Canadian journal of occupational therapy. Revue canadienne d'ergotherapie · 2003
Learning from today's clinicians in vocational practice to educate tomorrow's therapists.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Strong Susan, Baptiste Sue, Salvatori Penny
Аннотация
BACKGROUND: In response to the demand for therapists and changes in vocational practice, a needs assessment was conducted to update an occupational therapy educational program.
METHOD: Employing focus groups, interviews and questionnaires, 66 therapists from a wide range of graduating institutions working in vocational practice were asked to: a) identify the essential knowledge, skills and professional behaviours required for vocational practice; b) determine to what extent training is preparing students for vocational practice; and c) make recommendations for curriculum revision and/or for additional curriculum development. Participants and their jobs were profiled together with the challenges and issues of vocational practice.
RESULTS: There was strong agreement among participants regarding what is required to practice effectively but disparate views concerning the extent they were prepared for practice.
CLINICAL IMPLICATIONS: Recommendations were given for entry and postgraduate level curricula. Findings were compared to a past community practice survey. Implications for practicums, professional integrity and ethical issues were discussed.
METHOD: Employing focus groups, interviews and questionnaires, 66 therapists from a wide range of graduating institutions working in vocational practice were asked to: a) identify the essential knowledge, skills and professional behaviours required for vocational practice; b) determine to what extent training is preparing students for vocational practice; and c) make recommendations for curriculum revision and/or for additional curriculum development. Participants and their jobs were profiled together with the challenges and issues of vocational practice.
RESULTS: There was strong agreement among participants regarding what is required to practice effectively but disparate views concerning the extent they were prepared for practice.
CLINICAL IMPLICATIONS: Recommendations were given for entry and postgraduate level curricula. Findings were compared to a past community practice survey. Implications for practicums, professional integrity and ethical issues were discussed.