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- Title
Supporting occupational therapists implementing a capacity-building model in schools.
- Authors
Pollock, Nancy A.; Dix, Leah; Whalen, Sandra Sahagian; Campbell, Wenonah N.; Missiuna, Cheryl A.
- Abstract
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.
- Subjects
CLINICAL competence; BUSINESS networks; CONTENT analysis; FOCUS groups; INTELLECT; RESEARCH methodology; MENTORING; OCCUPATIONAL therapy; PROBABILITY theory; PROFESSIONAL employee training; QUESTIONNAIRES; RESEARCH funding; SCHOOL health services; T-test (Statistics); AFFINITY groups; STATISTICAL significance; HUMAN services programs; EVALUATION of human services programs; OCCUPATIONAL therapists; DESCRIPTIVE statistics; INFERENTIAL statistics; ATTITUDE (Psychology)
- Publication
Canadian Journal of Occupational Therapy, 2017, Vol 84, Issue 4/5, p242
- ISSN
0008-4174
- Publication type
Article
- DOI
10.1177/0008417417709483