Browsing by Author "Wood, Wendy, committee member"
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Item Open Access Elements of a subject-centered education model in occupational therapy education(Colorado State University. Libraries, 2015) Musick, Lauren M., author; Hooper, Barbara, advisor; Wood, Wendy, committee member; Jennings, Louise, committee memberFor two decades, scholars have urged the occupational therapy profession to prioritize placing occupation at the center of curricular designs and educational activities in order to advance occupational science and therapy (e.g., Yerxa, 1998; Whiteford & Wilcock, 2001). Subject-centered education has been proposed as one model for occupational therapy education (Hooper, 2006, 2010). However, the elements of the model and their transactions required further empirical development. Elements included the subject of occupation, other topics, and a community of knowers (Palmer, 1998). Video data were collected from U.S. occupational therapy and occupational therapy assistant programs as part of a larger study by Hooper, Krishnagiri, Price, Bilics, Taff, and Mitcham (in press) and secondarily analyzed. The thematic analysis identified which elements of a subject-centered model were present and described the interactions between elements. A reconstructed narrative of each program's video helped to illustrate the major findings. All elements of the subject-centered model seemed to be present, however interactions were more prevalent than individual elements. For instance, occupation was most often taught in relation to topics and people. Perhaps because of its complexity, occupation was rarely taught on its own and seemed a challenge to teach. The model of subject-centered education provided a valuable conceptual framework for identifying how occupation was taught and learned in the classroom.Item Open Access Exploring staff clinical knowledge and practice with LGBT residents in long-term care: a grounded theory of cultural competency and training needs(Colorado State University. Libraries, 2014) Donaldson, Weston Verlaine, author; Vacha-Haase, Tammi, advisor; Davalos, Deana, committee member; Swaim, Randall, committee member; Wood, Wendy, committee memberProviding culturally competent care to LGBT residents is an important area of concern in the current practice of long-term care (LTC) staff and providers. Existing literature shows that LGBT residents are likely to face discrimination and suboptimal care in LTC facilities due to homophobia, transphobia, and heteronormative/cisnormative policies. This grounded theory study assessed the LGBT cultural competency that exists among staff working in LTC facilities, and provides a framework for understanding how their knowledge, skills, and attitudes with respect to LGBT residents are connected to their ability to care for those populations. The core category identified in this study was "staff sensitivity to minority sexual orientation and gender identity (SOGI) of residents." Main categories reflected the ways that competency, awareness, knowledge, experience with LGBT people, attitudes toward LGBT people, and current training needs reflect staff sensitivity to resident SOGI. Recommendations are made for training LTC staff to be sensitive to the particular needs of sexual and gender minorities in their facilities.Item Open Access Exploring the applicability and utility of a subject centered integrative learning model in fieldwork education(Colorado State University. Libraries, 2016) Barth, Devin Celeste, author; Hooper, Barb, advisor; Wood, Wendy, committee member; Kuk, Linda, committee memberFieldwork education is mandated by world’s standard for occupational therapy and comprises a significant portion of student education as they prepare to practice as occupational therapists. Currently fieldwork education is guided by professional reasoning and learning theories, but there are no occupational therapy-specific tools to support fieldwork educators in this endeavor. Due to the significance of fieldwork, it is vital that fieldwork educators have ample training and tools to ensure quality learning experiences. Currently, the materials that direct fieldwork education and the attention to occupation within fieldwork are both limited. Without materials that consistently relate educational experiences back to occupation, students may be ill prepared as occupation-based practitioners. This study introduced the Subject-Centered Integrative Learning Model for Occupational Therapy (SCIL-OT) as a tool to guide fieldwork educators on the centrality of occupation in education. The purpose of this study is to address how the concepts and principles of the SCIL-OT are reflected in teaching in fieldwork education; how occupational therapy fieldwork educators experience the concepts and transactions of the SCIL-OT; how the model leads fieldwork educators to design and employ occupation-centered learning experiences; the limits of SCIL-OT; and recommendations for its refinement. A theory building approach was coupled with basic qualitative research to evaluate the utility of the SCIL-OT in fieldwork education in hopes of developing occupation-centered educational practices. Purposive sampling was used to recruit six exemplar fieldwork educators who had supervised at least three Level II fieldwork students. Practice settings included hand therapy, inpatient psych, schools, acute care, home health, and outpatient pediatrics. Three 60-90 minute individual or group interviews were conducted to illuminate the applicability of the SCIL-OT in a variety of fieldwork education