#OTalk -23 April 2019 – Continuing Professional Development

Hello #OTalk, this evening we thought it would a good idea to have a general chat about all things Continued Professional Development. It has been a little while since we had a general chat on this topic, but here are a few links to previous chats we have had to help get our thoughts flowing….

#OTalk 10th April 2018 – How to record your CPD

#OTalk 17th October – CPD and service quality

#OTalk 11th July – CPD is more than HCPC audit. How to strategically manage your Continuing Professional Development.

#OTalk 29th March OT – Shifting CPD Focus

The following are some posters and articles that are of course always worth a mention

#COT2017 Clicking your way through continuing professional development? Poster 26

the above poster was also followed up with this article 
Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

and of course  The use of Twitter for continuing professional development within occupational therapy  (Open Access).

As a predominantly UK based chat most of those who join us will be either currently or due to register with the Health and Care Professions Council (HCPC). Whilst engaging in CPD is not all about audit it is wise to ensure that you utilise your CPD activity in a way that will support your profile if are are called for audit. Here is a link to the HCPC’s CPD resources https://www.hcpc-uk.org/cpd/

To aid us in answering your questions please fill in this quick form to help us keep track of the questions and  ensure that we don’t miss any of your questions during the chat My question about CPD for the general chat on 23rd April 2019.

We look forward to asking all your questions of the community and supporting another great chat.

 

 

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#OTalk 9th April 2019 Community Ideas

This week we thought it would be a good idea to have a community idea chat.

This will give everyone an opportunity to have a think about future topics the community would like to discuss.

The themes will be flexible and open to change as the discussion progresses, but some things to think about in preparation:

Have you been wanting to host a chat, but not committed to a date yet?

Do you have any questions that are holding you back from hosting?

Would you like to co-host a chat with someone who shares a passion for a topic? maybe this could be just opportunity to link up, or we could could compile a list?

Have you attended a talk or CPD session and would like to suggest we approach someone to host a chat?

Have you read an article recently that would be a good starting point for a discussion?

What about other media that may of sparked an idea? Maybe a YouTube video or a podcast?

Any other suggestions?

We look forward to tweeting with all your wonderful ideas.

The #OTalk organising team.

POST CHAT

Online Transcript

#OTalk Healthcare Social Media Transcript April 9th 2019

The Numbers

896.881K Impressions
125 Tweets
16 Participants
100 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

 

 

 

#OTalk Research 2nd April 2019

This weeks #OTalk is hosted by Dr. Rob Brooks, Course Director for Occupational Therapy at Leeds Beckett University. As his blog below outlines, Rob has based this week’s chat questions on feedback from pre-registration students on their experiences of research. Join Rob on Tuesday 2nd Aril at 8pm to discuss your thoughts on this topic.

Pre-registration Research “Never again!”

We would not argue with the notion that occupational therapists need to be able to interpret research and apply this to their practice. Most occupational therapists have received some research training; indeed, the Royal College of Occupational Therapists standard for pre-registration education states that an entry level therapist should be able to:

  1. Select and justify designs, methods and ethics appropriate to research in occupation and occupational therapy.
  2. Disseminate research findings in a variety of appropriate ways within and beyond the profession.

Despite research being embedded in pre-registration education, engagement with research in clinical practice is variable and the number of researchers in the profession remains limited. The reasons for this are complex, I would suggest that how students experience research in pre-registration programmes is a contributing factor.

There is little published research on the experience of research by pre-registration students. When I think about what pre-registration occupational therapy students have told me about their experiences they fit into two groups. The first is the “never again!” group. This group find the process of conducting research tortuous and they often struggle to feel skilled in using research in their practice. I worry that we have alienated this group of students from research. The reasons for this can be multi-factorial – was it the way in which research was taught, was it the type of study they carried out, was it difficulty in applying the research to practice? Each student will have their own story.

The second group is those who like research (yes, there are some!). These are the students who find research stimulating and engaging. I do however have concerns about these students too. These students are skilled in research and have the potential to be the future researchers of the profession, yet when they go into graduate jobs we fail to use or nurture their research skills. Again, we can deconstruct a number or reasons – senior staff who themselves feel threatened by research knowledge, lack of opportunity/time to carry out further research, the perception that research is for senior therapists.

Question 1
What were your experiences of pre-registration research?

Question 2
Is pre-registration research actually useful?

Question 3
What could universities do differently to make research more accessible/enjoyable for pre-registration students?

Question 4
What types of research should pre-registration students be conducting?

Question 5
How can clinicians/managers use the research skills of new graduates?

