Department of Occupational Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS 39216-4505, USA.
Phys Occup Ther Pediatr. 2012 Feb;32(1):66-79. doi: 10.3109/01942638.2011.592573. Epub 2011 Jul 6.
The primary purpose of this study was to identify the practitioner competencies that occupational therapists perceive as important for handwriting evaluation and intervention in school-aged children. A secondary purpose was to compare the practitioner perceptions of those in school-based practice with those from other primary practice settings.
A stratified random sample of 376 occupational therapists recruited from a national professional organization database participated by completing a survey instrument containing 80 competency items.
A majority of the 80 practitioner competency items were perceived to be of high importance to the respondent groups. A significance difference in perception when comparing the school-based practitioners to all other practitioners was revealed in only 3-12 competency summary categories.
Practitioner competency survey items were perceived to be of high importance to the participants. School-based practitioner perceptions of competency were, for the most part, mainly similar to those in other primary practice settings.
本研究的主要目的是确定治疗师认为对手写评估和干预儿童有重要意义的实践能力。次要目的是比较基于学校的从业者与其他主要实践环境从业者的看法。
从国家专业组织数据库中抽取 376 名职业治疗师作为分层随机样本，通过完成包含 80 项能力项目的调查工具参与研究。
大多数 80 项实践能力项目被受访者群体认为具有高度重要性。仅在 3-12 项能力总结类别中发现，与所有其他从业者相比，基于学校的从业者的看法存在显著差异。
从业者能力调查项目被参与者认为具有高度重要性。学校从业者对能力的看法在很大程度上与其他主要实践环境相似。
