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Biomedical subjects

J Tryssenaar

Publications and source records attributed to J Tryssenaar.

5 recordsLinked to original sources
PubMed1999

Occupational performance needs of a shelter population.

Practice in shelters for people who are homeless is an exciting and challenging opportunity for occupational therapists. However, there is a paucity of knowledge about the occupational performance needs of this population. In the present study, 25 persons at a shelter were interviewed using the Canadian Occupational Performance Measure (COPM). Data were analyzed using both qualitative and quantitative methods. Several major themes emerged including spirituality, "we want what everyone wants", choosing satisfaction, diverse health concerns, power of relationships, the importance of environment to well-being, and poverty. Altruism in the midst of adversity and individuality were minor themes. Instrumental activities of daily living, such as access to employment, financial management, housing, and recreation, were reported as more important than basic activities of daily living. Participants and interviewers also responded to general questions regarding the use of the COPM in the assessment process. The COPM was found to be useful for assessing the occupational performance needs of this population, but should be augmented by inquiry about environmental concerns, relationships, housing, and spirituality.

Adolescent↗
PubMed1994

Making interdisciplinary education effective for rehabilitation students.

Interdisciplinary education has been recommended as a way of preparing students for team practice after graduation. There is debate in the literature over the best way to implement interdisciplinary education sessions, and many factors can influence their effectiveness. This paper is a case description report of a pilot project developed to promote interdisciplinary learning. The Northern Studies Stream of McMaster University's School of Occupational Therapy and Physiotherapy in Ontario, Canada developed a project that combined students from the occupational therapy and physiotherapy programs for small group tutorials held during clinical placements. The project incorporated suggestions from the literature in order to encourage cooperation and interdisciplinary learning. Participants were mature, second-degree students with similar levels of clinical experience. The sessions were a required part of the academic course, but were ungraded. Tutorials focused on issues relevant to clinical practice for both groups and were facilitated by faculty from both professions. Evaluation was positive, suggesting student characteristics (eg, level of experience and maturity) and session design features that may be helpful in planning future interdisciplinary education experiences.

Humans↗
PubMedDate not supplied

Interactive journals: an educational strategy to promote reflection.

Reflection is an essential component of clinical reasoning in occupational therapy practice. The specialty area of mental health practice can elicit awareness and introspection for occupational therapy students at personal and professional levels. This article, a qualitative case study, describes the use of interactive journals in the mental health component of an undergraduate occupational therapy curriculum to foster and develop reflective skills. Students kept journals and submitted them biweekly; faculty members responded to the journals in writing within 24 hr. The journals were analyzed for common themes over the length of the course as well as at each biweekly period. Frequent themes were students' increased awareness and openness to the specialty area and positive changes in attitude associated with new knowledge and experiences. The results indicate that interactive journals in academic courses have the potential to be an effective strategy to promote reflection.

Curriculum↗
PubMedDate not supplied

From student to therapist: exploring the first year of practice.

OBJECTIVES: The transition from classroom to clinical practice challenges many health professional students. This study used a phenomenological approach to explore the lived experience of rehabilitation students during their final placement and first year of practice. METHOD: Students (n = 6) in occupational therapy and physical therapy wrote reflective journals every 2 weeks during their final fieldwork placement and first year of practice. The researchers independently analyzed the journals for common themes. An independent peer completed a blind analysis of two journals. Data were also compared with published first-person accounts of novice practitioners. RESULTS: The lived experience of the first year of practice included four consecutive stages: Transition, Euphoria and Angst, Reality of Practice, and Adaptation. Themes from the journals included great expectations, competence, politics, shock, education, and strategies. CONCLUSION: Recognizing the stages in the process of transition from student to therapist may assist in educational curriculum development and clinical support and supervision for new graduates. Educators need to continue to make education practice relevant while maintaining a theoretical perspective.

Adult↗