Question 6
What should clinicians and academics do to talent spot potential future researchers?

Post Chat

Host: Dr. Rob Brooks

Online Transcript

The Numbers

42.443K Impressions
25 Tweets
22 Participants
Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

Data for #OTalk can be up to 15 minutes delayed

 

#OTalk – 26th March 2019 The Intentional Relationship Model.

This weeks chat will be all about the The Intentional Relationship Model and host by Carolina Cordero @Colourful_OT

The Intentional Relationship Model (Taylor, 2008) outlines the process by which occupational therapists build therapeutic relationships with the people we work with. It looks at therapist-client interactions in terms of factors including the client’s interpersonal characteristics (of which there are 12 types) and the “inevitable interpersonal events” that can occur during the therapy process (of which there are 11). The model also describes six “modes” in which occupational therapists relate to and engage with their clients:

  • Advocating
  • Collaborating
  • Empathizing
  • Encouraging
  • Instructing
  • Problem-solving

The Intentional Relationship Model, as its name suggests, emphasises the need for therapeutic use of self to be something that occupational therapists engage in deliberately, giving careful consideration to which mode we use with which client and in response to which situation. This presents an interesting viewpoint on therapeutic use of self, which can often be nebulous and difficult to define, as a skill that can be broken down into a deliberate process of interpersonal reasoning. However, is it overly reductionist to view the therapeutic relationship in this way? Are there interpersonal characteristics, interpersonal events and therapeutic modes outside of those defined by the model? All questions worth asking in tonight’s #OTalk!

Tonight’s questions are:

1. Have you come across the Intentional Relationship Model (IRM) before? If not, what is your first impression of it?

2. What is your own preferred therapeutic mode? (questionnaire available here: https://irm.ahslabs.uic.edu/assessments/)

3. Do you feel that the IRM accurately describes therapeutic use of self in OT?

4. Do you think the IRM could be a good tool for teaching interpersonal skills to OT students?

Taylor, R. R. (2008). The intentional relationship: Occupational therapy and use of self. Philadelphia, PA: F.A. Davis.

Post Chat

Host: Carolina Cordero @Colourful_OT

OTalk Support: @kirstieot

Online Transcript

#OTalk Healthcare Social Media Transcript March 26th 2019

The Numbers

801.692K Impressions
170 Tweets
53 Participants
Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

Data for #OTalk can be up to 15 minutes delayed

 

19th March 2019 #OTalk Gaming a meaningful occupation or a Damaging occupation?

This week our very own Rachel Booth @otrach will be hosting a chat looking at gaming a meaningful occupation or a Damaging occupation?

In 2018 the World Health Organisation added gaming disorder to its list of mental health conditions.

It stated

‘Gaming disorder is characterised by a pattern of persistent or recurrent gaming behaviour (‘digital gaming’ or ‘video-gaming’), which may be online (i.e., over the internet) or offline.

Manifested by: 

  1. impaired control over gaming (e.g., onset, frequency, intensity, duration, termination, context); 
  2. 2) increasing priority given to gaming to the extent that gaming takes precedence over other life interests and daily activities; 
  3. Continuation or escalation of gaming despite the occurrence of negative consequences. 

The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. 

The pattern of gaming behaviour may be continuous or episodic and recurrent. 

The gaming behaviour and other features are normally evident over a period of at least 12 months in order for a diagnosis to be assigned, although the required duration may be shortened if all diagnostic requirements are met and symptoms are severe.’

What I thought was interesting about this definition was the use of occupation functioning.

So for this week’s #OTalk I through it might be interesting to explore the use of this occupation, as a treatment tool and how as an occupational therapist we might work with someone who is given this diagnosis.

Question 1 

Do you game? If so what type and why?

Question 2

How much time do you spend gaming in an average week? 

Question 3 

What are you thoughts on the world health organisation adding addiction to gaming as category of mental disorder?  

Question 4

Do you used gaming, as an intervention/treatment? If so how and why?

Question 5

How might an occupational therapist work with someone who’s gaming behaviour pattern is of sufficient severity to result in significant impairment occupational functioning?

Question 6 

On the whole do you feel Gaming is a meaningful or damaging occupation?

Ref 

https://www.who.int/features/qa/gaming-disorder/en/

POST CHAT

Host: Rachel Booth @OT_rach

Support on OTalk account: @Colourful_OT

Online Transcript

#OTalk Healthcare Social Media Transcript March 19th 2019

The Numbers

980.895K Impressions
323 Tweets
29 Participants
162 Avg Tweets/Hour
11 Avg Tweets/Participant

#OTalk Participants

Data for #OTalk can be up to 15 minutes delayed

 

12th March #OTalk –   Mental Health Occupational Therapy outcomes in clinical practice and how to measure them.

