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Key concepts and key terms in OT
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- 1Occupational therapyThe art and science of helping people to do the day to day activities that are important and meaningful to their health and well-being through engagement in valued occupations
- 2occupationeverything people do to occupy themselves, including looking after themselves (self-care), enjoying life (leisure), and contributing to the social and economic fabric of their communities (productivity).
- 3how OT differs to other health professions-importance of occupation to health and wellbeing
-recognition of occupational problems/challenges
-occupation-based practice
-importance of occupation to health and wellbeing - 4how occupation benefits healthenergy expenditure- promotes CV health
social interaction- provides support
challenge
sense of achievement - 5health risks of occupation-doing too little or too much
-doing activities that expose us to dangers
-can be detrimental to health e.g. early onset dementia from football - 6occupational transitionsa point in time during which there is a shift away from a particular occupation or set of occupations towards an alternative
e.g. starting a family - 7rolea set of socially agreed-upon behavioural expectations, rights and responsibilities for a specific position or status within a group or society
- 8self-carethose basic personal care activities such as eating, grooming, dressing, mobility and personal hygiene
- 9leisurea major occupation and performance area that related to the individuals use of free time. It is related to intrinsic motivation, quality of life, personal freedom, life satisfaction, relaxation, health, lifestyle, amusement, self actualization and pleasure
- 10productivityactivities and tasks which are done to enable the person to provide support to self, family and society through the production of goods and services
- 11activities of daily livingtasks that are essential for self-care, including dressing, grooming, feeding, mobility/transferring, bathing and toileting
- 12therapeutic relationshipa trusting connection and rapport established through collaboration, communication, therapist empathy and mutual respect
- 13therapeutic use of selfPlanned use of his or her personality, insights, perceptions and judgements as part of the therapeutic process
- 14role of the occupational therapist-use occupation to develop skills and abilities and enable clients to perform meaningful occupations
-modify physical environments (equipment and environmental modifications)
-modify social environments (education and advocacy) - 15purpose of an interview in health settinggain information about the clients condition, needs, their background, narrative facilitation, establish a relationship etc. to tailor an intervention for them
- 16elements of good communicationactive listening
questioning
body language
paralinguistics
touch
information giving
establishing rapport
empathy - 17multidisciplinaryclient is seen by more than one health professional but communication between professions is minimal
- 18interdisciplinaryhealth care professionals from diverse fields who work in a coordinated fashion toward a common goal for the patient.
- 19transdisciplinaryhealth professionals from different disciplines make up the team and carry out similar work
- 205 moments of hand hygienebefore touching a patient
before a procedure
after a procedure
after touching a patient
after touching a patients surrounding - 21risk management strategiesspot the hazard
assess risk
fix problem
evaluate changes
(SAFE) - 22activity analysisthe process used by an occupational therapist to assess the:
-typical demands of an activity
-range of skills involved in performing the activity
-the cultural meanings that might be associated with the activity - 23occupational analysisConsiders the demands and skills of the activity depth and includes factors unique to the individual such as body structure and function, cognition, age, etc.
- 24importance of activity and occupational analysis• Select appropriate therapeutic activities to treat occupational performance issues
• Select activity/occupation that offers client a 'just right' challenge
• Determine if a client, given certain abilities, can be expected to perform the activity
• Identify potential adaptations to the activity/occupation
-Identify potential adaptations to the environment - 25activity gradinginvolves progressively changing the process, tools, materials or environment of a given activity to gradually increase or decrease performance demands
- 26grading upmake the activity more difficult and/or more challenging
- 27grading downmake the activity easier and achievable
- 28SMART goalsspecific
measurable
achievable
relevant
time bound - 29GASgoal attainment scaling
-an individualized criterion referenced measure of change in performance - 30client centred practice• Consumer or patient centred care is health care that is respectful of, and responsive to, the preferences, needs and values of patients and consumers. It is
Practice that engages clients in decision making and goal setting - 31occupation as ends (end goal)a persons functional goal that he or she tried to accomplish in a given environment using what abilities and capacities he or she has and any adaptations may be necessary
- 32occupation as means (therapeutic occupations)the use of occupation as a treatment to improve a persons impaired capacities and abilities to enable eventual occupational functioning
- 33CPPF stagesenter/initiate
set the stage
assess evaluate
agree on objective, plan
implement plan
monitor/modify
