CPD, Equality, Exploring the Role of Occupational Therapy, OTalk

#OTalk OT Week Special Twitter Chat #OTsForEquity WEDNESDAY 3rd November 2021 8pm – Hosted by @theRCOT

As part of #OTalk’s 10th Birthday celebrations we are supporting the Royal College of Occupational Therapists during #OTWeek. The theme of this year’s OT Week is #OTsForEquity.

Tonight’s Twitter chat is hosted by Karin Orman, RCOT Assistant Director – Professional Practice and Genevieve Smyth, Professional Advisor RCOT. The chat will shine a light on the role occupational therapists can and do play in achieving health equity and is just one of many activities taking place across OT Week to address this important topic. 

Health equity is one of RCOT’s priorities for the coming year and if we are to meet the needs of those we support, we need to build on existing innovation and best practice. 

 #OTalk in Occupational Therapy Week offers the opportunity to collectively put our thinking hats on to explore what we mean by health equity and share ideas for further actions. This conversation and our ideas platform will inform RCOT’s action plan to achieve health equity. 

As occupational therapists you already do a lot towards creating health equity, but is there more you could do? Is there best practice that you’d like to share with others? Do you have an idea that would overcome some of blocks that you and others face within your team or organisation to achieving health equity amongst your service users?  

There is strength in numbers! Do you have an idea that would use the power of our community and have an impact on health equity? If you do, please share it with us. 

We’re ready to take action to strive for health equity across the UK. This is the start of our campaign, we’re already putting pressure on government, healthcare leaders and commissioners to act.  But we want to hear your ideas on what we could be doing that will make the greatest impact. We know we can’t do this alone. We’re calling on the government to provide a long-term strategy. We’d like to hear from you what we specifically we should be asking for? What resources do you need? What areas need funding so that you can improve and expand health care provision across all areas of society. 

This is what we would like you to consider and discuss.

Questions

  1. What does health equity mean to you and those who use your services?
  1. What as occupational therapists can we do as individuals, within our teams and organisations to create health equity?
  1. What as a profession can we do collectively to create health equity?
  1. How would you like to RCOT lead on the healthy equity agenda? What would you like to see RCOT do as a professional body to support members create health equity and to influence external agendas?
  1. What should we be asking governments to do to create health equity? What should governments do that that will help us as occupational therapists to do more to create health equity? 

Join #OTalk and #OTsForEquity on Wednesday night at 8.00pm (UK) to share your views and ideas.

POST CHAT

Host:   Karin Orman, RCOT Assistant Director – Professional Practice @RCOT__Karin Genevieve Smyth, Professional Advisor RCOT @RCOT_Gen @theRCOT

Support on OTalk Account:  @preston_jenny

Evidence your CPD. If you joined in this chat you can download the below transcript as evidence for your CPD, but remember the HCPC are interested in what you have learnt.  So why not complete one of our reflection logs to evidence your learning?

HCPC Standards for CPD.

  • Maintain a continuous, up-to-date and accurate record of their CPD activities.
  • Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice.
  • Seek to ensure that their CPD has contributed to the quality of their practice and service delivery.
  • Seek to ensure that their CPD benefits the service user.
  • Upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the Standards for CPD.
CPD, OTalk, Professionalism

#OTalk 19th May 2020 – Yr1: Thriving not Surviving

This week’s #OTalk is explores well-being in the first year of practice. It is being led by Andrew Bates (@AndrewbatesOT) and Deb May (DMay_OT) of the year 1: Thriving not Surviving project team.

The project is funded by the Elizabeth Casson Trust and aims to develop a resource to support well-being in the first year of practice. The team comprises newly qualified OTs working with OT Dr Lynne Goodacre and writer Rob Young.   More information about the project can be found here (https://www.lgpersonaldevelopment.co.uk/year-1/) and details about the team is found here.

We know that the first year of practice can be hard. You suddenly feel as though you don’t know enough about anything. You’re not sure how you will fit into the existing team. The previous band 5 in the rotation was so amazing you may never fill their shoes. You arrive with models of practice and theoretical approaches and find that the team you’ve joined doesn’t fit anything you’ve learned. Suddenly you have your own caseload and you sign your own notes – with nobody checking on you or countersigning them. You have responsibility. Your work life balance may be totally altered. You may have a long commute. You have money burning a hole in your pocket. There are so many things to juggle. It can be frightening. It’s challenging and rewarding and fun and it’s exactly what you’ve worked so hard for but some days it can be utterly overwhelming. On those days, where do you turn?

