Talero Pamela, Kern Stephen B, Tupé Debra A
Department of Occupational Therapy Jefferson School of Health Professions, Thomas Jefferson University , Philadelphia, PA , USA.
Scand J Occup Ther. 2015 Mar;22(2):95-102. doi: 10.3109/11038128.2014.997287. Epub 2015 Jan 19.
This study focuses on the design of an entry-level educational model of culturally responsive care in occupational therapy embedded in service-learning (CRCOT-SL) that is perceived as clear, relevant, evidence-based, and useful by occupational therapy educators. The purpose of the model is to guide OT educators in teaching students to enable occupational participation and social inclusion in cross-cultural encounters.
The design consisted in defining the areas of the model and the components of each area, and articulating the learning process embedded in service-learning. A formative evaluation of CRCOT-SL was then performed using survey methods to collect feedback from 30 OT educators regarding the clarity, relevance, evidence-based constructs, and usefulness of CRCOT-SL.
CRCOT-SL was perceived to be clear, relevant, evidence-based, and useful to 81.5% of the OT educators who participated in the study. Minor modifications to the model were completed based on the educator's feedback.
CRCOT-SL is intended to respond not only to the dynamic, multicultural, and diverse environments in which practitioners currently practice but to the future needs of a global community facing social, political, economic, and environmental issues that will continue to affect dramatically people's living conditions and occupational needs.
本研究聚焦于设计一种融入服务学习的职业治疗文化响应式护理入门级教育模式（CRCOT-SL），职业治疗教育工作者认为该模式清晰、相关、基于证据且实用。该模式的目的是指导职业治疗教育工作者教授学生，使其在跨文化交流中实现职业参与和社会包容。
设计包括确定该模式的各个领域以及每个领域的组成部分，并阐明融入服务学习的学习过程。然后采用调查方法对CRCOT-SL进行形成性评估，以收集30名职业治疗教育工作者对CRCOT-SL的清晰度、相关性、基于证据的结构以及实用性的反馈。
参与研究的81.5%的职业治疗教育工作者认为CRCOT-SL清晰、相关、基于证据且实用。根据教育工作者的反馈对该模式进行了细微修改。
CRCOT-SL不仅旨在应对从业者当前所处的动态、多元文化和多样化环境，还旨在满足全球社区未来的需求，这些社区面临的社会、政治、经济和环境问题将继续极大地影响人们的生活条件和职业需求。
