessible and useful to practitioners and will support their efforts to make their practice evidence based. Current methods of evidence-based practice focus mostly on research evidence (particularly quantitative evidence); however, research is only one of the ways of knowing that practitioners draw upon to guide their practice. This method enables occupational therapists to integrate theory, evidence, and practice in a coherent and translatable way. Permalink : ./index.php?lvl=notice_display&id=35912

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Evidencing What Works: Are Occupational Therapists Using Clinical Information Effectively? / Mary Morley in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.601-604 Titre : Evidencing What Works: Are Occupational Therapists Using Clinical Information Effectively? Type de document : texte imprimé Auteurs : Mary Morley, Auteur Année de publication : 2014 Article en page(s) : p.601-604 Langues : Anglais (eng) Mots-clés : Informatics  Clinical outcomes  Cost effectiveness Résumé : This practice analysis considers the extent to which mental health occupational therapists utilize standardized assessments and other tools within local electronic clinical records. There is further analysis of a clinical dataset from a single service that highlights limitations in its use to inform cost effectiveness evaluation. The paper highlights the opportunity for the profession to promote greater consistency across clinical datasets at a time when many electronic record systems are being updated. This will require a collaborative approach to allow cross-organizational benchmarking and to adopt a set of variables and other outcome measures in order to successfully undertake economic evaluation. Permalink : ./index.php?lvl=notice_display&id=35913 [article] Evidencing What Works: Are Occupational Therapists Using Clinical Information Effectively? [texte imprimé] / Mary Morley, Auteur . - 2014 . - p.601-604. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.601-604 Mots-clés : Informatics  Clinical outcomes  Cost effectiveness Résumé : This practice analysis considers the extent to which mental health occupational therapists utilize standardized assessments and other tools within local electronic clinical records. There is further analysis of a clinical dataset from a single service that highlights limitations in its use to inform cost effectiveness evaluation. The paper highlights the opportunity for the profession to promote greater consistency across clinical datasets at a time when many electronic record systems are being updated. This will require a collaborative approach to allow cross-organizational benchmarking and to adopt a set of variables and other outcome measures in order to successfully undertake economic evaluation. Permalink : ./index.php?lvl=notice_display&id=35913

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Exploring Addiction-as-Occupation / Sally Wasmuth in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.605-613 Titre : Exploring Addiction-as-Occupation Type de document : texte imprimé Auteurs : Sally Wasmuth, Auteur ; Jeffrey L. Crabtree, Auteur ; Patricia J. Scott, Auteur Année de publication : 2014 Article en page(s) : p.605-613 Langues : Anglais (eng) Mots-clés : Psychiatry and psychology  Mental disorders  Occupational therapy Résumé : Introduction Despite advances in addiction research and practice, addiction remains a significant public health problem with strikingly high relapse rates and low treatment retention rates. This study explored whether the concept of addiction-as-occupation aligned with the experiences of ten persons with addiction(s), and suggests that further development of a model based on this concept may help to elucidate and address some barriers to addiction recovery services. Methods Semi-structured interviews were performed to gain descriptions of the occupational lives and first-hand experiences of ten persons with addiction(s). Transcripts were analysed using a qualitative thematic analysis methodology. Results Seven themes were identified in the data: connection, locus of control, penetration, habituation, identity, motivation, and coping/escape. Participants in this study described their addictions using occupational terms, and addressed both the gains and harms of performing their addictions. Conclusion Further investigation of experiences of addiction-as-occupation could be useful for informing occupational therapy interventions for substance-related and addictive disorders. Potential implications and contributions of a conceptual model based on the notion of addiction-as-occupation, as well as areas for future research, are discussed. Permalink : ./index.php?lvl=notice_display&id=35914 [article] Exploring Addiction-as-Occupation [texte imprimé] / Sally Wasmuth, Auteur ; Jeffrey L. Crabtree, Auteur ; Patricia J. Scott, Auteur . - 2014 . - p.605-613. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.605-613 Mots-clés : Psychiatry and psychology  Mental disorders  Occupational therapy Résumé : Introduction Despite advances in addiction research and practice, addiction remains a significant public health problem with strikingly high relapse rates and low treatment retention rates. This study explored whether the concept of addiction-as-occupation aligned with the experiences of ten persons with addiction(s), and suggests that further development of a model based on this concept may help to elucidate and address some barriers to addiction recovery services. Methods Semi-structured interviews were performed to gain descriptions of the occupational lives and first-hand experiences of ten persons with addiction(s). Transcripts were analysed using a qualitative thematic analysis methodology. Results Seven themes were identified in the data: connection, locus of control, penetration, habituation, identity, motivation, and coping/escape. Participants in this study described their addictions using occupational terms, and addressed both the gains and harms of performing their addictions. Conclusion Further investigation of experiences of addiction-as-occupation could be useful for informing occupational therapy interventions for substance-related and addictive disorders. Potential implications and contributions of a conceptual model based on the notion of addiction-as-occupation, as well as areas for future research, are discussed. Permalink : ./index.php?lvl=notice_display&id=35914

