Mar
11
The Impact of Educational Escape Rooms on Occupational Therapy Students
Reghan Massie, Hailey Stufflet, Emily Suarez, Kyle Longhofer, Chia-Wei Fan
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Extracurricular Engagement in Developing a Sense of Belonging in Hybrid Students
The Expanding Role of Occupational Therapy: Insights from the Doctoral Entry Level
Extracurricular Engagement in Developing a Sense of Belonging in Hybrid Students
Category: Student Resources
Feb
24
Extracurricular Engagement in Developing a Sense of Belonging in Hybrid Students Kurt K. Hubbard, PhD, OTD, OTR/L, FAOTA
The Role of Extracurricular Activities in Student Success
At times, educators may overlook that the success of their students is often related to involvement outside the classroom, whether traditional, hybrid, or online. Participation in extracurricular activities has been associated with enhanced social networks, increased self-esteem, and a greater sense of connection to the college community (Bamford & Heugh, 2021).
Sense of Belonging
Belonging reflects one’s perceptions of acceptance and connection and can have an overall effect on one’s well-being (Winstone et al., 2022). Research has supported the belief that extracurricular activities are of value to students for multiple reasons, including one’s well-being (Knifsend, 2020). However, while there is a growing body of research on the sense of belonging in higher education, the research that needs to be better understood is how college students in a hybrid setting describe the role that extracurricular engagement plays in developing a sense of belonging. In addition, understanding how students interpret the value and importance of participating in extracurricular activities related to their academic success is of paramount interest in education.
Belongingness Theory
The Belongingness Theory describes a sense of belonging as referring to personal experiences of connection and acceptance within a social group or community. According to Baumeister and Leary (1995), the definition of belongingness is the fundamental need to belong and maintain strong, stable interpersonal relationships. Research has looked at how a sense of belonging can impact a student’s online learning experience (Peacock et al., 2020). A sense of belonging can also impact their persistence and academic success (Gopalan & Brady, 2020). Ahn and Davis (2023) state that a sense of belonging impacts retention rates at the university level.
College Programs and Social Support
O’Sullivan et al. (2019) discussed how college programs can provide social support, social networks, and adequate social capital for students. The college environment, whether traditional, hybrid, or online, needs to provide a better understanding for leaders, administrations, and faculty to better serve students. Creating an experience that supports and promotes a sense of belonging through involvement in extracurricular activities and other best practices for student engagement is an important aspect of the student experience. Bergmark and Westman (2018) cited the importance of belonging and well-being as intricate components for student engagement.
Extracurricular Engagement in Hybrid Settings
However, there remains the problem space of understanding how engagement, particularly extracurricular engagement, plays a role in the development of a sense of belonging and how this is done in hybrid settings. Hybrid programs aim to serve student populations that include diverse cultural identities, socioeconomic backgrounds, and age groups. It is important to recognize the various demographics that may exist within the hybrid college experience and the need for every student to develop a sense of belonging. Extracurricular engagement is a key component for social integration outside the classroom (King et al., 2021). To this end, extracurricular activities can be a resource for fostering a sense of belonging among students. Earlier research has identified some benefits to extracurricular engagement, including building relationships with support networks, chances for skills development, and community connections (Pedler et al., 2022). Strayhorn (2019) states that the development of a sense of belonging is significant in a student’s pursuit of success.
Conclusion
Therefore, further consideration and research may inform institutional strategies for student engagement as well as contribute to the understanding of how extracurricular engagement and a sense of belonging are key factors in the success of a student. More research needs to be done to address student perceptions of belonging in relation to their engagement in social activities. This is an endeavor that is well worth considering moving forward in the OT profession.
Ahn, M. Y., and Davis, H. (2023). Students’ sense of belonging and their socio-economic status in higher education: A quantitative approach. Teaching in Higher Education, 28(1), 136-149, https://doi.org/10.1080/13562517.2020.1778664
Bamford, J. and Heugh, S. (2021). Enhancing student wellbeing and student belonging in university through a gamification approach to rewarding and recognizing extracurricular activities. Wellbeing in Higher Education, SEDA Specials, 45
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychol Bull, 117(3):497-529
Bergmark, U.;Westman, S. (2018). Student participation within teacher education: Emphasising democratic values, engagement and learning for a future profession. High. Educ. Res., 37, 1352–1365
Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134-137
King, A. E., McQuarrie, F. A., & Brigham, S. M. (2021). Exploring the relationship between student success and participation in extracurricular activities. SCHOLE: A Journal of Leisure Studies and Recreation Education, 36(1-2), 42-58.