We would as many newly qualified occupational therapists as possible to join us for tonight’s talk to explore how you are managing your own well-being in your first year of practice and to help us develop the resources which would help future cohorts of newly qualified OT .

The questions we will be exploring include:

  1. What support was available for you as a newly qualified OT?
  2. What made the biggest difference to your well-being during your first year of practice?
  3. What actions did you take to maintain a state of well-being during your first year?
  4. What would have better improved your well-being during your first year?
  5. What piece of advice would you give to new graduates to support their well-being?

 

 

CPD, EBP & Research, OTalk

#OTalk Research is back for its first chat of 2019. Our first talk is on an important step of any research, the pilot study. #Otalk Research Tuesday 5 th February, 2019

A pilot study is a small study conducted in advance of a planned project, specifically to
test aspects of the research design and to allow necessary adjustment before final
commitment to the research design. A study should not be simply labelled a ‘pilot study’
by researchers hoping to justify a small sample size. Regardless of the research design,
quantitative or qualitative, the pilot study is an important part of the research design
process which should inform researchers about the best way to conduct the future, full
scale project.
Join Jenny and Nikki from the #Otalk team in next week’s chat if you have experience of
using pilot studies, in the process of designing a pilot study or would like to learn more to
help you evaluate studies. We will be discussing;

1. What the term ‘pilot study’ means to you and what you think are the main reasons to
conduct a pilot study.
2. Your experiences of conducting, observing or taking part in a pilot study
3. Benefits observed from pilot studies
4. Challenges in relation to pilot studies
5. When you know if you have done enough piloting to execute a larger scale study

Post Chat

Host: @NikkiDanielsOT and @preston_jenny

Support on Otalk: @NikkiDanielsOT and @preston_jenny

Online Transcript

#OTalk Healthcare Social Media Transcript February 5th 2019

The Numbers

790.477K Impressions
218 Tweets
30 Participants
105 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

 

CPD, Leadership, Occhat, occupational science, OTalk, Professionalism

#OTalk 13th February – When we’re busy helping others how can we make time to look after ourselves?

This weeks #Otalk is on the topic of “occupational balance” and will be hosted byAmie Mowlam-Tett (@Amie_OT).

Here is what Amy had to say…

Personally, this topic is one close to my heart; during the second year of my MSc I experienced a number of personal setbacks, including the death of a close relative. At one time I couldn’t imagine myself qualifying, it took peer support and time to balance my occupations, remembering time for myself and I did it. I qualified. More importantly, I learnt a lot about balance and need for ‘me’ time. I want to share my experiences and get talking about the importance of our own health and wellbeing when so much of our times is focused on the health and wellbeing of others.

Wilson & Wilcock (2005) addressed the topic of occupational balance in student populations, finding time, money and stress to occupational imbalance and negatively affect wellbeing. Similarly, Clouston (2014) found Occupational Therapists often prioritised their workload and studying over leisure occupations negatively impacting on occupational balance and overall wellbeing.

With months to go before the end of the course for students, it’s easy to become focused on work and neglect time for yourself. I am asking you to take a break, breathe and think about your own wellbeing. Let’s talk about balance, what it means to us and come up with strategies to help keep that work-life balance healthy. This isn’t just for students, for clinicians, it’s a perfect opportunity to share your experiences, hints or advice and maybe pick up a few tips too.

Some questions to consider:

  1. What does occupational balance mean to you?
  2. How important is occupational balance in your daily life?
  3. How well balanced do you feel your occupations are? (eg work/studying and home-life)
  4. What most affect your occupational balance?
  5. How do you create occupational balance, what strategies do you use?
  6. What tips do you have for students about to qualify?
  7. If you could change one thing about your occupational balance what would it be?

References

Clouston TJ (2014) Whose occupational balance is it anyway? The challenge of neoliberal capitalism and work–life imbalance. British Journal of Occupational Therapy. 77 (10) 507–515.

Wilson L & Wilcock A (2005) Occupational Balance: What Tips the Scales for New Students? British Journal of Occupational Therapy. 68 (7) 319–323.

POST CHAT

Online Transcript

#OTalk Healthcare Social Media Transcript February 13th 2018

The Numbers

2.031M Impressions
612 Tweets
110 Participants
16 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

 

CPD, occupational science, OTalk

#OTalk 12th December – Critical reflection

This weeks #Otalk is on the topic of “Critical reflection” and will be hosted by Stephanie Lancaster (@TheOutloudOT).