evaluate outcome - 34client centred practice enablers-skilled, knowledgeable and enthusiastic staff
-good communication skills
-being in the clients home
-seek ideas from clients
-adopt a participatory style of management - 35barriers in client-centred practiceclients:
-poor communication skills
-unfamiliar with the approach
therapists:
-OT fear
-lack of rapport
system barriers
-time and resources
-physical space - 36intervention approachesrestoration/remediation
occupational skills acquisition
adaptation/compensation
environmental modifications
educational approach
preventative approach
palliative approach - 37process practice frameworkThe occupational therapy process in the name given to the series of actions a therapist initiates in order to provide services to clients
- 38why should OTs study theories of learning>-foundation for practice
-informs practice
-enhances practitioners ability to solve problems
-promotes individualized interventions - 39behaviourist theoryfocuses on how behaviours are learned in response to environmental stimulation
- 40social cognitive theorypeople learn by observing others
- 41constructivist theoryindividual differences are expected and learners 'construct' meaning by accessing information, using this information to alter or modify existing knowledge and understanding, and integrating the new information with previous information to create new understanding that id individual relevant
- 42self-efficacy theory-focuses on an individuals judgment of their ability to learn a new skill or behaviour
-self efficacy is developed over time using: personal accomplishments, vicarious experiences, persuasion by others, feeling calm and relaxed - 43a theory of human motivation:self determination theoryfocuses on the processes through which a person acquires the motivation for initiating behaviours and maintaining them over time
- 44clinical/professional reasoningprocess used by clinicians to plan, direct, perform and reflect on client care
- 45examples of clinical reasoningscientific reasoning
narrative
pragmatic
ethical - 46evidence based practicethe explicit, conscientious and judicious use of current best evidence from clinical care research
- 47importance of evidence based practice• Designed to aid clinical decision making
• To provide the most effective health care available to maximise client outcomes
• Facilitate client centred clinical decision making
• To manage rapid changes in knowledge, skill and capacity in the delivery of health care
• Manage information effectively and efficiently
Maximise efficient use of resources - 485 steps of evidence based practice1. Ask- translate uncertainty into an answerable question how to write clinical questions so you can find the answer
2. Acquire- systematic retrieval of the best available evidence
3. Appraise- critical appraisal of evidence for validity and clinical relevance: how to select, read and evaluate that quality of the evidence
4. Apply- application of the results in practice
5. Assess- evaluation of your performance in conducting the EBP cycle - 49ethicsthe study of right and wrong to guide and conduct in situations in which there is a choice of behaviour involving human values
- 50lawa system of rules and principles, formally created and recorded, when governs specified human activity
- 51human rightsa system of rules and principles, formally created and recorded, when governs specified human activity
- 52valuean enduring belief that a specific way of doing something, or idea, or end result is personally or socially preferable to another way of doing something, idea or end result
- 53autonomythe ability to act freely and independently on one's own decisions
- 54non-malificenceduty not to harm others
- 55beneficenceactions done for the benefit of others
- 56justicefair and equitable distribution of benefits, burdens, duties and rights among and between members of society
- 57veracityRequires health workers to be as honest, straightforward and truthful as possible
- 58confidentialityRefrain from disclosing information obtained from a client to others and take every reasonable care to ensure that any records of such information remain confidential
- 59bioethicsautonomy
non maleficence
beneficence
justice - 60bioethical rulesveracity
confidentiality - 61Kolb's learning cycleconcrete experience- adopting your new ideas into practice
reflective observation- reviewing the event in your mind
abstract conceptualization- developing an understanding of what happened, seeking more information, forming new ideas
active experimentation- trying out new ideas as a result of the learning from previous experience and reflection - 62strands of reflectionfactual strand
retrospective strand
sub-stratum strand
connective strand - 63reflectionthe action of the mind by which it is conscious of its own operation
- 64factual strandwhat happened, how did you feel, think and why
-the facts of what happened - 65retrospective strand-critique the experience
-asks what aims were set and were these achieved - 66sub-stratum strand-requires to review what customs, traditions, beliefs were brought into a situation or were already there
-what assumptions, beliefs or values underpinned the actions they took and the decisions they made - 67connective strandwhere you use the information from the previous three strands and think about how to improve your practice
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- Foundations of Occupational Therapy Fichas sobre Key concepts and key terms in OT , creado por Bonnie McDonald el 06/03/2018.
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- Bonnie McDonald
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