Knifsend, C. A. (2020). Intensity of activity involvement and psychosocial well-being among students. Active Learning in Higher Education, 21(2), 116-127
O’Sullivan, K., Bird, N., Robson, J., & Winters, N. (2019). Academic identity, confidence and belonging: The role of contextualized admissions and foundation years in higher education. British Educational Research Journal, 45(3), 554-575
Peacock, S., Cowan, J., Irvine, L., & Williams, J. (2020). An exploration into the importance of a sense of belonging for online learners. International Review of Research in Open and Distributed Learning, 21(2), 18-35
Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2022). A sense of belonging at university: Student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397-408
Strayhorn T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). New York, NY: Routledge
Winstone, N., Balloo, K., Gravett, K., Jacobs, D., & Keen, H. (2022). Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university. Active Learning in Higher Education, 23(2), 81-96.
The Expanding Role of Occupational Therapy: Insights from the Doctoral Entry Level
Category: SIS Article
Feb
24
The Expanding Role of Occupational Therapy: Insights from the Doctoral Entry LevelBy Pamela Kasyan-Howe, OTD, OTR/L
The entry-level Doctor of Occupational Therapy (OTD) degree marks a transformative advancement in OT education. It enables students to go beyond the basics of becoming an entry-level generalist, focused on reimbursable aspects of the profession, and develop into practitioners with advanced knowledge and skills in a specialized area of their own choosing.
This advanced degree has the potential to enhance the knowledge and skills of occupational therapists to handle the complexities of today's fast paced and changing healthcare system. Current healthcare trends include value-based care, using technology like telehealth, and focusing on personalized medicine. Shifting towards paying healthcare providers based on the quality of patient outcomes, rather than the volume of services, fits well with occupational therapy.
Value based care is particularly effective for managing individuals with chronic illnesses, which are often more challenging, however, these are the same populations that OT is effective. However, our traditional approaches focus on intervention at the individual level, and it's important to think about treating chronic illness at a broader levels—such as described in the occupational therapy practice framework (4th ed.) we can treat groups or entire communities, not just individuals (AOTA, 2020). Exploring our roles at the population level, this is where students in the OTD program can really add value to the field.
Broadening Professional Scope and Enhancing Critical Thinking
Traditionally, occupational therapy has centered on helping individual patients with everyday activities, a focus largely dictated by insurance coverage. This narrow scope often limits therapists' ability to fully address the diverse challenges that individuals may face in their daily lives. The OTD entry point seeks to change this by encouraging students to pursue their unique interests within the field working with groups, populations and communities. This approach not only diversifies the areas of practice beyond those typically covered by insurance but also sets the stage for therapists to open private practices that cater to a broader range of needs.
In the long run, this shift offers OT practitioners the opportunity to provide services that more comprehensively improve public health and wellness, addressing needs that are currently underserved by the existing healthcare models.
Encouraging Innovation Through Capstone Projects
A key component of the OTD curriculum is the capstone, which includes both a hands-on experience (capstone experience) and an individual project (capstone project). This element of the program is designed to spark creativity and innovation, allowing students to explore specific areas of interest under the guidance of experienced professionals and experts.
These projects are tailored to the students' career aspirations and interests, fostering a highly engaging and personalized educational experience. The outcome has the potential to create a generation of occupational therapists who bring new ideas and approaches to solving health and wellness challenges, enhancing the field's overall creativity and problem-solving capacity inside and outside traditional reimbursement models.
Developing Leadership and Expanding Professional Development
Leadership development is another critical aspect of the OTD program. Students are encouraged to delve into roles that involve advocacy, policy development, and community leadership. These experiences equip them with the skills necessary to effect positive changes in healthcare practices and policies.
The OTD also prepares therapists for roles beyond clinical practice, including in education, administration, and research. These roles are crucial for advancing the profession and ensuring occupational therapy has a prominent voice in the health sector.
Supporting Research and Building Evidence
The OTD entry point aligns with the AOTA’s research agenda to encourage studies that fill the existing knowledge gaps about the effectiveness of OT services for a broad scope of populations. This alignment encourages exploration and research to address the current gaps in knowledge about the effectiveness of OT services across a broad range of populations. Such focused efforts are crucial for enhancing the educational framework and deepening our understanding of the impact of the doctoral capstone to provide OT services.
Although OT capstone projects do not have to be focused soley on research, the requirement to disseminate the outcomes of the OTD student project will contribute to the publication of services OT’s can provide in relation to student projects such as program development, education, leadership, or management. Over time, dissemination of student capstone projects will build a repository that can be captured in a larger scale to provide evidence of position outcome from ot interventions.
Conclusion
The OTD degree is reshaping the field of occupational therapy by expanding its scope is reality versus in theory, fostering innovation, and reinforcing the importance of leadership and advocacy. This advanced approach ensures that occupational therapists are better equipped to address the evolving needs of the population, ultimately leading to a more effective and responsive healthcare system. As research continues to highlight the value of the OTD pathway, it is clear that this level of training is crucial for the ongoing growth and success of the profession in improving quality of life for individuals and communities alike.
