Clinical and professional reasoning in occupational therapy. Clinical and Professional Reasoning in Occupational Therapy 2019-02-13

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Clinical and Professional Reasoning

clinical and professional reasoning in occupational therapy

Taking one element of a larger study, this paper presents findings on the sociocultural environment as it influences play events in the home setting. Barbara Schell is the founding Chair of the Department now School of Occupational Therapy at Brenau University in Gainesville, Georgia. Occupational therapy practitioners use clinical reasoning in all areas of practice to determine who needs intervention, the most effective interventions, and expected outcomes. Introduction: Occupation-focused models are one method of integrating occupation into occupational therapy education programmes. Successful professionals also use clinical reasoning to confidently assimilate new information, make decisions, argue well, and advocate for clients.

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Clinical and Professional Reasoning in Occupational Therapy by Barbara Schell

clinical and professional reasoning in occupational therapy

Results: The response rate was 33. The dilemma is how to communicate professional depth using language that is commonly understood, while being concise and yet comprehensive Pierre and Sonn 1999. It can promote a better understanding of details in embodied performances and in the co-construction of meaning, positively influencing occupation, participation, and health. There has been limited investigation in this regard in existing literature. Expectations for CoP, with 5 subthemes CoP as a tool for professional strength; Space for support and continence; Space for exchange of knowledge and information; Tool for systematize and formalize occupational therapy practice; Opportunity to understand the practice scenario and work performed and 2.

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Barbara A. Boyt Schell, PhD, OT/L, FAOTA

clinical and professional reasoning in occupational therapy

This study provides insight into the difficulties that students experienced when engaging with fieldwork and offers some strategies that have been found to advance their learning. Having adopted a conceptual model of practice, they established clearly defined processes for assessment, case formulation and goal setting. Results: Four temporal orientations of older rehabilitees were identified in the rehabilitation sessions: i timeless, ii past, iii present, and iv life course. They offer a theoretical basis for practice by providing explanations about the process and practice of the profession. Three themes were identified: 1 service challenges for the family, 2 day-to-day experience of autism, and 3 reframing family. Differences among professional home evaluators reveal unique, yet overlapping reasoning processes.

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Clinical and Professional Reasoning in Occupational Therapy by Barbara Schell

clinical and professional reasoning in occupational therapy

Five occupational therapists working in governmental mental health institutions in one metropolis in South Africa were Conditional reasoning Used by therapists to examine the 'goodness of fit' between their clients and the environment in which occupations would be engaged in Mattingly and Fleming 1994. Given that the object of clinical reasoning is to persuade oneself and others of a particular plan of action, practitioners should become as proficient as possible in their professional language Loftus and Higgs 2008. This essential text is aligned with the Occupational Therapy Practice Framework and integrates frames of reference and evidence in practical ways. This essential text is aligned with the Occupational Therapy Practice Framework and integrates frames of reference and evidence in practical ways. Synopsis: This comprehensive textbook lets readers develop the strong theoretical and practical foundation needed for effective decision-making in occupational therapy. Authors to date have two primary answers to this question, which we labeled scientific reasoning and narrative reasoning. This mode of reasoning can help occupational therapy practitioners to be aware of how they influence the patient's perception of body, self, and world.

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Barbara A. Boyt Schell, PhD, OT/L, FAOTA

clinical and professional reasoning in occupational therapy

Conclusion: Community of Practice revealed itself able to promote reflection on practice, addressing formative needs on methodological and theoretical questions as well as personal and emotional aspects related to work. Each chapter includes learning objectives and a key word list. Contexts and types of intervention were compared using the Occupational Therapy Practice Framework American Occupational Therapy Association, 2008. Objective: Through a content analysis of qualitative research published 1993-2011, we sought to determine how qualitative research can inform clinical reasoning among occupational therapy practitioners to support evidence-based, occupation-focused services for children and youth with autism and their families. When the palliative care team at West Virginia University Ruby Memorial Hospital launched a clinical study on narrative medicine, Lacie was one of the first patients to participate. With an increased demand arising from stake holders to provide more complex clinical experiences and to have students better prepared for clinical rotations, educators need to develop instructional tasks and measures to teach and assess clinical reasoning.

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Barbara A. Boyt Schell, PhD, OT/L, FAOTA

clinical and professional reasoning in occupational therapy

The Influence of Payment on Effectiveness of Biomechanical vs. A particular challenge facing occupational therapy students and novice practitioners is that actual clients do not always fit a typical clinical picture. Case Examples demonstrate how effective reasoning is applied in handling a range of clinical and professional issues. This textbook offers easy-to-follow explanations of current theories of clinical and professional reasoning, demonstrating their relevance to occupational therapy work. The videos are meant to stimulate follow up questioning in order to dig deeper into the understanding of the concepts presented. Fractured agency was intertwined with the timeless orientation, frozen agency was related to the past orientation, practical agency to the present orientation, and transitional agency emerged in relation to the life-course orientation. Designed with the belief that systematic use of clinical reasoning strategies streamlines and supports using responsible, cost-effective interventions, Clinical Reasoning in Occupational Therapy guides students and practitioners in thinking efficiently, flexibly, and critically, providing clients with the best possible care.

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Clinical Reasoning in Occupational Therapy

clinical and professional reasoning in occupational therapy

An exploratory, descriptive, qualitative methodology was used with 14 occupational therapists, experienced in neuro-rehabilitation. The Examination of the Impact of Occupational Therapy on the Health and Valued Activities of Adults with Osteoporosis by Randles, N. A survey was sent to 193 occupational therapy programmes in Australia, Canada, the United Kingdom and the United States. Schell and Schell's 2007 summary of professional reasoning shaped the rationale for decision-making in supervision, management, education, and service delivery. Dunn 2000 and Schell 2008 expanded Fleming's idea of three track reasoning and suggested that four types of clinical reasoning exist: scientific, narrative, pragmatic, and ethical. Principal findings are that students view multicultural education as being important because it provides information about culturally different groups that will be useful in their future careers. Observations of treatment sessions, peer learning and practice in the skills laboratories were beneficial for learning, competence and confidence.

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Clinical and Professional Reasoning in Occupational Therapy

clinical and professional reasoning in occupational therapy

Eight occupational therapists participated in multiple interviews and member checks about home modifications training and practice. The intent of this video series is to introduce students and novice occupational therapy professionals to the current views of professional and clinical reasoning. KeywordsProfessional reasoning-Wholism-Collaborative practice-Education-Credentialing-Portfolio Professional reasoning used by occupational therapists in home modifications as they develop from novice to expert was explored in this grounded theory study. As James became more emotionally, cognitively, and attentionally engaged in the therapy process over time, procedural reasoning in collabora- tion with James to identify and prioritise occupational performance issues became prominent. A division of resources and strengths between research staff and practitioners seems to be reasonable. It has been shown that with the development of clinical expertise therapists are able to practice in a more effective client-centred way as a result of having achieved high levels of both professional knowledge and clinical reasoning.

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Clinical Reasoning in Occupational Therapy

clinical and professional reasoning in occupational therapy

The photograph depicts Lacie holding a selfportrait painted by artist CeCey Rose. Cognitive theories of human action, as well as narrative and instrumental approaches, provide an insufficient picture of the nature of clinical reasoning in occupational therapy practice. These findings support the literature on clinical reasoning in oc- cupational therapy which forms the basis of providing individualised intervention 16. The portrait was created 4 years before Lacie was diagnosed with advanced stage colon cancer. This model, the Research Pyramid, aligns itself with the revised model of evidence-based medicine and, more important, with the basic modes of clinical reasoning in occupational therapy.

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