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Gender Differences in Students' Self-Awareness of Their Handwriting Performance / Orit Lahav in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.614-618 Titre : Gender Differences in Students' Self-Awareness of Their Handwriting Performance Type de document : texte imprimé Auteurs : Orit Lahav, Auteur ; Adina Maeir, Auteur ; Naomi Weintraub, Auteur Année de publication : 2014 Article en page(s) : p.614-618 Langues : Anglais (eng) Mots-clés : Handwriting  Adolescence  Self-awareness Résumé : Introduction Self-awareness has been found to be an important factor in individuals' performance in daily activities. Yet, to date, the relationship between this factor and handwriting performance has not been examined. The purpose of this study was to compare the handwriting self-awareness (that is, self-knowledge and on-line awareness) and performance of girls and boys, and to examine the relationship between self-awareness and handwriting performance. Method Participants included 86 middle-school students (aged 12–14) enrolled in general education in Israel. A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires. Results Gender differences were found in relation to students' self-awareness of their handwriting performance. In comparison with girls, boys perceived their handwriting to be faster, even though their actual handwriting performance was slower. Regarding legibility, only boys showed a significant correlation between self-knowledge and performance, while both genders demonstrated significant correlations between on-line awareness and performance. Conclusion It appears that students aged 12–14 are only moderately aware of their handwriting performance, yet there are gender differences in relation to this awareness. These findings may assist educators and therapists in teaching, evaluating, and developing interventions to improve handwriting performance. Permalink : ./index.php?lvl=notice_display&id=35915 [article] Gender Differences in Students' Self-Awareness of Their Handwriting Performance [texte imprimé] / Orit Lahav, Auteur ; Adina Maeir, Auteur ; Naomi Weintraub, Auteur . - 2014 . - p.614-618. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.614-618 Mots-clés : Handwriting  Adolescence  Self-awareness Résumé : Introduction Self-awareness has been found to be an important factor in individuals' performance in daily activities. Yet, to date, the relationship between this factor and handwriting performance has not been examined. The purpose of this study was to compare the handwriting self-awareness (that is, self-knowledge and on-line awareness) and performance of girls and boys, and to examine the relationship between self-awareness and handwriting performance. Method Participants included 86 middle-school students (aged 12–14) enrolled in general education in Israel. A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires. Results Gender differences were found in relation to students' self-awareness of their handwriting performance. In comparison with girls, boys perceived their handwriting to be faster, even though their actual handwriting performance was slower. Regarding legibility, only boys showed a significant correlation between self-knowledge and performance, while both genders demonstrated significant correlations between on-line awareness and performance. Conclusion It appears that students aged 12–14 are only moderately aware of their handwriting performance, yet there are gender differences in relation to this awareness. These findings may assist educators and therapists in teaching, evaluating, and developing interventions to improve handwriting performance. Permalink : ./index.php?lvl=notice_display&id=35915

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Using Writing as Therapy: Finding Identity / Pauline Cooper in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.619-622 Titre : Using Writing as Therapy: Finding Identity Type de document : texte imprimé Auteurs : Pauline Cooper, Auteur Année de publication : 2014 Article en page(s) : p.619-622 Langues : Anglais (eng) Mots-clés : Writing  Depression  Personal narrative  Privacy of space Résumé : This practice analysis describes a case study from qualitative research (Cooper 2008) using questionnaires and interviews. It explores the use of a writing intervention in occupational therapy practice that follows the journey of one female inpatient in an acute adult mental health setting, suffering with significant symptoms of depression as part of a diagnosis of schizophrenia. The new intervention, Using Writing as Therapy, is a six-session writing therapy intervention exploring identity and self-esteem. Results showed that Using Writing as Therapy enabled cognitive change and provided a number of ‘containers’ through which to explore life experiences that improved understanding of role and self-identity. Permalink : ./index.php?lvl=notice_display&id=35916 [article] Using Writing as Therapy: Finding Identity [texte imprimé] / Pauline Cooper, Auteur . - 2014 . - p.619-622. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.619-622 Mots-clés : Writing  Depression  Personal narrative  Privacy of space Résumé : This practice analysis describes a case study from qualitative research (Cooper 2008) using questionnaires and interviews. It explores the use of a writing intervention in occupational therapy practice that follows the journey of one female inpatient in an acute adult mental health setting, suffering with significant symptoms of depression as part of a diagnosis of schizophrenia. The new intervention, Using Writing as Therapy, is a six-session writing therapy intervention exploring identity and self-esteem. Results showed that Using Writing as Therapy enabled cognitive change and provided a number of ‘containers’ through which to explore life experiences that improved understanding of role and self-identity. Permalink : ./index.php?lvl=notice_display&id=35916

