Centre de Documentation Campus Montignies
Horaires :
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Attention, votre centre de documentation sera fermé ce vendredi 17 mai.
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Attention, votre centre de documentation sera fermé ce vendredi 17 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 'occupational therapy students'
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
Exploring emerging occupational therapy identity and the development of graduate attributes among occupational therapy students / Jackie Boehm in The British Journal of Occupational Therapy, Volume 78 numéro 8 (Août 2015)
[article]
Titre : Exploring emerging occupational therapy identity and the development of graduate attributes among occupational therapy students Type de document : texte imprimé Auteurs : Jackie Boehm, Auteur ; Bronwyn Tanner, Auteur ; Daniel Lowrie, Auteur Année de publication : 2015 Article en page(s) : p.499-507 Langues : Anglais (eng) Mots-clés : Professional identity occupational therapy students first year student regional university curriculum Résumé : Introduction Strong professional identity allows for appropriate representation and promotion of occupational therapy. Academic education assists in the development of occupational therapy identity. This study aims to explore the development of occupational therapy identity and graduate attributes in occupational therapy students after the first year of a revised curriculum.
Method Occupational therapy students (n = 58) were surveyed at the commencement of the second year. Data analysis used descriptive statistics and inferential statistics (χ2 for trend).
Results A total of 54 students (93.1%) completed the survey. Students progressively developed occupational therapy identity over time. There were no significant associations between main factors influencing the original decision to study occupational therapy and when occupational therapy identity developed. However, there were significant associations between main factors influencing students' decision to continue studying and when identity developed. Most students agreed the curriculum equipped them to develop graduate attributes, although this was not significantly associated with factors that either influenced students to study, or continue studying, occupational therapy. There was significant association between development of graduate attributes and occupational therapy identity over time.
Conclusion This study showed an emergence of occupational therapy identity and graduate attributes in students, demonstrating the importance of first year curriculum in the development of these factors.Permalink : ./index.php?lvl=notice_display&id=40389
in The British Journal of Occupational Therapy > Volume 78 numéro 8 (Août 2015) . - p.499-507[article] Exploring emerging occupational therapy identity and the development of graduate attributes among occupational therapy students [texte imprimé] / Jackie Boehm, Auteur ; Bronwyn Tanner, Auteur ; Daniel Lowrie, Auteur . - 2015 . - p.499-507.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Volume 78 numéro 8 (Août 2015) . - p.499-507
Mots-clés : Professional identity occupational therapy students first year student regional university curriculum Résumé : Introduction Strong professional identity allows for appropriate representation and promotion of occupational therapy. Academic education assists in the development of occupational therapy identity. This study aims to explore the development of occupational therapy identity and graduate attributes in occupational therapy students after the first year of a revised curriculum.
Method Occupational therapy students (n = 58) were surveyed at the commencement of the second year. Data analysis used descriptive statistics and inferential statistics (χ2 for trend).
Results A total of 54 students (93.1%) completed the survey. Students progressively developed occupational therapy identity over time. There were no significant associations between main factors influencing the original decision to study occupational therapy and when occupational therapy identity developed. However, there were significant associations between main factors influencing students' decision to continue studying and when identity developed. Most students agreed the curriculum equipped them to develop graduate attributes, although this was not significantly associated with factors that either influenced students to study, or continue studying, occupational therapy. There was significant association between development of graduate attributes and occupational therapy identity over time.
Conclusion This study showed an emergence of occupational therapy identity and graduate attributes in students, demonstrating the importance of first year curriculum in the development of these factors.Permalink : ./index.php?lvl=notice_display&id=40389 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 prêtHurricane Sandy, Disaster Preparedness, and the Recovery Model / Michael A. Pizzi in American Journal of Occupational Therapy, Vol. 69/4 (Juillet-Août 2015)
[article]
Titre : Hurricane Sandy, Disaster Preparedness, and the Recovery Model Type de document : texte imprimé Auteurs : Michael A. Pizzi, Auteur Année de publication : 2015 Article en page(s) : 6904250010p1-6904250010p10 Langues : Anglais (eng) Mots-clés : Community disasters and emergency preparedness hurricanes student narrative discourse disasters mental health natural disasters emotion occupational therapy students Résumé : OBJECTIVE. Hurricane Sandy was the second largest and costliest hurricane in U.S. history to affect multiple states and communities. This article describes the lived experiences of 24 occupational therapy students who lived through Hurricane Sandy using the Recovery Model to frame the research.
METHOD. Occupational therapy student narratives were collected and analyzed using qualitative methods and framed by the Recovery Model. Directed content and thematic analysis was performed using the 10 components of the Recovery Model.
RESULTS. The 10 components of the Recovery Model were experienced by or had an impact on the occupational therapy students as they coped and recovered in the aftermath of the natural disaster.
CONCLUSION. This study provides insight into the lived experiences and recovery perspectives of occupational therapy students who experienced Hurricane Sandy. Further research is indicated in applying the Recovery Model to people who survive disasters.Permalink : ./index.php?lvl=notice_display&id=40418
in American Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904250010p1-6904250010p10[article] Hurricane Sandy, Disaster Preparedness, and the Recovery Model [texte imprimé] / Michael A. Pizzi, Auteur . - 2015 . - 6904250010p1-6904250010p10.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904250010p1-6904250010p10
Mots-clés : Community disasters and emergency preparedness hurricanes student narrative discourse disasters mental health natural disasters emotion occupational therapy students Résumé : OBJECTIVE. Hurricane Sandy was the second largest and costliest hurricane in U.S. history to affect multiple states and communities. This article describes the lived experiences of 24 occupational therapy students who lived through Hurricane Sandy using the Recovery Model to frame the research.
METHOD. Occupational therapy student narratives were collected and analyzed using qualitative methods and framed by the Recovery Model. Directed content and thematic analysis was performed using the 10 components of the Recovery Model.
RESULTS. The 10 components of the Recovery Model were experienced by or had an impact on the occupational therapy students as they coped and recovered in the aftermath of the natural disaster.
CONCLUSION. This study provides insight into the lived experiences and recovery perspectives of occupational therapy students who experienced Hurricane Sandy. Further research is indicated in applying the Recovery Model to people who survive disasters.Permalink : ./index.php?lvl=notice_display&id=40418 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