Spirituality has been identified as vital to client-centred, holistic occupational therapy (OT) practice. Attending to mind, body and spirit are essential for health and wellbeing. Spiritual beliefs have a significant impact on everyday routines and habits and give meaning and an additional dimension to everyday activities. Occupational therapists recognise the potential to make spirituality tangible through the use of deeply meaningful occupations. Many occupational therapists avow that they are unclear on how to integrate spirituality into treatment. They lack the confidence, knowledge and skill to address spirituality. Many argue that preparation for such a role should be embedded in the curricula. This study aimed to explore how spirituality is being addressed in OT practice by educators and clinicians in Gauteng, South Africa. A qualitative, descriptive, explorative research design using Appreciative Inquiry (AI) as an approach was conducted. The participants’ understanding of spirituality, their current successes, and their wishes concerning spirituality, as well as recommendations on how to address spirituality in OT were investigated. Purposive sampling resulted in a total of 24 participants. Data was collected by means of an AI workshop that consisted of self-report, AI interview schedules and focus group inquiries. Data was analysed through thematic analysis. Four major themes emerged from this study, namely 1) understanding spirituality as a construct, 2) client-centred practice/approach, 3) envisioned practice enablers of spirituality, and 4) nurturing spirituality within the therapist. Participants clearly articulated how spirituality is defined and understood in their practice. Current successes in spirituality were attributed to client-centred practice. Strategies to address, sustain and implement spirituality in education and practice were identified. These findings may contribute to the current discussion on spirituality in OT. Literature on the utilisation of the AI approach in OT and in healthcare is limited, thus this study may also serve to contribute to the existing body of knowledge. / Dissertation (MOccTher)--University of Pretoria, 2019. / Occupational Therapy / MOccTher / Unrestricted

Patient-centred care is the gold standard of health care, yet in practice, problems prevail. The use of the ‘expert patient’ in health professional education is one form of learning patient-centred care. A gap in the literature regarding how the use of ‘expert patient’ in health professional education promotes patient-centred care was acknowledged in current research. With Queen’s University Health Sciences & Affiliated Teaching Hospitals Research Ethics Board approval, a sample of Queen’s University MScOT students participated in a qualitative study with the following research question: “How does the students’ experience of interacting with the ‘expert patient' (‘XP’) relate to learning regarding client-centred practice (CCP)?” Three objectives were proposed: 1. Describe the OT students’ experience of interacting with the ‘expert patient’, 2. Describe the students’ learning regarding client-centered practice, 3. Identify the conditions particular to the ‘expert patient’ experience that led to learning regarding client-centered practice. In-depth interviews were conducted with the students subsequent to their ‘expert patient’ experience. Analysis revealed three conditions that together provided the foundation for student experiential learning regarding client-centred practice: interaction with particular persons with stable disability known as ‘expert patients’; students’ requirement to evaluate them and thus ‘experience power’; and explicit opportunities for ‘directed reflection and discussion’. Questions were raised for researchers, health care professional educators and health care professionals regarding the potentially transformative nature of engaging in unfamiliar contexts with openness to learning. The thesis allowed insight into the lived experience of OT students learning with ‘expert patients’; and the admiration, discomfort, humility and gratefulness they experienced while gaining a sense of the meaning of collaboration, respect for autonomy and recognition of expertise. Implications of the research impact all stakeholders in health professional education. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2013-04-15 08:39:19.094

This thesis evaluates the rehabilitation process with respect to client participation. The Swedish version of a client-centred structure, the Canadian Occupational Performance Measure (COPM), is evaluated from the perspectives of the clients, the occupational therapists and the members of a rehabilitation team. Data have been collected through diaries, the COPM, assessments of ability to perform activities of daily living, mobility, self-assessments of pain and health, interviews with clients, interviews with staff, and focus groups interviews. The results show that a structured method is needed in order to improve clients’ active participation in goal formulation. The Swedish version of the COPM has high responsiveness to change over time. The use of the COPM improved client participation in the goal-formulation process, according to the results from a study with experiment and control groups. The clients perceived that treatment goals were identified, they were able to recall the goals and felt that they were active participants. They also perceived they had a higher ability to manage after the rehabilitation period was completed compared to clients in the control group. The clinical utility of the Swedish version of the COPM was confirmed in focus-group interviews with occupational therapists. The occupational therapists perceived the COPM as helpful in the goal-setting process and planning of treatment interventions. Even though problems are identified, they are directly related to, and formulated as, goals. Clients receive feedback on improvement over time. The COPM ensures a client-centred approach, facilitates communication within the rehabilitation team, and encourages therapists in their professional role. Therapists need knowledge about the theoretical foundation of the instrument and have to develop a personal interview technique. When the COPM is used in a team setting, it provides the team with broader information on what is purposeful occupation to the client. The focus is on occupational performance rather than function. According to team members the use of the COPM as a team tool increased client participation, was a good outcome measure, resulted in distinct goals, and focused on goals that were meaningful to the client. Implementation of a client-centred approach is facilitated when a structured method is used, but this is not enough. Involvement and motivation from all team members are required, as well as support during the introduction and implementation period. Support from management, knowledge about the underlying theory, time for discussions and reflections as well as opportunities to develop a personal interview technique are pointed out as important factors for a successful implementation. / On the day of the defence date the status on article V was Submitted.

