School of Health Sciences, Western Sydney University, Penrith, Australia.
South Western Sydney Local Health District, Liverpool, Australia.
Aust Occup Ther J. 2024 Aug;71(4):486-498. doi: 10.1111/1440-1630.12937. Epub 2024 Feb 10.
Occupational therapists have vital roles in inpatient rehabilitation to focus on independence in activities of daily living. Occupational therapy interventions are uniquely designed to address goals of service users and can be delivered individually or in group formats. Group interventions promote service users' mutual support and enable therapists to increase frequency and intensity of service provision. Student-led programs have become an attractive model, benefiting students while providing positive treatment outcomes for service users. There is an emerging body of literature that explores service users' and students' satisfaction with student-led group models of practice within inpatient rehabilitation and occupational performance outcomes of service users participating in student-led programs. This study aimed to explore the satisfaction of service users and students in addition to the self-reported occupational performance outcomes of a student-led activities of daily living group program in inpatient rehabilitation.
Data from 33 service users and seven students were collected retrospectively. The intervention involved a student-led activities of daily living group program, consisting of three groups: breakfast, morning tea, and home readiness group. All service users and students completed unique satisfaction surveys at the conclusion of their participation in the student-led program. Service users completed a self-reported activities of daily living performance measure pre- and post-program. Findings were reported in descriptive statistics, and pre- and post-program data were compared with the Wilcoxon signed-rank test.
All students were satisfied with the student-led program. Majority of service users were satisfied with all components of the student-led program. Median scores for self-reported performance increased significantly following the student-led program (P < 0.001).
This study highlighted that service users and students were satisfied with the service delivery of a student-led activities of daily living group program. The program was effective in addressing self-reported performance for service users in inpatient rehabilitation. The findings from this study have potential to inform clinical practice on the implementation of student-led programs in occupational therapy settings.
在住院康复中，作业治疗师在关注日常生活活动的独立性方面发挥着重要作用。作业治疗干预措施是专门为满足服务使用者的目标而设计的，可以采用个体或小组形式提供。小组干预措施促进了服务使用者之间的相互支持，并使治疗师能够增加服务提供的频率和强度。学生主导的项目已成为一种有吸引力的模式，使学生受益，同时为服务使用者提供积极的治疗效果。越来越多的文献探讨了服务使用者和学生对住院康复中以学生为主导的小组实践模式以及参与学生主导计划的服务使用者的作业表现结果的满意度。本研究旨在探讨服务使用者和学生的满意度，以及学生主导的日常生活活动小组计划在住院康复中的自我报告作业表现结果。
回顾性收集了 33 名服务使用者和 7 名学生的数据。干预措施包括一个由学生主导的日常生活活动小组计划，由三个小组组成：早餐组、早茶组和准备回家组。所有服务使用者和学生在完成学生主导计划后都完成了独特的满意度调查。服务使用者在计划前后完成了自我报告的日常生活活动表现测量。结果以描述性统计数据报告，并使用 Wilcoxon 符号秩检验比较了计划前后的数据。
所有学生对学生主导的计划都感到满意。大多数服务使用者对学生主导计划的所有组成部分都感到满意。在学生主导的计划之后，自我报告的表现中位数分数显著增加（P < 0.001）。
本研究强调，服务使用者和学生对学生主导的日常生活活动小组计划的服务提供感到满意。该计划在解决住院康复中服务使用者的自我报告表现方面是有效的。本研究的结果有可能为作业治疗环境中实施学生主导计划的临床实践提供信息。