settings. Open-ended and follow-up questions were used to explore current fieldwork education and discuss how the SCIL-OT may be used to enhance this practice. In interview one, participants discussed current fieldwork education experiences. In interview two, researchers presented the SCIL-OT and collected the educators’ initial responses to the model. The final interview gave fieldwork educators the opportunity to discuss their experiences applying the SCIL-OT and offer suggestions for the model’s refinement. Data analysis occurred through coding and developing themes based on similarities of comments made within the text. Results of this study showed that the SCIL-OT prompted a change in language and served as a discussion tool to expand the understanding of topics, the knowledge community and the value of occupational therapy. When incorporating the SCIL-OT into fieldwork education, supervisors were more intentional about including occupation into learning experiences. After learning the SCIL-OT, there was a difference in the vernacular fieldwork educators used to describe practice and education. Additionally, there was a deliberate focus on occupation and how the connection back to occupation can enhance the learning experience for students. Application of the SCIL-OT in fieldwork education enhanced the fieldwork experience for both students and educators in three significant ways. First, the SCIL-OT broadened the conception of the knowledge community and reminded fieldwork educators to incorporate additional materials and individuals into the fieldwork education experience. Next, the SCIL-OT served as a reminder that occupation is the center of occupational therapy practice and should direct education. Finally, after fieldwork educators applied the SCIL-OT to their fieldwork education practices, personal values and pride in the practice of occupational therapy resurfaced, leading to enhanced practice and education that more closely represented the core values and mission of occupational therapy. This is the first model in occupational therapy education to support occupation-centered education in fieldwork education. It has power to convey the nature of occupational therapy’s distinctiveness and to strengthen the tie between curricula and practice for fieldwork students.Item Open Access Exploring the applicability and utility of the subect-centered integrative learning model in client and family education(Colorado State University. Libraries, 2016) Zorn, Amanda Rachelle, author; Hooper, Barb, advisor; Wood, Wendy, committee member; Kuk, Linda, committee memberClient education is one of the primary intervention methods used by occupational therapists. However, existing models for client education within occupational therapy do not provide information on how practitioners can make the link between teaching interactions and occupation explicit for learners. The educational model proposed in this study, the Subject Centered Integrative Learning model for Occupational Therapy (SCIL-OT), can provide the connection between teaching interactions and client occupation by guiding the provision of information in an explicit and visual manner that represents occupation as the core of teaching. This study used a theory building design and basic qualitative research methods. Occupational therapists providing client education in everyday practice were taught the SCIL-OT and were asked to incorporate the model into client education. During a final interview, client educators reported on their experiences applying the model. All interviews were transcribed and coded based upon elements of the model and experience with the model in practice. Coded data were then analyzed for themes or common threads to provide further understanding of client educators’ experiences with applying the SCIL-OT in practice. After learning about the SCIL-OT, 1) language used by client educators shifted from implicit to explicit descriptions of the core subject of occupation in how teaching was described, and client educators became more intentional in making teaching links to connect the knowledge community and topics to client-centered occupations; 2) there was increased emphasis on building relationships within the knowledge community; and 3) client educators explained meaning was developed within teaching experiences when centering educational interactions on client-centered occupations. Despite these transitions, client educators expressed difficulty understanding the difference between the elements of topic and subject within the model which made it difficult to explain the dynamics of educational encounters in clear language. When reducing these findings down to the common threads, client educators expressed that the SCIL-OT incorporated meaning, stronger client-centered approaches, and increased engagement by clients and family members within teaching experiences. Although a client-centered approach is emphasized within the occupational therapy profession, participants explained the routines of day to day practice can overshadow the intention of connecting with clients and families during teaching interactions. The SCIL-OT acted as a visual aide, illustrating the components within educational experiences, thus reminding client educators to make intentional connections between the knowledge community, topics, and subject.Item Open Access Exploring the applicability and utility of the subject-centered integrative learning model in academic education(Colorado State University. Libraries, 2016) Brown, Adelaide, author; Hooper, Barb, advisor; Wood, Wendy, committee