Differences in Approaches to Learning Between Occupational Therapy Students in the USA and Norway.

Students approach learning in different ways, and this study aimed to examine and understand differences in learning approaches between occupational therapy students in Norway and the USA. A total of 321 students, from two universities in the USA and six higher education institutions in Norway, completed the short version of the Approaches and Study Skills Inventory for Students. The data were analyzed with linear regression analyses. U.S. students had substantially higher scores on the strategic approach and higher scores on the deep approach, compared to the Norwegian students. Differences may be due to different national regulations and levels of education required for entering the programs, or personal factors such as predisposition for learning.

Predictors of students' participation in a learning environment survey with annual follow-ups.

BACKGROUND: Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students' consistent participation in data collection conducted over three years of their professional program. METHOD: A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students' perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys. RESULTS: Annual response rates varied between 55.1%, and 65.6%, and consistent participation was observed among 49.2%. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p < 0.01), whereas higher surface approach scores decreased the odds of consistent participation (adjusted OR: 0.95, p < 0.05). Neither sociodemographic factors, learning environment factors nor academic performance predicted participation over time. CONCLUSIONS: Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.

Exploring graduate occupational and physical therapy students' approaches to studying, self-efficacy, and positive mental health.

BACKGROUND: Occupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Data on student study skills, self-efficacy, and mental health is limited. This study explored relationships between students' self-efficacy, mental health factors, and approaches to studying. METHOD: A cross-sectional study was designed. Seventy-three students completed the Approaches and Study Skills Inventory for Students-Short Form, General Self-Efficacy Scale, and Mental Health Continuum-Short Form. Associations between predictors (education program, general self-efficacy and mental health) and ratings on the study approach scales were analyzed with multiple linear regression. RESULTS: Multiple regression models revealed associations between higher self-efficacy and higher ratings on the deep (ß = 0.49, p <  0.01) and strategic (ß = 0.34, p <  0.05) scales, and lower ratings on the surface scale (ß = - 0.29, p <  0.01). Compared to OT students, PT students had higher surface approach ratings (ß = - 0.36, p <  0.001). Poorer mental health scores were associated with higher surface approach ratings (ß = - 0.41, p < 0.001). CONCLUSIONS: To support productive study strategies among occupational and physical therapy students it may be useful to promote their general self-efficacy and positive mental health.

The experiences of active duty military spouses with advanced degrees in maintaining and advancing their careers.

BACKGROUND: Individuals married to active duty military members experience a significantly higher rate of un/underemployment than their civilian counterparts; those with advanced degrees are most impacted. Occupation is central to individual identity and adaptation; therefore, individual occupational struggles can impact family systems. Evidence shows military spouse career concerns impact service member retention, making spouse employment related to national security; however there is limited research on active duty spouses, particularly those with advanced degrees. OBJECTIVE: This phenomenological study explored the experiences of activity duty military spouses with advanced degrees focusing on maintaining and advancing their careers. METHODS: Semi-structured face-to-face interviews were used to explore experiences of military spouses with advanced degrees actively seeking to work in their profession. Inductive content analysis was used to derive overarching themes to respond to the research questions. RESULTS: Four major themes emerged: uniqueness of military life impacts; professional adaptation: flexibility, creativity and reinvention of the professional self; enhanced sense of duty/professional integrity; and need for enhanced forms of career support. CONCLUSIONS: Military spouses with advanced degrees value and have a right to occupation, including work. Military life presents unique barriers to this. Results have implications for healthcare providers and policy-makers.

Psychometric properties and associations between subscales of a study approach measure.

The purpose of this study was to (i) confirm the factor structure of the Approaches and Study Skills Inventory for Students (ASSIST) in the current sample of undergraduate occupational therapy students and (ii) explore the pattern of associations between the 13 ASSIST subscales. Occupational therapy students (n = 171) across Norway completed the ASSIST. A three-factor structure was confirmed. Several positive associations were found between the deep and strategic approach subscales, whereas several surface approach subscales were negatively associated with the deep and strategic approach subscales. In conclusion, the study showed that the Norwegian ASSIST has a well-functioning three-factor structure in line with its theoretical underpinnings, and it can therefore readily be adopted as a study process measure in Norwegian occupational therapy education programs. In view of the associations between subscales, there is support for a higher-order concept of "productive" study approaches that encompasses both deep and strategic behaviors. The analysis of associations also suggests that students demonstrating unproductive study behaviors may need guidance and intervention that extends beyond the first detected problematic behavior.

Responsiveness of Life Participation for Parents (LPP®): A Tool for Family-Centered Rehabilitation.

Aims:The Life Participation for Parents (LPP®) is a Quality of Life assessment designed to measure family-centered practice outcomes. Previous studies of the LPP have established its internal consistency (Cronbach's alpha = .85), test-retest reliability (r = .89), construct validity, and concurrent validity. This study examined the responsiveness of the LPP, hypothesizing change scores after 3 months of intervention would exceed that explained by standard error. Methods: Thirty-two parents of children with disabilities completed the LPP to identify family-centered issues. The LPP was completed a second time after 3 months of intervention. Wilcoxon Signed Rank test was used to compare the median differences between two administrations. Minimal clinically important differences (MCID) were calculated for the total and two LPP subscales (efficiency and effectiveness). Cohen's effect size was calculated using the standardized response mean (SRM) to quantify the change. Results: The age range of the parents was 31-50 (72%), including 31 mothers (96.9%). Median differences between the two administrations were significantly different (p < .05). The MCID were 11.34, 9.82, and 4.48; the SRM were 0.42, 0.54, and 0.04, for the LPP total score, efficiency subscale and effectiveness subscale, respectively. Conclusions: The LPP is responsive to detect a change larger than measurement error in parental ability of participating in life occupations while raising a child with disabilities.