Crist Patricia, Muñoz Jaime Phillip, Witchger Hansen Anne Marie, Benson Jeryl, Provident Ingrid
Duquesne University, Department of Occupational Therapy, 600 Forbes Avenue, Pittsburgh, PA, 15282-0020.
Occup Ther Health Care. 2005;19(1-2):71-93. doi: 10.1080/J003v19n01_06.
SUMMARY Faculty-practitioner partnerships that address mutually established, practice-relevant priorities have great potential to bridge academy and practice. Each partner has a different purpose or mission but together embracing mutually beneficial opportunities through sustainable partnerships, exponentially increases the outcomes that could result. The purpose of this paper is to report the evolution of a new program, called the Practice-Scholar Program at Duquesne University. The goal was to develop new partnerships between practice and our Department to support mutual interests in teaching, research and service focusing on the scholarship of occupational therapy 'best practices' in a variety of settings. These 'best practice' sites are to develop model programs in occupational therapy stressing occupation-based practice, application of evidence in clinical decision-making and embed scholarship activities into their every day practice. The selection, development and sustenance of our Practice-Scholar program and our first four partnership sites are described in this paper. Our Practice-Scholars sites have been at a collaborative speech-language/occupational therapy pediatric clinic, and at three community sites: three day-care sites in a marginalized underserved community; a homeless shelter for women; and the county jail. This paper describes how faculty have woven the Practice-Scholar program into our teaching, research and service responsibilities while helping our Practice-Scholars develop 'best practices.' Faculty, practitioner, and students benefits are described. Both the funding and outcomes from the Practice-Scholar program will be presented. Finally, new developments, modifications and challenges in sustaining these Practice Scholar partnerships and scholarship of practice activities are discussed.
专注于共同确立的、与实践相关的优先事项的教师-从业者伙伴关系，在弥合学术与实践之间的差距方面具有巨大潜力。每个伙伴都有不同的目的或使命，但通过可持续的伙伴关系共同抓住互利的机会，能成倍增加可能产生的成果。本文旨在报告杜肯大学一个名为“实践学者项目”的新项目的发展情况。目标是在实践机构与我们系之间建立新的伙伴关系，以支持在教学、研究和服务方面的共同利益，重点是在各种环境中开展职业治疗“最佳实践”的学术研究。这些“最佳实践”场所将开发职业治疗示范项目，强调基于职业的实践、在临床决策中应用证据，并将学术活动融入日常实践。本文描述了我们的实践学者项目以及前四个伙伴场所的选择、发展和维持情况。我们的实践学者场所包括一家言语治疗/职业治疗联合儿科诊所，以及三个社区场所：一个处于边缘化、服务不足社区的三个日托中心；一家妇女收容所；以及县监狱。本文描述了教师如何将实践学者项目融入我们的教学、研究和服务职责，同时帮助我们的实践学者发展“最佳实践”。还介绍了教师、从业者和学生所获得的益处。文中将展示实践学者项目的资金情况和成果。最后，讨论了在维持这些实践学者伙伴关系和实践活动学术研究方面的新进展、调整和挑战。