member; Kuk, Linda, committee memberThe purpose of this study was to explore the utility of the Subject-Centered Integrative Learning model (SCIL-OT) for occupational therapy educators when crafting occupation-centered learning experiences. The need for centering education on occupation, the core concept of occupational therapy, has been promoted by multiple scholars (e.g. Whiteford and Wilcock, 2001; Yerxa, 1998). However, occupation-centered education has not yet been fully operationalized. The SCIL-OT is a model created to assist educators in centralizing occupation in their teaching, but development has been primarily conceptual (Hooper 2006a; Hooper 2006b). Therefore, there is a need for empirical study of the SCIL-OT. This basic qualitative study used a theory building approach to confirm or disconfirm elements of the SCIL-OT. Seven graduate level educators participated and were interviewed two times. Audio from the interviews was transcribed and coded through the use of qualitative software. Initial codes were developed from the SCIL-OT elements, and were expanded based upon the data. Themes were developed based on patterns in the codes. Educators in the study used the model to adapt written assignments, practicals, and class discussion in a way in which was interpreted as being occupation-centered. The model was interpreted to be compatible with student-centered values. Overall findings were confirming of the SCIL-OT. Occupation is the central concept of occupational therapy, and it is essential to emphasize it in education (Yerxa, 1999). Based on the findings from this study, the SCIL-OT has the potential to support educators in developing occupation-centered teaching practices.Item Open Access Patterns of behavior in Alzheimer units: examining the role of the physical environment interface(Colorado State University. Libraries, 2015) Apple, Christine Elaine, author; Leigh, Katharine, advisor; Malinin, Laura, advisor; Wood, Wendy, committee memberThe purpose of this study was to examine the relationship among the physical environment and behaviors within individuals with Alzheimer’s in a Special Care Unit (SCU). The SCU was located in a skilled nursing facility in Fort Collins, CO providing care for individuals with mid to late stage dementia, including individuals with Alzheimer’s. Of interest in this research study was the impact of this relationship to influence positive, and negative, behaviors contributing to positive quality of life, or positive behaviors supported by one’s physical surroundings creating a living environment directed at acknowledging the person’s life experiences, opportunities for choice and decision, and activities replicating prior home/work activities for residents with Alzheimer’s or dementia. This study sought to enhance the existing body of knowledge about environmental impacts on behavior in care for individuals with Alzheimer’s. Day, Carreon, and Stump (2000) suggested design of the physical environment should be therapeutic, promoting well-being and functionality for individuals with Alzheimer’s or dementia. The research design was an instrumental case study investigating issues surrounding a specific phenomenon (i.e., the relationship of environment and behavior in the SCU) and collected both qualitative and quantitative data. Data collection began with a physical inventory documenting the environment through photographs noting furniture locations, lighting, colors, contrast, materials and finishes, and wear within the space. Observational data were collected over a 10 week consecutive period, during non-randomized times to accommodate the facility (three times a week) for 30 minutes each. Finally, the e-Survey with qualitative and quantifiable data obtained from staff (ns = 6) perceptions of the physical environment and residents’ (nr = 9) behaviors. Findings suggested staff behavior reinforcing a medical model of care in contrast to contemporary approaches providing person-centered care; staff perceptions of communications differed from observed instances of communication; resident wandering and communication were the two most frequently occurring behaviors recorded during observations. Instances where the physical environment impacted resident behaviors considered: a flooring transition strip instigated frustration by a resident in a wheelchair unable to move over the height difference; areas with greater levels of lighting, whether natural or artificial, appeared to promote greater socialization; and furniture placement and corridor planning in the unit shaped the pathways for movement through the unit. Two specific behaviors, not identified in the empirical literature, were found in the study to potentially contribute to a positive quality of life for residents with Alzheimer’s: physical touch and cleaning. Observed body language and facial expressions, of residents, during these behaviors suggest possible connection supporting in individual’s positive quality of life. The study revealed positive quality of life and person-centered care to be interlaced and not separate entities due to their concentration on personalization of care and establishing a connection to the individual’s past experiences.Item Open Access Situating an occupational therapy curriculum in the local culture and context of Trinidad and Tobago and the Caribbean: an ethnographic case study(Colorado State University. Libraries, 2019) Roberts, William L., author; Hooper, Barb, advisor; Jennings, Louise, committee member; Lynham, Sue, committee member; Wood, Wendy, committee memberTo view the abstract, please see the full text of the document.