Holistic Care Competencies of Occupational Therapy Students
Conditions
Keywords
Holistic health care, occupational therapy student, mind map
Brief summary
Background: Occupational therapy emphasizes the holistic approach, but occupational therapy students are unable to use holistic thinking to design holistic solutions for cases immediately during their internship due to their lack of clinical experience, which requires extensive guidance from clinical occupational therapist. Study Aim: To improve the holistic care competencies of occupational therapy students using a structured holistic thinking curriculum. Methods: The study population was occupational therapy interns from a northern teaching hospital. The holistic thinking curriculum was designed as a structured program using mind maps, case-based discussions, and clinical observations to integrate physical, psychological, social, and spiritual aspects. The experimental group took a pre-test after a case report in weeks 4 and 5, a first post-test and course satisfaction after the first structured holistic thinking course, and a second structured holistic thinking course with a second post-test and course satisfaction in weeks 11 and 12; the control group had no course but had a guided version of the holistic thinking case study form for independent study, and the control and experimental groups were tested pre and post using the holistic thinking case study form and the personal learning self-efficacy scale. Data analysis: Quantitative data for the holistic thinking case study form were determined by three occupational therapists with at least 5 years of teaching experience through consensus conferences to determine the degree of compliance of the case study form with holistic care, and differences between the holistic thinking case study form and the personal learning self-efficacy scale were determined by Kruskal-Wallis with a p-value of 0.05. Qualitative data for the holistic thinking case study form were determined by three occupational therapists with at least 5 years of teaching experience to determine the degree of compliance of the case study form with holistic care and regular meetings were held to achieve consistency in coding.
Interventions
OTHERStructured holistic thinking course(2 hr)
The holistic thinking curriculum was designed as a structured program using mind maps, case-based discussions, and clinical observations to integrate physical, psychological, social, and spiritual aspects.
OTHERClinical practice training
there is no holistic thinking curriculum.Using the holistic thinking case study form - introductory version self-study
Sponsors
Taipei Medical University Shuang Ho Hospital
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
20 Years to 60 Years
Healthy volunteers
Yes
Inclusion criteria
1. occupational therapy students who were interns at the Shuanghe Hospital, Ministry of Health and Welfare 2. students who could read, write, and communicate in Chinese 3. students who were 20 years of age or older.
Exclusion criteria
1. those who could not attend the entire course 2. those who could not complete the 12-week internship.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| The quantitative data of the Holistic Thinking Case Analysis Form | Change from baseline after immediate intervention/Change from baseline at week 12 | The Holistic Thinking Case Analysis Form: Taken from cases (caregivers) to see if subjects can analyze holistic abilities/problems based on physical, mental, social and spiritual aspects. Higher scores indicate better analysis of the problem and are quantitative data. The holistic occupational therapy intervention plan extract looks at whether the subject can present an occupational therapy intervention plan with the concept of holistic care, which is qualitative. The higher the score, the more appropriate it is, which is quantitative data. The above information was coded and analyzed by three occupational therapists with more than five years of teaching experience, and quantitative information was determined through consensus conferences. |
| MSLQ:Motivated Strategies for Learning Questionnaire | Change from baseline after immediate intervention/Change from baseline at week 12 | Measuring subjects' learning self-efficacy |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Course Satisfaction Questionnaire | After each training session(week 4-5/week 11-12) | The purpose of the questionnaire was to understand the subjects' satisfaction, usefulness, and suggestions regarding the course content and to increase the subjects' connection to the holistic care curriculum, clinical experience, and skills knowledge through course reflection. |
Countries
Taiwan
Contacts
Primary ContactHanyun Hsiao, master
Outcome results
None listed