This Tuesday  Emma Hall, Mary Birken, Mandy Graham and Sophie Faulkner host  #OTalk –   Mental Health Occupational Therapy outcomes in clinical practice and how to measure them.

Measuring the outcomes of mental health occupational therapy interventions is vital to demonstrate changes or improvements for people using our services, and the contribution of occupational therapy in meeting the objectives of clinical services, and assuring quality.

HCPC state in their standards of proficiency for occupational therapists, that they must:

“be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the service user” (HCPC, 2013)

Despite this, there are no recent published papers regarding mental health occupational therapy outcome measurement in the last five years, to guide best practice. Studies indicate that  outcome measurement is not routine practice (Birken, Couch and Morley, 2018; Morley, 2014). There is debate over which outcomes should we measure in occupational therapy clinical practice in mental health. How do we ensure outcome measurement tools used are meaningful and important to those using the service and the service?

This Otalk aims to generate discussion about what outcomes of occupational therapy interventions in mental health are important to service users and the clinical services, and how we should measure these and report these.

1) Why is it important to measure outcomes within occupational therapy?

2) What are the challenges to using outcome measures within mental health practice?

3)What outcome measures are you currently using?

4) How can we ensure that outcome measurement is client centred and meaningful?

5)How can we  demonstrate  that occupational therapy outcomes contribute to the service objectives?

References:

Birken, M., Couch, E. and Morley, M. (2017) Barriers and facilitators of participation in intervention research by mental health occupational therapists British Journal of Occupational Therapy 80 (9): 568-572.

Health and Care Professions Council (2013) The standards of proficiency for occupational therapists.

Morley, M. (2014) Evidencing What Works: Are Occupational Therapists Using Clinical Information Effectively? British Journal of Occupational Therapy 77 (12) 601-604.

 

Post Chat

Host: Emma Hall, @Emm_OT  Mary Birken, @MaryBirken Mandy Graham @MandyGrahamOT and Sophie Faulkner @sleepOTsophie

Support on the OTalk account: Gill @gilliancrossley

Online Transcript

#OTalk Healthcare Social Media Transcript March 12th 2019

 

1.578M Impressions
460 Tweets
79 Participants
18 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

#OTalk Research 5th March 2019

This month the #OTalk Research chat is on the topic of Mixed Methods in Occupational Therapy focused research and will be hosted by Naomi Gallant @naomi_gallant here is what she had to say…

Following a stimulating and informative presentation and discussion with the Occupational Therapy Doctoral group via video call on Monday evening, it was fitting to open up discussion with the Occupational Therapy community about the use of mixed methods in research. As the name suggests, mixed methods is a methodological approach to research which includes a combination of quantitative and qualitative data collection, which naturally translates into data analysis. This is not to be confused with triangulation of methods, or multiple-method research, which can use a combination of methods which are all quantitative or all qualitative. The mixed methods design is being used increasingly in researching and applying findings to health settings and complex health phenomena. A pragmatic paradigm is often favoured when approaching mixed methods – use whatever is needed to answer the question in the best way.

Some key points for further discussion jumped out to me during our video call. People had come across, and were anticipating different challenges to using mixed methods in research. These included: being able to justify and convince others (including supervisors) that mixed methods was an appropriate approach; mixing opposing research paradigms; making decisions about sequential or parallel mixed methods typologies; where to publish mixed methods research; and adequately analysing the quantitative and qualitative data.

So, I wanted to open up some questions to the floor to further our discussions from Monday, create an opportunity to share experiences and see what everyone else thinks about using mixed methods research in Occupational Therapy focused research.

1. Let’s start by hearing what people’s experiences are of using, or seeing, mixed methods research, in action

2. How do we address the opposing research paradigms of quantitative and qualitative research when designing mixed methods research?

3. Does an Occupational Therapy perspective side with a particular research paradigm?

4. Why could mixed methods research be particularly useful to Occupational Therapy areas of research?

5. What quality criteria guidelines could be used to ensure rigorous and persuasive research is conducted?

Post Chat

Host: @naomi_gallant

Support on the @OTalk_ Account: @LynneGoodacre

Online Transcript

#OTalk Healthcare Social Media Transcript March 5th 2019

he Numbers

241.845KImpressions
45Tweets
13Participants
36Avg Tweets/Hour
3Avg Tweets/Participant

#OTalk Participants