References
American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010. https://doi.org/10.5014/ajot.2020.74S2001
American Occupational Therapy Association. (2018). Occupational therapy Education Research Agenda—Revised. American Journal of Occupational Therapy, 72(Suppl. 2), 7212420070. https://doi.org/10.5014/ajot.2018.72S218
Trends in Occupational Therapy Research and Practical Applications for Providers
Category: SIS Article
May
07
Trends in Occupational Therapy Research and Practical Applications for Providers
Research Special Interest Section
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The Impact of Vestibular Processing on Attention and School Performance: A case study
Category: SIS Article
May
04
The Impact of Vestibular Processing on Attention and School Performance: A case study
Dominique Blanche Kiefer, OTD, OTR/L, BCP
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May
04
Improving Patient Safety in Occupational Therapy
Anna DeMarco
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Elevating Fieldwork Experiences: The Role of Evidence-Based Practice in Occupational Therapy
Category: SIS Article
Mar
12
Elevating Fieldwork Experiences: The Role of Evidence-Based Practice in Occupational Therapy
Kristina Hartsook, DrOT, OTR/L, BCP
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Empowering students in fieldwork: Building emotional intelligence skills through self-assessment
Category: SIS Article
Mar
12
Empowering students in fieldwork: Building emotional intelligence skills through self-assessment
Lucerito R. Gonzalez, COTA/L, MSOTS
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Mar
12
Decreasing Lymph Volume With the Use of Deep Oscillation Therapy
Candice D. Young E.d.S., COTA/L, CLT
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Mar
12
The Experiences of Siblings of Individuals with Special Needs
Kim Dudzinski, EdD, OTR/L, Mary Stein, OT-S, Veronica Sarti, OT-S, Alexis Bellacera, OT-S, & Hannah Sbacchi, OT-S
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Embracing the growth mindset theory and social learning theory to positively impact motivation and engagement in online learners
Category: Membership Blog
Jul
02
Online education refers to a learning process in which at least 80% of the course content is delivered via an online learning platform (Yeboah, Dogbey, & Smith, 2016). Hybrid education is a curriculum that has at least 50% of their delivery online. Increasingly, OT entry level programs are being delivered using hybrid curriculum. In addition, post-professional OT programs are primarily online in education delivery. According to the literature, enrollments in online education have grown rapidly in the past decade throughout postsecondary education (Jaggars, 2014). This growth offers learners opportunities, but also presents challenges for learners enrolled in online courses. For instance, despite the rapid growth in enrollment for online distance education courses, learner persistence and academic performance in online courses is often much lower than in traditional non-online courses (Croxton, 2014). Furthermore, according to Kauffman (2015), attrition rates remain high for online education courses as compared to traditional non-online distance education courses. Online education research studies have identified internal factors that lead to the underperformance for online learners (Croxton, 2014). These internal factors include lack of motivation, challenges with self-determination, and issues with not experiencing online engagement (Croxton, 2014). To this end, online college students who experience the least amount of motivation and engagement are said to be at a greater risk of dropping out (Pruett & Absher, 2015). It is of interest to identify ways the faculty can have an essential role in improving the motivation and engagement of online learners moving forward.
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Jul
02
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Sep
01
Call to Action: Share Your Feedback with CMS
OT practitioners, it’s not too late to make your voices heard by CMS!
As you may already be aware, the Centers for Medicare & Medicaid Services (CMS) is seeking feedback on its Medicare Physician Fee Schedule (MPFS) Proposed Rule for Calendar Year 2023. AOTA is in the process of finalizing a comment letter that will be submitted on behalf of organizational members, highlighting key areas of concern noted in the proposed rule and advocating for better access and reimbursement for occupational therapy services under Medicare Part B.
In this rule, CMS proposes a 4.4% decrease to the conversion factor and confirms continuation of the 15% payment cut for services delivered in whole or in part by an OTA. CMS proposes additional codes that may be delivered via telehealth after the COVID-19 public health emergency ends, but occupational therapy practitioners will only be able to access those codes for 151 days beyond the PHE since we are not considered permanent telehealth providers.
AOTA has been continually advocating on these issues and AOTA’s voice is strong, but we are stronger when the voices of our members are raised in support of the needed changes to keep our profession alive.
We encourage members to share your personal story with CMS on how these cuts and policies are impacting your practice. This doesn’t have to be a formal comment letter—it can be a few sentences, a case example, or a paragraph on the struggles you face every day in delivering quality occupational therapy services.
