• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Occupational therapy international >Occupational Therapy Services in School-Based Practice: A Pediatric Occupational Therapy Perspective from Ireland
【24h】

Occupational Therapy Services in School-Based Practice: A Pediatric Occupational Therapy Perspective from Ireland

机译：职业治疗服务在校本实践中：来自爱尔兰的儿科职业治疗观点

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Purpose . School is a primary setting for pediatric occupational therapy practice, yet little is known about the provision of school-based occupational therapy in many countries internationally. The purpose of this study was to explore current school-based occupational therapy practice for the first time in Ireland to gain insight into current and potential service provision and to identify new directions and potential pathways for development. Methods . This descriptive quantitative study utilized a cross-sectional online survey to gain the perspectives of the population of pediatric occupational therapists working regularly in schools across Ireland. Respondents were recruited through convenience and snowball sampling. Data were analysed through qualitative content analysis and descriptive statistics. Results . The survey elicited 35 responses, yielding a 21.2% estimated response rate. Findings demonstrated that respondents provided therapy services in schools most commonly on a weekly (28.6%) or monthly (34.3%) basis, with only 5.0% working in the same school on a weekly or fortnightly basis. The majority of respondents (54.3%) used a direct therapy approach with a child, rather than coaching or modelling, to primarily address sensory, hand function, or daily living needs. None used a whole class or whole school (universal or tiered) approach. While respondents (54.3%) generally viewed collaborative practice as a strength of school-based practice, they also identified barriers to collaboration in schools. A core barrier is related to how services are constructed across health and education, with differing philosophies of service provision. The majority of respondents (75.0%) reported that they had not received any training to deliver evidence-based practice in therapy provision specific to school-based practice. Implications for Practice . This study indicates that therapists require continual education on evidence-based school practice as it applies in an Irish context. Furthermore, clarification of school therapy roles and service delivery models are required in order to determine how they contrast with traditional clinic roles. This will enable therapists to strengthen the coordination of service delivery between health and educational services to maximize the outcomes of school-based practice.
机译：目的 。学校是儿科职业治疗实践的主要设置，但在国际上许多国家的职业治疗方面众所周知。本研究的目的是探讨当前的学校职业治疗实践，这是在爱尔兰首次深入了解当前和潜在的服务条款，并确定新的方向和潜在的发展途径。方法 。这种描述性定量研究利用横断面的在线调查，以获得定期在爱尔兰学校定期工作的儿科职业治疗师的观点。受访者通过便利和雪球抽样招募。通过定性内容分析和描述性统计分析数据。结果 。调查引发了35项反应，产生了21.2％的估计响应率。调查结果表明，受访者在每周（28.6％）或每月（34.3％）的基础上最常见的学校提供​​治疗服务，每周或每两周在同一所学校工作仅5.0％。大多数受访者（54.3％）使用了与孩子的直接治疗方法，而不是教练或建模，主要涉及感官，手段或日常生活需求。没有人使用全班或整个学校（普遍或分层）方法。虽然受访者（54.3％）普遍认为合作练习作为基于学校的实践的实力，但他们还确定了学校合作的障碍。核心屏障与服务在健康和教育中的建立方式有关，具有不同的服务哲学。大多数受访者（75.0％）报告说，他们没有收到任何培训，以便在特定于基于学校的实践的治疗条款中提供基于证据的做法。对实践的影响。本研究表明，治疗师需要对基于证据的学校实践的持续教育，因为它适用于爱尔兰语境。此外，需要澄清学校治疗角色和服务交付模型，以便确定它们与传统诊所角色的对比。这将使治疗师能够加强健康与教育服务之间的服务交付的协调，以最大限度地提高校本实践的结果。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号