Crist Patricia A, Brown Launcelot I, Fairman Andrea, Whelan Lynsay, McClure Lucy
Department of Occupational Therapy, Duquesne University, Pittsburgh, PA.
Occup Ther Health Care. 2007;21(1-2):71-89. doi: 10.1080/J003v21n01_06.
Effective fieldwork provides students with learning experiences in preparation for entry-level practice as occupational therapists (OT) or occupational therapy assistants (OTA). In 2003, the National Board for Certification in Occupational Therapy, Inc.® (NBCOT) conducted a practice analysis of entry-level certified occupational therapy practitioners (OTR & COTA) to validate a test blueprint for the national certification examinations. This study reports a novel, elective survey reflecting the total percentage of entry-level practitioners, who reported use of 88 different interventions. The purpose of this paper is to translate the practice analysis intervention data gathered in the optional survey to plan and implement effective fieldwork that prepares fieldwork students for entry-level practice. The results of this study will provide understanding of intervention use among entry-level practitioners (OTR = 479; COTA = 168) as a function of practice context. An initial correlation of a random sample of 100 OTRs and COTAs found group equivalency, meaning that the OTR information could be used for the major analyses and generalized to include COTA. Fourteen interventions were found commonly across all practice settings for OTR. These fourteen were factored into three areas or themes (preparatory and activities of daily living; motor skills, posture and coordination; and mental functions) with significant frequency of intervention utilization. Further analysis indicated a high variability of the top thirty interventions for each setting with regard to utilization of interventions above and below the 50 percentile. This snapshot of practice regarding entry-level intervention utilization in occupational therapy across seven major practice settings is described and application to fieldwork processes elaborated. The information provides a description of practice in each setting that can be used by academic fieldwork coordinators for student placement decisions. Fieldwork educators can use this information as a guide for planning comprehensive fieldwork-learning activities, as well as supervising students. Fieldwork students can use this intervention utilization information to assess their readiness for entry-level practice in each setting.
有效的实习为学生提供学习体验，为其成为职业治疗师（OT）或职业治疗助理（OTA）的入门级实践做准备。2003年，美国职业治疗认证委员会（NBCOT）对入门级认证职业治疗从业者（OTR和COTA）进行了实践分析，以验证国家认证考试的测试蓝图。本研究报告了一项新颖的选修调查，该调查反映了报告使用88种不同干预措施的入门级从业者的总百分比。本文的目的是翻译在选修调查中收集的实践分析干预数据，以规划和实施有效的实习，使实习学生为入门级实践做好准备。本研究结果将提供对入门级从业者（OTR = 479；COTA = 168）在不同实践环境中干预措施使用情况的理解。对100名OTR和COTA的随机样本进行的初步相关性分析发现两组具有等效性，这意味着OTR的信息可用于主要分析，并推广到包括COTA。在OTR的所有实践环境中，共发现了14种常见干预措施。这14种干预措施被归纳为三个领域或主题（日常生活准备和活动；运动技能、姿势和协调；以及心理功能），干预措施的使用频率较高。进一步分析表明，在每个环境中，前30种干预措施在50百分位数以上和以下的使用情况存在很大差异。本文描述了职业治疗入门级干预措施在七个主要实践环境中的使用情况，并详细阐述了其在实习过程中的应用。这些信息描述了每个环境中的实践情况，学术实习协调员可用于学生安置决策。实习教育工作者可以将这些信息作为规划全面的实习学习活动以及指导学生的指南。实习学生可以利用这些干预措施使用信息来评估自己在每个环境中进行入门级实践的准备情况。