CMS needs to hear from you that continued cuts and lack of access to telehealth services after the public health emergency will have a direct impact on Medicare beneficiary access to timely, medically necessary occupational therapy services.
Comments are due to CMS by September 6, 2022 at 11:59pm. We hope you’ll take a few moments to share your real-world experience with CMS.
Your advocacy efforts will make a difference!!!
Thank you for your membership!
FOTA
Integrating research into fieldwork experiences: Benefits for practitioners, students, and faculty
Category: SIS Article
Jul
13
Integrating research into fieldwork experiences: Benefits for practitioners, students, and faculty
by: Annemarie Connor, PhD, OTR/L, Sarah Fabrizi PhD, OTR/L, and Adrienne Yaryan, OT-S, and Kevin Ortiz, OT-S
As new occupational therapy programs continue to develop, it has become more difficult to find fieldwork (FW) sites for students since practitioners are less willing to supervise students due to the lack of resources, limited time, and questions of student preparedness (Varland et al., 2017). Unfortunately, this predicament is now exacerbated in the era of COVID-19. Emerging practice fieldwork sites, largely focused on prevention and health promotion in community-based practice, have been one mechanism for creating meaningful and productive fieldwork sites during this increasingly challenging landscape (Clarke et al., 2015; Dancza et al., 2013).
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Jan
28
ASSESSING STUDENTS’ CLINICAL REASONING ON FIELDWORK
By Maria A. Colmer, OTD, OTR/L, Associate Professor, Academic Fieldwork Coordinator, Florida Gulf Coast University, OT Program, FLOTEC
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Jul
02
FOTA21 Conference: Student Poster Submissions
Here are some tips to follow when completing your student poster submission:
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First and foremost, make sure you submit your poster under student and not professional. This will help to decrease any added stress closer to conference when you realize you may have been placed in the wrong group. The conference committee goes off what you submit and will place your poster in the group accordingly.
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Jun
21
Occupational Therapy Practitioners as Leaders
An others-oriented perspective is at the core of most occupational therapy practitioners. Occupational therapy (OT) is a holistic profession built on the ideals of being client centered and helping others live a life they deserve and value, which I believe is the reason many of us fell in love with the profession. Occupational therapists bring a unique, client-focused, occupation based, and holistic perspective to the table. With this viewpoint, we are given a responsibility to employ it in leadership, as it is increasingly valuable to healthcare as a whole.
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Feb
22
FOCUS QUARTERLY NEWSLETTER DEADLINE IS MARCH 15
FOTA Boosts Quarterly Publication
In a persistent move towards meeting the needs of its membership and readers, FOCUS, the official publication of the Florida Occupational Therapy Association (FOTA) has been renamed The FOCUS Quarterly. The Author’s Guidelines have been adapted to include formal review of submitted materials, and inclusion of a variety of opportunities for the novice and seasoned writers in the community of occupational therapy and collaborating partners.
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CHILDREN AND COVID-19
Category: SIS Article
Aug
19
CHILDREN AND COVID-19
by: Kimberly McKinney MOT, MPT, tDPT, PHC
FOTA SIS Early Intervention/School Systems Chair H2 Health at Georgia-Pacific Palatka
The news about the coronavirus is everywhere, but what effect is it having on kids? According to a new study from China’s Shenzhen province (led by scientists from the Johns Hopkins Bloomberg School of Public Health and the Shenzhen Center for Disease Control and Prevention) believes that although children do contract COVID-19 they do not get sick as quickly as adults. This is believed to be due to children having healthier lungs (from not smoking or fewer years of exposure to pollution) (Pappas, 2020).
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Manualization of Occupational Therapy Interventions: A Crucial but Overlooked Step in Building Evidence
Category: SIS Article
Aug
19
Manualization of Occupational Therapy Interventions: A Crucial but Overlooked Step in Building Evidence
Manualization of an intervention is an essential component in the implementation of research studies. When collaborating on research teams, manualization gives a template to check for fidelity and thus determine if the intervention is carried out in the way in which it was intended by the program developers. Murphy and Gutman (2012) have outlined essential elements in intervention fidelity that are often absent from study descriptions. For example, within the intervention manual researchers should describe the intervention design to include the number, length, and frequency of intervention sessions. The researchers should explain both the theoretical framework and any clinical guidelines that provided the foundation for the intervention. The manual must also define the “active ingredients” or elements of the intervention proven to be responsible for changes in specific outcomes, often quite complex in intervention research. Careful consideration must be given to the training of individuals who will be implementing the study’s procedures. Implementation training is not only outlined in the manual, but the manual content can also be used for training purposes. Written/electronic intervention manuals can be an important tool to assist in fidelity as they provide a means to articulate the distinct differences of the intervention and ensure outcomes are replicated.
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