Supporting occupational therapists implementing a capacity-building model in schools

被引：20
作者：
Pollock, Nancy A. [1 ,2 ,3 ]
Dix, Leah [1 ,4 ]
Whalen, Sandra Sahagian [3 ,4 ]
Campbell, Wenonah N. [1 ,5 ]
Missiuna, Cheryl A. [1 ,5 ,6 ]
机构：
[1] McMaster Univ, Sch Rehabil Sci, 1400 Main St West,IAHS 412, Hamilton, ON L8S 1C7, Canada
[2] McMaster Univ, Hamilton, ON, Canada
[3] REACH Therapy Serv, Hamilton, ON, Canada
[4] McMaster Univ, CanChild, Partnering Change Project, Hamilton, ON, Canada
[5] McMaster Univ, CanChild, Hamilton, ON, Canada
[6] McMaster Univ, Childhood Disabil Res, Hamilton, ON, Canada
来源：
CANADIAN JOURNAL OF OCCUPATIONAL THERAPY-REVUE CANADIENNE D ERGOTHERAPIE | 2017年 / 84卷 / 4-5期
关键词：
Occupational therapy; Population health; Practice management; Professional education; Transformative learning; KNOWLEDGE TRANSLATION; REHABILITATION; CHILDREN; INTERVENTION; FRAMEWORK; SERVICE; HEALTH;
D O I：
10.1177/0008417417709483
中图分类号：
R49 [康复医学];
学科分类号：
100215 ;
摘要：
Background. Adopting a new model of clinical practice is complex. Professional development programs based on best-practice principles may facilitate this process. Purpose. This paper describes the development and evaluation of a multifaceted professional development program designed to support school-based occupational therapists to deliver a capacity-building model of service. Method. Twenty-two therapists participated in the program; completed pre-post evaluations of knowledge, skills, and beliefs; evaluated specific components of the training program; and participated in focus groups. Quantitative data were analyzed using descriptive and inferential statistics. Qualitative data were analyzed using a directed content analysis. Findings. Therapists' perceptions of their knowledge and skills showed statistically significant change. Both training and mentorship were highly valued; however, having opportunities to build peer networks was considered essential. Implications. Multifaceted professional development programs designed using best-practice principles are an important mechanism for facilitating practice change. Including a process for peer support is advised.
引用
收藏
页码：242 / 252
页数：11
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