Patient-centred care is the gold standard of health care, yet in practice, problems prevail. The use of the ‘expert patient’ in health professional education is one form of learning patient-centred care. A gap in the literature regarding how the use of ‘expert patient’ in health professional education promotes patient-centred care was acknowledged in current research. With Queen’s University Health Sciences & Affiliated Teaching Hospitals Research Ethics Board approval, a sample of Queen’s University MScOT students participated in a qualitative study with the following research question: “How does the students’ experience of interacting with the ‘expert patient’ (‘XP’) relate to learning regarding client-centred practice (CCP)?” Three objectives were proposed: 1. Describe the OT students’ experience of interacting with the ‘expert patient’, 2. Describe the students’ learning regarding client-centered practice, 3. Identify the conditions particular to the ‘expert patient’ experience that led to learning regarding client-centered practice. In-depth interviews were conducted with the students subsequent to their ‘expert patient’ experience. Analysis revealed three conditions that together provided the foundation for student experiential learning regarding client-centred practice: interaction with particular persons with stable disability known as ‘expert patients’; students’ requirement to evaluate them and thus ‘experience power’; and explicit opportunities for ‘directed reflection and discussion’. Questions were raised for researchers, health care professional educators and health care professionals regarding the potentially transformative nature of engaging in unfamiliar contexts with openness to learning. The thesis allowed insight into the lived experience of OT students learning with ‘expert patients’; the admiration, discomfort, humility and gratefulness they experienced while gaining a sense of the meaning of collaboration, respect for autonomy and recognition of expertise. Implications of the research impact all stakeholders in health professional education. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2013-04-05 00:18:04.617

Šio darbo tikslas – įvertinti pacientų, patyrusių nugaros smegenų pažeidimą, savarankiško veiklos vertinimo reikšmę ergoterapijos taikymui ankstyvuoju reabilitacijos laikotarpiu. Tyrimo uždaviniai: įvertinti pacientų, patyrusių nugaros smegenų pažeidimą, funkcinę būklę ir veiklos sutrikimus, taikant tradicinius vertinimo metodus; įvertinti pacientų, patyrusių nugaros smegenų pažeidimą, veiklos sutrikimus, taikant savarankiško veiklos vertinimo metodus; bei nustatyti tradicinio ir savarankiško veiklos vertinimo metodų ryšį, vertinant pacientų, patyrusių nugaros smegenų pažeidimą, veiklos sutrikimus, priklausomai nuo pažeidimo pobūdžio bei amžiaus. Tyrimas buvo atliktas VšĮ VUL Santariškių klinikų, Reabilitacijos, Fizinės ir Sporto Medicinos Centro I – ame ir II – ame stacionariniuose skyriuose 2007 02 – 2008 04 mėn. Tyrime dalyvavo 29 pacientai, patyrę nugaros smegenų pažeidimą. Iš jų, 25 (86,2%) buvo vyrai ir 4 (13,8%) moterys, amžiaus vidurkis 35,03 (SD ± 14,2) metai. 16 (55,2%) pacientų atvyko su kaklinės nugaros smegenų dalies pažeidimu, 11 (37,9%) pacientų buvo pažeista krūtininė nugaros smegenų dalis, 2 (6,9%) pacientai atvyko su juosmeninės nugaros smegenų dalies pažeidimu. 13 (81,3%) pacientų, patyrusių kaklinės nugaros smegenų dalies pažeidimą, 5 (45,5%) pacientų, patyrusių krūtininės nugaros smegenų dalies pažeidimą, buvo nustatytas ASIA – A tipo pažeidimo laipsnis, juosmeninės nugaros smegenų dalies pažeidimą atyrusiems pacientams buvo nustatytas buvo ASIA –... [toliau žr. visą tekstą] / The aim of this study – to evaluate influence of self assessment for occupational therapy in early rehabilitation period, of patients with spinal cord injury. Goals of this study: to evaluate functional outcomes and occupational performance issues, using traditional assessment methods; to evaluate occupational performance issues, of patients with spinal cord injury, using client – centred methods; to determine the relation between traditional and client – centred assessment methods, dependantly on spinal cord injury level and patients` age. The research took place at a Vilnius University hospital Santariškių klinikos, Centre of Rehabilitation, Physical and Sports Medicine inpatient departmens in 2007 02 – 2008 04. The research contingent consisted of 29 patients with spinal cord injury: 25 (86,2%) were men and 4 (13,8%) women, average of age 35,03 (SD ± 14,2) years. According to the level of spinal cord injury, 16 (55,2%) patients suffered from cervical spinal cord injury, 11 (37,9%) patients suffered from thoracic spinal cord injury and 2 (6,9%) patients had lumbar spinal cord injury. For 13 (81,3%) patients with cervical spinal cord injury was identified complete (American Spinal Injury Association (ASIA-A)) injury, for 5 (45,5%) patients with thoracic spinal cord injury was identified complete (ASIA – A) injury and both patients with lumbar spinal cord injury were identified to have incomplete (ASIA – C) injury. The data were obtained from medical history records and... [to full text]