Stephanie has practiced as an OT for over 25 years. She is currently an assistant professor in the Department of Occupational Therapy at the University of Tennessee Health Science Center in Memphis, TN. Stephanie blogs at www.stephanielancaster.com and hosts a podcast for people interested in OT called On The Air (www.OnTheAir.us)

Years before I went back to school to get a Master’s degree in Leadership & Policy Studies, a colleague of mine told me that she had been asked by her faculty what her one big take-away had been.  Her response, she said, had been that it’s important to read the foreword in a book.  

In all honesty, I didn’t see the value in the behavior she recommended at the time of our conversation; it wasn’t until years later that I discovered the wisdom in her words.  Something else that exchange did for me, though, was to serve as a prompt during my own graduate studies, I identified my own big take-away: There is great value in the process of critical reflection.

Since I began teaching, I have been interested in how, when, and why they reflect in a critical fashion and how that impacts their learning. Over time, what I have noted is that there is great variability in the methods of instruction in and in the expectations and evaluation of critical reflection and to the reflective writing process that accompanies this. In fact, “the widespread espousal of reflection as a key to effective learning has meant that its meaning is assumed to be obvious to all” (James & Brookfield, 2014, p. 26); however, in the midst of the multitude of methods of delivery and expectations associated with this teaching and learning technique, only infrequently are students provided with structured and distinct instruction about the process of reflective writing (James, 2007).

I have heard students and practitioners ask what the difference is between reflection and critical reflection and want to address that question here:

Reflection is defined as looking back at something, and sometimes the phrase giving serious thought to is also added into the mix. Critical reflection occurs when we analyze and challenge the validity of our presumptions – or what we think we know – and then assess the appropriateness of our knowledge base, our understanding, and our beliefs, given our current context (Mezirow, 1990). It involves looking back and looking inward and then comparing that to another set of information or viewpoint, followed by actively reconciling, or making peace between, the two data sets. While the two terms are sometimes used interchangeably, critical reflection is a more involved process that is expected to have a more perceptible impact on one’s level of understanding (Brookfield, 1990).

Several months ago, I came across an article by Martin Hampton in the Department for Curriculum and Quality Enhancement at the University of Portsmouth (n.d.) that provides a detailed breakdown the components of a high-quality critical reflection.  In the article, reflective writing is defined as evidence of critically reflective thinking and, in the context of academics, described as having three components:

  • Looking back at something
  • Analyzing what occurred, including thinking from different perspectives or places of understanding
  • Determining and expressing what that means for you and your ongoing progress as a learner and/or practicing professional​

Please note that this is just one way to structure critically reflective writing; there are other ways, and you may be required or you may choose to follow a different model. Please remember, though, regardless of the format you choose, that there is great value in reflection … and that, like many other things in life, oftentimes what you get out of this process is directly related to what you put into it.

Questions to consider

Q1: What do you know about critical reflection?

Q2: How have you gained this understanding?

Q3: In what, if any, form of critical reflection do you currently engage?

Q4: How can OT students and practitioners improve their ability to critically reflect?

Q5: Provide an example of a professional development goal written to target critical reflection.

References
Brookfield, S. D. (1990). Using critical incidents to explore learners’ assumptions. In J. Mezirow (Ed.). Fostering Critical Reflection in Adulthood. Pp. 177-193. San Francisco: Jossey-Bass.

Hampton, M. (n.d.) Reflective writing: A basic introduction. University of Portsmouth:          Department for Curriculum and Quality Enhancement. Retrieved from http://www.port.ac.uk/ask
James, A., and Brookfield, S. D. (2014). Engaging Imagination: Helping Students Become Creative and Reflective Thinkers. San Francisco, CA: Jossey-Bass.
James, A. (2007). Reflection revisited: Perceptions of reflective practice in learning and teaching. Art, Design, & Communication in Higher Education, 5(3), 179-196.

 

Mezirow, J. (1990). How critical reflection triggers transformational learning. In J. Mezirow (Ed.). Fostering Critical Reflection in Adulthood. Pp. 1-20. San Francisco: Jossey-Bass.

Post Chat

Online transcript

The Numbers
1.303M Impressions
405 Tweets
42 Participants
324 Avg Tweets/Hour
10 Avg Tweets/Participant

#OTalk Participants