Centre de Documentation Campus Montignies
Horaires :
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Votre centre de documentation sera exceptionnellement fermé de 12h à 12h30 ce jeudi 30 mai. Également, il ouvrira à 8h30 ce vendredi 31 mai.
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Votre centre de documentation sera exceptionnellement fermé de 12h à 12h30 ce jeudi 30 mai. Également, il ouvrira à 8h30 ce vendredi 31 mai.
Bienvenue sur le catalogue du centre de documentation du campus de Montignies.
Résultat de la recherche
2 résultat(s) recherche sur le mot-clé 'Knowledge'
Ajouter le résultat dans votre panier Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Knowledge and attitudes of occupational therapists to giving advice on fitness to drive / Carol Hawley in The British Journal of Occupational Therapy, Volume 78 numéro 6 (Juin 2015)
[article]
Titre : Knowledge and attitudes of occupational therapists to giving advice on fitness to drive Type de document : texte imprimé Auteurs : Carol Hawley, Auteur Année de publication : 2015 Article en page(s) : p.339-348 Langues : Anglais (eng) Mots-clés : Automobile driving Transport Attitudes Knowledge Information Résumé : Introduction A range of medical conditions can affect driving, and health professionals should advise patients accordingly. This study examined the knowledge of occupational therapists, other therapists and psychologists regarding medical standards for driving, their attitudes to advising patients about driving, and barriers to giving that advice.
Method A structured questionnaire measured knowledge of medical standards and attitudes to advising patients about driving. Analyses compared responses of occupational therapists with those of other therapists and psychologists. Semi-structured interviews were carried out with therapists and psychologists after they had watched a video-taped clinical consultation with an actor–patient who was unfit to drive. Interviewees, unaware that the study was about driving, were asked how they would advise the patient. Focus groups were held with a range of health professionals to discuss facilitators and barriers to giving driving advice.
Results Eighty-two questionnaires were completed. Occupational therapists were most aware of driving guidelines and most likely to advise patients to stop driving (p < 0.01). A total of 98% of occupational therapists believed they should discuss driving compared with 68% of other therapists and psychologists (p < 0.01). Therapists were more likely than psychologists to spontaneously raise the issue of driving after viewing the video-consultation.
Conclusion Occupational therapists are well placed to expand their role in advising patients about fitness to drive. For this they require additional training and clarification of their role and legal responsibilities.En ligne : http://bjo.sagepub.com/content/78/6.toc Permalink : ./index.php?lvl=notice_display&id=36564
in The British Journal of Occupational Therapy > Volume 78 numéro 6 (Juin 2015) . - p.339-348[article] Knowledge and attitudes of occupational therapists to giving advice on fitness to drive [texte imprimé] / Carol Hawley, Auteur . - 2015 . - p.339-348.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Volume 78 numéro 6 (Juin 2015) . - p.339-348
Mots-clés : Automobile driving Transport Attitudes Knowledge Information Résumé : Introduction A range of medical conditions can affect driving, and health professionals should advise patients accordingly. This study examined the knowledge of occupational therapists, other therapists and psychologists regarding medical standards for driving, their attitudes to advising patients about driving, and barriers to giving that advice.
Method A structured questionnaire measured knowledge of medical standards and attitudes to advising patients about driving. Analyses compared responses of occupational therapists with those of other therapists and psychologists. Semi-structured interviews were carried out with therapists and psychologists after they had watched a video-taped clinical consultation with an actor–patient who was unfit to drive. Interviewees, unaware that the study was about driving, were asked how they would advise the patient. Focus groups were held with a range of health professionals to discuss facilitators and barriers to giving driving advice.
Results Eighty-two questionnaires were completed. Occupational therapists were most aware of driving guidelines and most likely to advise patients to stop driving (p < 0.01). A total of 98% of occupational therapists believed they should discuss driving compared with 68% of other therapists and psychologists (p < 0.01). Therapists were more likely than psychologists to spontaneously raise the issue of driving after viewing the video-consultation.
Conclusion Occupational therapists are well placed to expand their role in advising patients about fitness to drive. For this they require additional training and clarification of their role and legal responsibilities.En ligne : http://bjo.sagepub.com/content/78/6.toc Permalink : ./index.php?lvl=notice_display&id=36564 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêtLongitudinal Study of Occupational Therapy Students’ Beliefs About Knowledge and Knowing / Anita Witt MITCHELL in American Journal of Occupational Therapy, Vol. 69/2 (Mars/Avril 2015)
[article]
Titre : Longitudinal Study of Occupational Therapy Students’ Beliefs About Knowledge and Knowing Type de document : texte imprimé Auteurs : Anita Witt MITCHELL, Auteur Année de publication : 2015 Article en page(s) : p.230010 Langues : Anglais (eng) Mots-clés : Ergothérapie Connaissance Développement intellectuel ElèveCognition Culture Education/professional knowledge occupational therapy students Résumé : Research has demonstrated the importance of beliefs about knowledge and knowing, or epistemic and ontological cognition (EOC), to learning and achievement; however, little research has examined occupational therapy students’ EOC or determined whether occupational therapy programs promote its development. This study examined changes in EOC over 18 mo of didactic coursework in an occupational therapy program. Thirty-one students completed the Epistemic Beliefs Inventory at the beginning, middle, and end of 18 mo of didactic coursework. Results indicated no difference in ontological cognition. However, change occurred in epistemic cognition, with students demonstrating statistically significantly weaker beliefs in justification of knowledge by an omniscient authority by the end of the didactic portion of the program. Although causal inferences cannot be made from this small study of one cohort of occupational therapy students, it is possible that intensive study in the discipline of occupational therapy contributed to change in these students’ epistemic cognition. Permalink : ./index.php?lvl=notice_display&id=35870
in American Journal of Occupational Therapy > Vol. 69/2 (Mars/Avril 2015) . - p.230010[article] Longitudinal Study of Occupational Therapy Students’ Beliefs About Knowledge and Knowing [texte imprimé] / Anita Witt MITCHELL, Auteur . - 2015 . - p.230010.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 69/2 (Mars/Avril 2015) . - p.230010
Mots-clés : Ergothérapie Connaissance Développement intellectuel ElèveCognition Culture Education/professional knowledge occupational therapy students Résumé : Research has demonstrated the importance of beliefs about knowledge and knowing, or epistemic and ontological cognition (EOC), to learning and achievement; however, little research has examined occupational therapy students’ EOC or determined whether occupational therapy programs promote its development. This study examined changes in EOC over 18 mo of didactic coursework in an occupational therapy program. Thirty-one students completed the Epistemic Beliefs Inventory at the beginning, middle, and end of 18 mo of didactic coursework. Results indicated no difference in ontological cognition. However, change occurred in epistemic cognition, with students demonstrating statistically significantly weaker beliefs in justification of knowledge by an omniscient authority by the end of the didactic portion of the program. Although causal inferences cannot be made from this small study of one cohort of occupational therapy students, it is possible that intensive study in the discipline of occupational therapy contributed to change in these students’ epistemic cognition. Permalink : ./index.php?lvl=notice_display&id=35870 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêt