Mot symposium program june 2015

MASTER OF OCCUPATIONAL THERAPY INDEPENDENT STUDY SYMPOSIUMTHURSDAY, JUNE 25, 2015DEPARTMENT OF OCCUPATIONAL THERAPYCOLLEGE OF REHABILITATION SCIENCES

MASTER OF OCCUPATIONAL THERAPY INDEPENDENT STUDY SYMPOSIUM Schedule of Events

Time Event Location

8:00 - 8:30 Poster Set-up R224

8:30 - 8:45

8:45 - 9:45

Welcome Concurrent Sessions

R236

R224, R230, R236

9:45 - 10:00 Coffee Break R200 Corridor

10:00 - 11:30

11:30 - 12:00

Concurrent Sessions Lunch Break

R224, R230, R236

12:00 - 12:45 Keynote Address Theatre B

1:00 - 3:45 Concurrent Sessions R224, R230, R236

3:45 - 4:15 Concluding Remarks R236

KEYNOTE Mental Health, Homeless and Housing First: Stories of Success and Challenge in Transiting from the Street

Dr. Jino Distasio, Associate Vice-President of Research and

Innovation, Director of Urban Studies, University of Winnipeg

MASTER OF OCCUPATIONAL THERAPY INDEPENDENT STUDY SYMPOSIUM Schedule of Events

Dr. Jino DistasioIn Winnipeg’s inner city, homelessness and poverty remain acutely visible signs of our inability to affect change. However, also evident are the gains made by the unwavering commitment of organizations that strive to make a positive change, one person at a time. From 2009 - 2013 a group of researchers and community based organizations worked to end homelessness through the Mental Health Commission of Canada’s At Home Chez Soi project. This effort helped over 1,000 Canadians to find housing and support. However, more needs to be done to truly affect change in our community. This presentation explores hope, challenge and opportunity for achieving more successes.

Master of Occupational Therapy Independent Study Symposium Poster Presentation & Paper Session Schedule

Time Session Room

8:45 - 9:15 ‘I think (I am), therefore I am’: Student Perceptions of Professional Identity Examining Why Men Choose Occupational Therapy as a Career

R224

R236

9:15 - 9:45 Canadian Occupational Performance Measure: Goal Setting with Individuals with Intellectual Disabilities Knowledge of and Career Expectations of University of Manitoba Occupational Therapy Students

R224 R236

10:00 - 10:45 A Qualitative Study Evaluating a Home-based Wheelchair Skills Training Program (EPIC WheelS)

R230

Facilitating Successful Workplace Accommodations for Individuals with Episodic Disabilities

R236

10:45 - 11:30

11:30 - 12:00

Exploring the Work-Life Balance of Occupational Therapists in Manitoba Housing Needs: Perspectives from People who are Homeless Lunch Break

R230 R236

12:00 - 12:45 Keynote Address - Dr. Jino Distasio

1:00 - 1:30 Perceived Stressors of Occupational Therapy Students R224

1:00 - 1:45 Know Me: Client Perspectives of Client-Centred Occupational Therapy R236

1:30 - 2:00 Perspectives on a Proposed Group Cognitive Intervention for Individuals with Multiple Sclerosis

R224

2:00 - 2:30 Analysis of the Adequacy of Student Selection Criteria Utilized by the Master of Occupational Therapy (MOT) Program

R224

2:00 - 2:45 Establishing Occupational Therapy Indicators in a Primary Care Setting: Pilot survey R230

Manitoban Occupational Therapists’ Perspectives on Wheelchair Service Delivery R236

3:00 - 3:30 Ensuring Content Validity and Completion Ease of The Experiences of Disability Retirement of Individuals with MS 2.0 Survey

R224

3:00 - 3:45 Exploring Occupational Therapy Students’ Understanding of Client-Centredness Following a Client-Educator Session

R230

The Effectiveness of the Day Hospital’s Falls Prevention Program R236

Time Session Room

8:45 - 9:15 ‘I think (I am), therefore I am’: Student Perceptions of Professional Identity Examining Why Men Choose Occupational Therapy as a Career

R224

R236

9:15 - 9:45 Canadian Occupational Performance Measure: Goal Setting with Individuals with Intellectual Disabilities Knowledge of and Career Expectations of University of Manitoba Occupational Therapy Students

R224 R236

10:00 - 10:45 A Qualitative Study Evaluating a Home-based Wheelchair Skills Training Program (EPIC WheelS)

R230

Facilitating Successful Workplace Accommodations for Individuals with Episodic Disabilities

R236

10:45 - 11:30

11:30 - 12:00

Exploring the Work-Life Balance of Occupational Therapists in Manitoba Housing Needs: Perspectives from People who are Homeless Lunch Break

R230 R236

12:00 - 12:45 Keynote Address - Dr. Jino Distasio

1:00 - 1:30 Perceived Stressors of Occupational Therapy Students R224

1:00 - 1:45 Know Me: Client Perspectives of Client-Centred Occupational Therapy R236

1:30 - 2:00 Perspectives on a Proposed Group Cognitive Intervention for Individuals with Multiple Sclerosis

R224

2:00 - 2:30 Analysis of the Adequacy of Student Selection Criteria Utilized by the Master of Occupational Therapy (MOT) Program

R224

2:00 - 2:45 Establishing Occupational Therapy Indicators in a Primary Care Setting: Pilot survey R230

Manitoban Occupational Therapists’ Perspectives on Wheelchair Service Delivery R236

3:00 - 3:30 Ensuring Content Validity and Completion Ease of The Experiences of Disability Retirement of Individuals with MS 2.0 Survey

R224

3:00 - 3:45 Exploring Occupational Therapy Students’ Understanding of Client-Centredness Following a Client-Educator Session

R230

The Effectiveness of the Day Hospital’s Falls Prevention Program R236

Theatre B

8:45 - 9:15

Poster Presentation Room 224 ‘I think (I am), Therefore I Am’: Student Perceptions of Professional Identity Jane Nzeribe and Megan Kendel (Study Advisor: Natalie MacLeod Schroeder)

Introduction: Professional identity development is a critical process for the retention and satisfaction of occupational therapists. It is crucial therefore, that students of occupational therapy programs engage in the process of forming a professional identity during their education.

Objectives: The purpose of this study was to examine how professional identity is influenced and developed during occupational therapy education.

Methods: First and second year students from a two year graduate occupational therapy program were surveyed to measure students’ perceptions of their professional identity, and identify barriers and facilitators to its formation.

Results: 62 participants responded to the survey. Fieldwork experiences were perceived as the greatest influence on professional identity development. Role models such as faculty and fieldwork educators were seen as largely influential on participants’ understanding of occupational therapy and what it means to be occupational therapists. Participants perceived pre-existing characteristics of professional identity in themselves, which correlated positively with their current perceived characteristics of professional identity. Academic factors were seen as facilitators to professional identity development. Frustration with other professionals’ lack of understanding of occupational therapy was reported; whether this was a barrier to professional identity development remained unclear.

Conclusion: Professional identity development is dependent on several interconnected factors, many of which students are exposed to during their occupational therapy education, therefore professional occupational therapy programs are a key arena where educators can influence professional identity development.

MOT Independent Study Symposium 2015

8:45 - 9:15Paper Session R236 Examining Why Men Choose Occupational Therapy as a Career Ben Badgero and Richel Corver (Study Advisors: Lisa Mendez & Archie Cooper) Introduction: Occupational therapy has always been a predominantly female profession; men currently represent 8% of the profession in Canada. While the profession has called for greater diversity of its workforce to provide service more reflective of the general population, there is a gap in research identifying why men choose occupational therapy as a career. Objectives: The purpose of this study was to identify factors that promote or deter men from pursuing occupational therapy as a career and to potentially inform recruitment strategies. Methods: This study used a quantitative, cross-sectional survey. Male occupational therapy students at the University of Manitoba were invited to participate. Results: Descriptive data indicated the following incentives: focus on human functioning and occupation, integration of arts and sciences, creativity, holistic approach, rewarding career, work-life balance, autonomy, diverse work environments, ability to help people, salary, opportunities for advancement, prestige, availability of leadership roles, and Master’s degree credential. Examination of deterring factors demonstrated discrepancy in participants’ own perceptions compared to their perceived deterrents for other men; perceived deterrents for other men agreed more with the literature regarding salary, status, advancement and predominance of women. The lack of clarity of definitions of occupational therapy has remained a consistent deterrent over time. Conclusions: Key recruitment strategies identified by participants included: explaining occupational therapy in a concrete manner, increasing visibility of men at recruitment events, highlighting diverse practice areas and focusing on functioning.


9:15 - 9:45Poster Presentation R224

Canadian Occupational Performance Measure: Goal Setting with Individuals with Intellectual Disabilities

Agata Ostrycharz and Kelley Schreyer (Study Advisor: Emily Etcheverry)

Introduction: Being client-centred and capturing the perspective of all clients is essential to occupational therapy practice. The Canadian Occupational Performance Measure exemplifies client-centred values by establishing goals in collaboration with clients. Research on the use of and adaptations made to the measure when goal setting with individuals with intellectual disabilities is limited.

Objectives: The purpose of this study was to gain the perspectives of occupational therapists about the use of the Canadian Occupational Performance Measure within their practice setting when developing goals with individuals with intellectual disabilities.

Methods: A qualitative descriptive research design was used. Data were collected from participants via individual semi-structured interviews. Five occupational therapists discussed their use of the tool, adaptations made to the tool, and other methods used when goal setting with individuals with intellectual disabilities. Transcribed interviews were analyzed using thematic content analysis.

Results: Four themes were derived from the data: practice culture, client characteristics, “digging deeper,” and system influence. The majority of participants reported using the measure infrequently, despite recognizing its benefits and suggesting adaptations for its use when goal setting with individuals with intellectual disabilities. System constraints, knowledge about the measure, and the development of new goal setting measures were found to be prominent influences on the use of the tool.

Conclusion: Reintroducing the measure into occupational therapy practice may help enhance client-centredness by capturing the perspectives of a population whose voice may otherwise be overlooked.


9:15 - 9:45

Paper Session R236 Knowledge of and Career Expectations of University of Manitoba Occupational Therapy Students Akash Abedin and Erin O’Reilly (Study Advisor: Archie Cooper)

Introduction: Occupational therapy is not a well-known profession; many people are unaware of what occupational therapists do. Lack of knowledge about occupational therapy when entering the program or unmet career expectations may impact retention in the profession. Appropriate and effective recruitment strategies can ensure resources are spent effectively and may minimize attrition after graduation. Objectives: To determine how students at the University of Manitoba learned about occupational therapy and their expectations of the profession. Methods: An electronic survey was offered to all students registered in the Master of Occupational Therapy (MOT) program at the University of Manitoba. Microsoft Excel was used to organize the data. Descriptive statistics were used to compare MOT1 and MOT2 classes. Results: Most respondents first heard about occupational therapy from a friend or family member between the ages of 15 and 19; they learned about it between the ages of 20 and 24, largely using the internet. After graduation most MOT1s expect to work in fulltime term positions outside Manitoba; MOT2s expect to work in part time term positions in Manitoba. Most respondents expect to work closely with other health professionals in acute care in urban settings. Expected salary was $40,000 to $59,000 and $60,000 to $79,000 at one and five years after graduation, respectively. Conclusions: MOT classes were similar in their knowledge of and expectations for a career in occupational therapy. Ensuring websites are easy to navigate, with accessible information and clear descriptions of what can be expected from a career in occupational therapy may minimize attrition from the profession.


10:00 - 10:45 Paper - Interactive Session R230 A Qualitative Study Evaluating a Home-Based Wheelchair Skills Training Program (EPIC WheelS) Trich Caron, Kara Staples, Janessa Thorne & Jessica Van Loon (Study Advisor: Ed Giesbrecht) Learning objectives for this session include: 1. To learn about the benefits and limitations of using a tablet in a home-based training program 2. Consider implications for future practice

Introduction: EPIC WheelS, a home-based wheelchair skills training program, aims to facilitate engagement in occupation for wheelchair users in the community by teaching wheelchair skills. There is currently a gap in the literature evaluating both program effectiveness and clinical outcomes for wheelchair skills home-based programs from a participant’s perspective.

Objectives: The purpose of this study was to collect subjective data on participants’ perspectives on the EPIC WheelS program in the following areas: 1) program components that were related to program adherence, 2) outcomes of the program and how they apply to the wheelchair users’ daily life, and 3) the program’s impact on the caregiver.

Methods: A qualitative interpretive descriptive design was used. Each wheelchair user and caregiver was interviewed separately by an Occupational Therapy student about their experience in the EPIC WheelS program. Subjective data was collected through semi-structured interviews conducted post-program. Transcribed interviews were analyzed using thematic content analysis.

Results: Analysis revealed the EPIC WheelS program enhanced wheelchair users’ engagement in occupations due to the skills learned. Clients reinforced how the program delivery, components of the home-based training program, and their subsequent confidence and abilities as a wheelchair user were important to their success in the program. Three major themes emerged from the data: the delivery of the program, how things have improved, and the impact of the program on the caregiver.

Conclusions: The EPIC WheelS program components together are effective in teaching the appropriate skills that enhance the engagement of wheelchair users in community occupations.


10:00 - 10:45Paper Session R236

Facilitating Successful Workplace Accommodations for Individuals with Episodic Disabilities Brittany Boult, Shauna Gesell, Tasha Niedzielski & Kamal Singh (Study Advisor: Gayle Restall)

Introduction: The aim of this study is to gain an understanding of supports used to assist individuals with episodic disabilities to maintain competitive employment through workplace accommodations. Currently, there is a lack of understanding surrounding the processes for obtaining accommodations, the utility and purpose of accommodations, and how accommodations may be implemented for episodic disabilities.

Objectives: The objectives of this study are to (1) gain perspectives from individuals who assist those with episodic disabilities regarding factors that influence accommodation implementation and (2) create, distribute, and present a final paper to translate study findings.

Methods: Research followed a qualitative description study design. Semi-structured interviews were used to gain the perspective of study participants (N=10) who currently support individuals living with an episodic disability.

Results: Participants gave varying accounts of attempts in facilitating job accommodations for their clients, suggesting that multiple factors impact success or failure. Five overall themes emerged related to factors that influenced accommodation implementation: (1) symptom management, (2) knowledge, (3) workplace culture, (4) size of employer organization, (5) insurance and benefits.

Conclusions: This paper demonstrates the importance of gaining perspectives from individuals assisting those with episodic disabilities. From this, we can gain insight into supports currently being used to help individuals living with episodic conditions maintain meaningful employment by improving the fit between the individual, their workplace environment, and the meaningful line of work they engage in.


10:45 - 11:30 Paper - Interactive Session R230 Exploring the Work-Life Balance of Occupational Therapists in Manitoba Anne-Marie Schollenberg, Kayla Dosch, Kelli Krause & Jaclyn Panaro (Study Advisor: Leslie Johnson) Learning objectives for this session include to: 1. Identify factors that influence the work-life balance of Manitoba occupational therapists. 2. Name three strategies that would promote individuals work-life balance. Introduction: Work-life balance impacts overall well-being. Occupational therapists are well-positioned to address occupational balance issues with their clients, yet their ability to manage balance in their own lives has not been well explored. Previous research has focused on burnout among therapists working in mental health. Objectives: The purpose of this qualitative study is to explore the experience of work-life balance among Manitoba occupational therapists. The primary objective is to understand the factors, which influence work-life balance of full-time occupational therapists working in a variety of practice settings. Methods: Eight full-time occupational therapists participated in one hour-long semi-structured interview. Participants were both women (n=7) and men (n=1), who worked in a variety of practice settings in both urban and rural areas. In-person or telephone interviews were audio-recorded and transcribed verbatim. Transcriptions were analyzed using thematic content analysis and interpretive descriptive methods. Results: Several themes emerged from the data. Participants reported that work-life balance is influenced by: work culture, personal and family dynamics, social support, community, and life transitions. Participants reported implementing a variety of personal strategies to promote work-life balance. Perception of work-life balance varied based on the individual’s personality, goals and values. Conclusions: Work-life balance is a fluid concept influenced by many factors. The extent to which influences affect the work life balance of occupational therapists and the most effective strategies for managing this balance requires further exploration.


10:45 - 11:30Paper Session R236

Housing Needs: Perspectives from People who are Homeless Melanie Anonuevo, Natalie Patenaude, Patty Stefanyshen & Robyn Taylor (Study Advisor: Donna Collins) Introduction: There are a high number of individuals who experience homelessness in Canada on any given night. Emergency overnight shelters in Winnipeg have many patrons that stay for extended periods of time without making the transition to more stable or permanent housing options. Objectives: The twofold purpose of this study was to explore the perspectives of homeless individuals on barriers faced in locating and securing stable housing, and to identify housing characteristics needed or desired by this population. Methods: The mixed-methods study design included a cross-sectional survey administered to 97 Siloam meal program patrons, and two focus groups were completed with 11 homeless individuals. Survey data was analyzed using descriptive statistics and thematic coding of the focus group data was completed. Results: Survey respondents were 76% male, predominantly between the ages of 26-64, with 65% being currently homeless. Nearly all respondents indicated preference for one bedroom/bachelor suite type housing and many highlighted important amenities such as having their own bathroom and kitchen, sheltered smoking area, ability to have visitors, and location as important factors. The main themes identified through focus group discussion were that homelessness is hard, securing housing is a struggle, and choice and empowerment. Participants also identified their preferences in housing. Conclusion: Overall, studies show that homeless individuals face barriers related to housing. Perspectives from the homeless population in this study shed light on barriers such as navigating the system, and availability and affordability of housing. They also identify housing characteristics found to be important for this population.


1:00 - 1:30

Poster Presentation R224

Perceived Stressors of Occupational Therapy Students Nancy Chen and Breanna Carey (Study Advisor: Archie Cooper)

Introduction: There is overwhelming evidence of high stress levels in students of health professional programs. Research on stressors of occupational therapy students is dated; information about stressors in master entry-level programs is sparse.

Objectives: The purpose of this study was to quantify and compare perceived stressors between different years of Master of Occupational Therapy (MOT) program at the University of Manitoba.

Methods: This study was a quantitative, cross-sectional design. The Occupational Therapy Student Stressor Survey (OTSSS) and a demographic questionnaire were used to quantify stressors of year 1 and year 2 MOT students. Data was analyzed with SPSS (version 22) statistics software.

Results: There were no significant demographic differences between the two MOT classes. Significant mean differences between MOT1 and MOT2 classes were found in academic and health stressor domains of the OTSSS with MOT1 students having higher stressor scores than MOT2 students. Similarities in stressors were found between the two classes in the academic domain; both identified “exams, assignments and grades” and “high expectations you have for yourself” as highest ranked perceived stressor, respectively.

Conclusion: MOT students are experiencing stress; this aligns with the overall literature that students in professional health programs are stressed. The findings of this study can help inform curriculum change and emphasize the need for academic support and access to mental health services.


1:00 - 1:45

Paper Session R236 Know Me: Client Perspectives of Client-Centred Occupational Therapy Ivanka Babiak, Elissa Dykstra, Chris Friesen & Marie-Renee Lachance (Study Advisors: Jacquie Ripat and Pam Wener)

Introduction: Clients with multiple sclerosis may access occupational therapy services, which are intended to be client-centred, at different points in time as their condition progresses. However, their perspectives on experiences of client-centred practice in occupational therapy, and how these may change across time and care settings, have not been explored. Objectives: The purpose of this study was to understand the client’s perspective of client-centred practice at different points along the trajectory of multiple sclerosis. Methods: This qualitative interpretative study used individual semi-structured interviews with four participants with multiple sclerosis. Four study investigators independently open coded the transcribed interviews, collaboratively grouped similar codes to form categories, and discussed relationships between categories to form themes. Results: The overarching theme was the participants’ desire to be known by their therapist, which occurred through being listened to and respected, but was hindered by a lack of knowledge and continuity. Participants identified that being known enabled treatment approaches to be tailored to their individual needs and preferences, and demonstrated this through examples of becoming invested in therapy, being involved in therapy decisions, and having their needs met. Participants felt invested in therapy when they were challenged, learned through experience, felt cared for, and enjoyed humourous interactions with therapists. Conclusions: The results of this study highlight that occupational therapists need to recognize the individuality of each client and tailor their approach accordingly in order to provide client-centred care that meets the client’s needs. Participants did not distinguish differences in client-centred care across time or practice settings.


1:30 - 2:00Poster Presentation R224 Perspectives on a Proposed Group Cognitive Intervention for Individuals with Multiple Sclerosis

Jillian Neusitzer and Jennielee Soliman (Study Advisor: Cara Brown) Introduction: Up to 60% of people with multiple sclerosis have cognitive symptoms that impact quality of life. There is limited research on group cognitive intervention for the multiple sclerosis population. The development of programs for people with multiple sclerosis need to be client-centred to ensure that they align with the needs and desires of the population (Preston, Haslam & Lamont, 2012).

Objectives: This study determined the acceptability of an initial conceptualization of a cognitive group intervention to the population of interest.

Methods: Using a qualitative approach, two focus groups were conducted (n=6) with participants with multiple sclerosis and self-reported mild cognitive impairments. An open-ended question guide was used to gain participants’ perspectives of the proposed group. Focus groups were audio recorded, transcribed and analyzed using a directed content analysis. Initial themes and categories were developed based on information being sought on the proposed group format, content and process.

Results: Participants valued the group intervention format for meeting the dual needs of obtaining information about multiple sclerosis related cognitive changes and receiving peer support. Suggestions for change included ensuring content expertise of the group leader and the addition of content areas they felt were missing. Participant feedback highlighted the importance of ensuring that the group educational materials are concrete to cater to this population.

Conclusion: Using a client-centred format for group cognitive intervention development ensures that materials developed are tailored to the cognitive level of the population of interest. Results from this study will inform modifications to the proposed group intervention for future implementation.


Preston, J., Haslam, S., & Lamont, L. (2012). What do people with multiple sclerosis want from an occupational therapy service? The British Journal of Occupational Therapy, 75(6), 264-270. doi: 10.4276/030802212X13383757345102

2:00 - 2:30

Poster Presentation R224

Analysis of the Adequacy of Student Selection Criteria Utilized by the Master of Occupational Therapy (MOT) Program Lauren Henry and Naomi Seon (Study Advisor: Nelson Oranye)

Introduction: In recent years, universities have increasingly incorporated non-academic criteria, through use of multiple-mini-interviews (MMI), in the student selection process. The MMI provides admissions committees with a standardized method of evaluation - a process that must be both fair and identify the most competitive students. Objectives: The researchers report on the reliability and validity of the interview process used for admissions into the Master of Occupational Therapy (MOT) program at the University of Manitoba. Examiners were investigated to determine whether differences exist between examiners strictness and leniency and question difficulty. Methods: Interview scores from 258 applicants to the MOT program from 2012 to 2014 were examined to determine whether interview performance was dependent on variables such as age, gender, previously attended university and degree. Examiner data was collected to determine whether differences exist between examiners scoring patterns. Scores were analyzed using Rasch Analysis Model. Results: The Rasch analysis showed the majority of students were able to score high on the most difficult questions with very few unable to correctly answer lower weighted questions. There were no significant differences found between examiners. Conclusion: The current admissions process at the University of Manitoba’s MOT program offers equal opportunity for all candidates. Findings from the Rasch Analysis, support the use of the interview process in the Master of Occupational Therapy program’s current process of selecting applicants as it demonstrated to be a reliable and valid tool.


2:00 - 2:45Paper - Interactive Session R230 Establishing Occupational Therapy Indicators in a Primary Care Setting: Pilot Survey Alina Peer, Randi Vandale, Laura Martens & Kaitlyn Casper (Study Advisors: Pam Wener and Leanne Leclair) Learning objectives for this session include to: 1. Gain understanding of the piloting process and importance. 2. Understand the purpose of the study (i.e. OT performance indicators).

3. Participate and reflect on the clarity of indicator wording (before and after the change as a result of pilot survey findings).

Introduction: There is a lack of quality evidence about the occupational therapy role in the emerging practice setting of primary care. The Canadian Institute for Health Information (CIHI) created indicators that identify the key roles of general practitioners and nurse practitioner in primary care. A nationwide study aims to use the CIHI indicators to inform the occupational therapy roles in primary care. However, it is unclear if the CIHI indicators are relevant to occupational therapists. Objectives: The purpose of this pilot study is to explore the importance of the CIHI indicators to primary care occupational therapists. Methods: Participants (N=7) were occupational therapists with expertise in primary care. The tool, a 126 question survey, was piloted. The survey included demographic questions, 105 CIHI indicators, and feedback questions about the survey experience. Researchers plotted each participants answers to determine consensus of the indicators and summarized the participants’ feedback regarding quality of the survey. Results: A total of 26 indicators were found to be important, 30 were found to be unimportant, and 47 reached no consensus. Themes from the participants’ survey feedback included: unclear purpose and questions, survey length, and low relevance to occupational therapy. Participants also reported technical issues. Conclusions: To ready the CIHI survey for national occupational therapy participants the following changes are recommended: shortening the survey, rewording the introduction, improving the clarity of the questions, and implementing changes to limit technical issues. The nationwide study will contribute to the overall understanding of the emerging role of occupational therapists in primary care.


2:00 - 2:45Paper - Interactive Session R230 Establishing Occupational Therapy Indicators in a Primary Care Setting: Pilot Survey Alina Peer, Randi Vandale, Laura Martens & Kaitlyn Casper (Study Advisors: Pam Wener and Leanne Leclair) Learning objectives for this session include to: 1. Gain understanding of the piloting process and importance. 2. Understand the purpose of the study (i.e. OT performance indicators).

3. Participate and reflect on the clarity of indicator wording (before and after the change as a result of pilot survey findings).

Introduction: There is a lack of quality evidence about the occupational therapy role in the emerging practice setting of primary care. The Canadian Institute for Health Information (CIHI) created indicators that identify the key roles of general practitioners and nurse practitioner in primary care. A nationwide study aims to use the CIHI indicators to inform the occupational therapy roles in primary care. However, it is unclear if the CIHI indicators are relevant to occupational therapists. Objectives: The purpose of this pilot study is to explore the importance of the CIHI indicators to primary care occupational therapists. Methods: Participants (N=7) were occupational therapists with expertise in primary care. The tool, a 126 question survey, was piloted. The survey included demographic questions, 105 CIHI indicators, and feedback questions about the survey experience. Researchers plotted each participants answers to determine consensus of the indicators and summarized the participants’ feedback regarding quality of the survey. Results: A total of 26 indicators were found to be important, 30 were found to be unimportant, and 47 reached no consensus. Themes from the participants’ survey feedback included: unclear purpose and questions, survey length, and low relevance to occupational therapy. Participants also reported technical issues. Conclusions: To ready the CIHI survey for national occupational therapy participants the following changes are recommended: shortening the survey, rewording the introduction, improving the clarity of the questions, and implementing changes to limit technical issues. The nationwide study will contribute to the overall understanding of the emerging role of occupational therapists in primary care.

2:00 - 2:45

Paper Session R236 Manitoban Occupational Therapists’ Perspectives on Wheelchair Service Delivery Julie Braga, Chelsey Shura & Lorilee Neufeld (Study Advisor: Jacquie Ripat)

Introduction: In Manitoba, wheelchair service delivery is not standardized across practice settings, resulting in a variety of delivery models and processes. As service providers, occupational therapists play an important role in wheelchair service delivery. Understanding occupational therapists’ perspectives on the process will assist in improving service provided in Manitoba. Objective: The aim of the study was to gain the perspective of registered occupational therapists in Manitoba on wheelchair service delivery, including barriers faced in providing optimal service, current resources used to inform practice, and resources believed to be helpful in completing the service delivery process.

Methods: Using a cross-sectional research design, an online survey was created for registered occupational therapists in Manitoba, who self-identified prescribing a minimum of one wheelchair in the past 24 months. Main sections of the survey included: wheelchair assessment, equipment selection and delivery, and after-delivery and follow-up. Themes were developed by analysis of open-ended questions, and frequency and percentage of responses of close-ended questions.

Results: Sixty registered occupational therapists completed the survey. System barriers impacted the completion of components within wheelchair service delivery, including time demands, lack of continuity of service, and limited access to equipment and funding. Limited knowledge of occupational therapists was also identified as a barrier to wheelchair service delivery. Participants desired more resources related to seating systems, mat assessments, and outcome measures.

Conclusion: Wheelchairs appropriately prescribed by service providers promote quality of life and independence of wheelchair users. Resource development and policy change will promote the quality and efficiency of occupational therapists’ practice of wheelchair service delivery.



3:00 - 3:30

Poster Presentation R224 Ensuring Content Validity and Completion Ease of The Experiences of Disability Retirement of Individuals with MS 2.0 Survey Alix Tessler and Megan Williamson (Study Advisor: Cara Brown)

Introduction: The progressive nature and high incidence of multiple sclerosis (MS) during critical employment years often leads to job cessation. There is no known literature on post-retirement adjustment in individuals with MS. The Experiences of Disability Retirement of Individuals with MS (EDR) survey 2.0 was developed to determine if people with MS struggle with retirement adjustment.

Objectives: To enhance the content validity, utility, and acceptability of the EDR 2.0 survey.

Methods: The survey was piloted with five individuals with MS who had ceased or reduced their paid work role in the last 10 years. Methodology consisted of an individual interview with two parts. First, participants completed the survey using the ‘talk aloud method’ (Brod, Tesler & Christensen, 2009) whereby interviewers probed participants to share their thoughts to determine the utility and acceptability of questions. This data was analyzed descriptively. Second, open-ended questions gathered information on retirement experiences to inform content validity; this data was analyzed using directed content analysis.

Results: Piloting the survey using the ‘talk aloud’ method indicated changes were needed including: adding questions to capture adjustment changing over time and available psychological support, increasing use of examples to clarify terminology, and adding a ‘not applicable’ response option. The analysis of retirement experience resulted in four themes: time, supports, gaps in services and loss.

Conclusion: The results of the study provided suggestions for both the improvement of the survey and implications for practice. Next steps for this study are to pilot the edited survey with the target population.

3:00 - 3:30

Poster Presentation R224 Ensuring Content Validity and Completion Ease of The Experiences of Disability Retirement of Individuals with MS 2.0 Survey Alix Tessler and Megan Williamson (Study Advisor: Cara Brown)

Introduction: The progressive nature and high incidence of multiple sclerosis (MS) during critical employment years often leads to job cessation. There is no known literature on post-retirement adjustment in individuals with MS. The Experiences of Disability Retirement of Individuals with MS (EDR) survey 2.0 was developed to determine if people with MS struggle with retirement adjustment.

Objectives: To enhance the content validity, utility, and acceptability of the EDR 2.0 survey.

Methods: The survey was piloted with five individuals with MS who had ceased or reduced their paid work role in the last 10 years. Methodology consisted of an individual interview with two parts. First, participants completed the survey using the ‘talk aloud method’ (Brod, Tesler & Christensen, 2009) whereby interviewers probed participants to share their thoughts to determine the utility and acceptability of questions. This data was analyzed descriptively. Second, open-ended questions gathered information on retirement experiences to inform content validity; this data was analyzed using directed content analysis.

Results: Piloting the survey using the ‘talk aloud’ method indicated changes were needed including: adding questions to capture adjustment changing over time and available psychological support, increasing use of examples to clarify terminology, and adding a ‘not applicable’ response option. The analysis of retirement experience resulted in four themes: time, supports, gaps in services and loss.

Conclusion: The results of the study provided suggestions for both the improvement of the survey and implications for practice. Next steps for this study are to pilot the edited survey with the target population.

3:00 - 3:45 Paper - Interactive Session R230 Exploring Occupational Therapy Students’ Understanding of Client-Centredness Following a Client-Educator Session Amanda Deslauriers, Brittany Finnson, Eunice Song & Katelyn Elliot (Study Advisor: Theresa Sullivan) Learning objectives for this session include to: 1. Explore the barriers and facilitators of using client-educators as an educational method in the MOT curriculum. 2. Compare and contrast student and faculty perspectives on the use of client-educators in the MOT program.

3. Explore the potential impact of using client-educators on occupational therapy students’ learning. (ie. client-centredness, clinical reasoning, etc.)

Introduction: Client-centredness is foundational to occupational therapy practice. Client involvement in health professional education has proven to be a valuable strategy to teach client-centredness. However, there is limited evidence supporting the use of client-educators and their impact on students’ development of client-centredness in occupational therapy educational programs.

Objectives: This exploratory study aims to explore the impact of a one-time client-educator facilitated educational session on first-year occupational therapy students’ understanding of client-centredness. The objective of this study is to develop recommendations regarding the use of client-educators as an educational strategy in the University of Manitoba Master of Occupational Therapy first-year curriculum.

Methods: This study is situated in the theoretical foundation of social constructivism and uses a qualitative descriptive analytic approach. Four participants were recruited from the Master of Occupational Therapy Class of 2014-2016 and participated in a 90-minute client-educator facilitated educational session. Following the educational session, one focus group was conducted and transcribed. A hybrid of deductive and inductive coding of the transcript led to category development.

Results: Four categories emerged from the data: the value of listening to the client’s story, the client-centred partnership, the importance of engagement in meaningful occupation, and the learning format.

Conclusions: The use of client-educators in the occupational therapy curriculum may be beneficial to enhance students’ understanding of client-centredness, as supported by preliminary evidence from this study. However, further research is needed to assess the effectiveness of client-educators as a method to develop client-centredness in students.


3:00 - 3:45

Paper Session R236 The Effectiveness of the Day Hospital’s Falls Prevention Program Lana Hochman, Shihan Perera, Therese Palmer-Duhalde (Study Advisor: Leanne Leclair) Introduction: Falls represent a significant number of injury related hospitalizations among Canadian seniors. Falls prevention programs have proven to be effective in reducing the rate of falls. However, outcomes of the fall prevention programs at four day hospital sites in an urban setting have not been examined.

Objective: The purpose of the study was to investigate the effectiveness of the fall prevention program.

Methods: A retrospective pre-post-post single cohort was used to collect data from participants (N=150) at baseline, program completion and three months after completion. Baseline and post measures included fear of falling, Timed Up and Go (TUG), Berg Balance Scale (BBS), 2 Minute Walk Test (2MWT), Timed Sit to Stand (30CST), and gait speed, along with a follow up phone call at 3 months. Mini-Mental Status Exam (MMSE) and the Geriatric Depression Scale (GDS) scores were obtained during a chart audit.

Results: Participants showed improvements in TUG (p < .001), BBS (p < .001), 2MWT (p < .001), 30CST (p < .001) and gait speed (p = .001). Females demonstrated statistically significant differences on the 2MWT (p = .022) and BBS (p = .024) post program. Three months after program completion participants reported being less afraid of falling (p = .013). Twenty two percent of the participants reported a fall at three months follow-up.

Conclusions: Overall, participants experienced improvements in strength, balance, and mobility and decreased fear of falling. Future research should investigate program outcomes beyond the three month follow up and consider other outcomes.


3:00 - 3:45

Paper Session R236 The Effectiveness of the Day Hospital’s Falls Prevention Program Lana Hochman, Shihan Perera, Therese Palmer-Duhalde (Study Advisor: Leanne Leclair) Introduction: Falls represent a significant number of injury related hospitalizations among Canadian seniors. Falls prevention programs have proven to be effective in reducing the rate of falls. However, outcomes of the fall prevention programs at four day hospital sites in an urban setting have not been examined.

Objective: The purpose of the study was to investigate the effectiveness of the fall prevention program.

Methods: A retrospective pre-post-post single cohort was used to collect data from participants (N=150) at baseline, program completion and three months after completion. Baseline and post measures included fear of falling, Timed Up and Go (TUG), Berg Balance Scale (BBS), 2 Minute Walk Test (2MWT), Timed Sit to Stand (30CST), and gait speed, along with a follow up phone call at 3 months. Mini-Mental Status Exam (MMSE) and the Geriatric Depression Scale (GDS) scores were obtained during a chart audit.

Results: Participants showed improvements in TUG (p < .001), BBS (p < .001), 2MWT (p < .001), 30CST (p < .001) and gait speed (p = .001). Females demonstrated statistically significant differences on the 2MWT (p = .022) and BBS (p = .024) post program. Three months after program completion participants reported being less afraid of falling (p = .013). Twenty two percent of the participants reported a fall at three months follow-up.

Conclusions: Overall, participants experienced improvements in strength, balance, and mobility and decreased fear of falling. Future research should investigate program outcomes beyond the three month follow up and consider other outcomes.

After the presentations, please join us for concluding remarks and presentation of certificates.


3:45- 4:15 Concluding Remarks R236

MASTER OF OCCUPATIONAL THERAPY INDEPENDENT STUDY SYMPOSIUM

THURSDAY, JUNE 25, 2015DEPARTMENT OF OCCUPATIONAL THERAPY

COLLEGE OF REHABILITATION SCIENCES

UMANITOBA.CA/MEDREHAB

Mot symposium program june 2015

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Transcript of Mot symposium program june 2015