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Sexual Orientation and Occupation: Some Issues to Consider When Working with Older Gay People to Meet Their Occupational Needs / Rebecca Twinley in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.623-625 Titre : Sexual Orientation and Occupation: Some Issues to Consider When Working with Older Gay People to Meet Their Occupational Needs Type de document : texte imprimé Auteurs : Rebecca Twinley, Auteur Année de publication : 2014 Article en page(s) : p.623-625 Langues : Anglais (eng) Mots-clés : Sexual orientation  Occupation  Older Gay Résumé : The surge of people now entering their older adult lives in many societies, including the United Kingdom, makes understanding and meeting the occupational needs of this population paramount. For many older gay people, growing up presented a unique set of challenges, some of which may still be experienced as barriers to realizing and/or overcoming their occupational needs. Sexual orientation is understood as one of many factors that can impact upon the individual experience of occupation and justice, and this opinion piece highlights four of the potential threats to occupational justice for some older gay people. It proposes that such challenges have triggered associated occupational needs for some older gay people — needs that remain largely obscure and unrecognized in occupational therapy literature. Please note: The term ‘gay’ has been chosen for the purpose of this opinion piece to refer to anyone who has intimate same-sex relationships or feelings. Permalink : ./index.php?lvl=notice_display&id=35917 [article] Sexual Orientation and Occupation: Some Issues to Consider When Working with Older Gay People to Meet Their Occupational Needs [texte imprimé] / Rebecca Twinley, Auteur . - 2014 . - p.623-625. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.623-625 Mots-clés : Sexual orientation  Occupation  Older Gay Résumé : The surge of people now entering their older adult lives in many societies, including the United Kingdom, makes understanding and meeting the occupational needs of this population paramount. For many older gay people, growing up presented a unique set of challenges, some of which may still be experienced as barriers to realizing and/or overcoming their occupational needs. Sexual orientation is understood as one of many factors that can impact upon the individual experience of occupation and justice, and this opinion piece highlights four of the potential threats to occupational justice for some older gay people. It proposes that such challenges have triggered associated occupational needs for some older gay people — needs that remain largely obscure and unrecognized in occupational therapy literature. Please note: The term ‘gay’ has been chosen for the purpose of this opinion piece to refer to anyone who has intimate same-sex relationships or feelings. Permalink : ./index.php?lvl=notice_display&id=35917

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Supporting Children with Visual Stress: The Development of a Web Resource for Parents and Professionals / Priscilla Harries in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.626-633 Titre : Supporting Children with Visual Stress: The Development of a Web Resource for Parents and Professionals Type de document : texte imprimé Auteurs : Priscilla Harries, Auteur ; Lucy Perkins, Auteur ; Clare Parker, Auteur Année de publication : 2014 Article en page(s) : p.626-633 Langues : Anglais (eng) Mots-clés : Meares-Irlen  Syndrome  Intervention  Assistive  technology Résumé : Introduction Visual stress is a condition which makes reading difficult. The use of coloured lenses in spectacles to alleviate the symptoms of visual stress has attracted increasing interest. The aim was to develop a web-based resource to centralize information about the condition and the processes for the screening, assessment, and provision of coloured lenses. Method Action research methods were employed. The exploratory phase used semi-structured interviews to gather parents' and professionals' views on the condition and their suggestions for the content and layout of a supporting web resource. The innovatory phase was used to design the prototype web resource. The evaluative phase was used to appraise and enhance the prototype website and collate data on website usage. Results Parents and professionals had some awareness of the condition but felt less sure of the evidence base for coloured lenses. Professionals valued research as evidence, whereas parents preferred testimonials. Suggestions for the content of a web resource to centralize information on the topic were clearly articulated by professionals, parents, and experts in the field. In the first year, over 7,500 individual web users visited the resource. Conclusion The first collaborative resource on the topic has been successfully produced, thereby offering a centralized information resource. Permalink : ./index.php?lvl=notice_display&id=35918 [article] Supporting Children with Visual Stress: The Development of a Web Resource for Parents and Professionals [texte imprimé] / Priscilla Harries, Auteur ; Lucy Perkins, Auteur ; Clare Parker, Auteur . - 2014 . - p.626-633. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.626-633 Mots-clés : Meares-Irlen  Syndrome  Intervention  Assistive  technology Résumé : Introduction Visual stress is a condition which makes reading difficult. The use of coloured lenses in spectacles to alleviate the symptoms of visual stress has attracted increasing interest. The aim was to develop a web-based resource to centralize information about the condition and the processes for the screening, assessment, and provision of coloured lenses. Method Action research methods were employed. The exploratory phase used semi-structured interviews to gather parents' and professionals' views on the condition and their suggestions for the content and layout of a supporting web resource. The innovatory phase was used to design the prototype web resource. The evaluative phase was used to appraise and enhance the prototype website and collate data on website usage. Results Parents and professionals had some awareness of the condition but felt less sure of the evidence base for coloured lenses. Professionals valued research as evidence, whereas parents preferred testimonials. Suggestions for the content of a web resource to centralize information on the topic were clearly articulated by professionals, parents, and experts in the field. In the first year, over 7,500 individual web users visited the resource. Conclusion The first collaborative resource on the topic has been successfully produced, thereby offering a centralized information resource. Permalink : ./index.php?lvl=notice_display&id=35918

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