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1.
Occup Ther Health Care ; 37(4): 606-626, 2023 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-35341462

RESUMO

INTRODUCTION: This scoping review explores the professional literature in allied healthcare to determine which self-assessments of mentor skills are the most valid and reliable for use in occupational therapy doctoral capstone programs. The aims of this scoping review include mapping evidence related to mentor assessments in healthcare, exploring implications for occupational therapy doctoral mentor training programs, and identifying common characteristics of mentor self-assessments for occupational therapy programs to consider when developing capstone mentoring resources. METHODS: Researchers applied and reported via PRISMA Extension for Scoping Reviews (PRISMA-ScR). A librarian and authors formulated keywords and database selections to search PubMed/MEDLINE/PMC, and Embase were searched from across healthcare professions for training outcomes, mentor self-assessment, mentor attributes, and use of researcher-developed assessments. The search was limited to English publications from the last 20 years. Data were extracted for quantitative information regarding study characteristics and qualitative information about mentoring skills. RESULTS: A total of 852 results were delivered across all databases. Nineteen papers met the final eligibility criteria and were included in the data extraction. Populations were included from several healthcare professions, including 11 nursing, four healthcare researchers, one pharmacy, one midwifery, one medicine, and one medical dietetics. Countries included the United States (n = 7), Finland (n = 5), United Kingdom (n = 4), Japan (n = 1), South Africa (n = 1) and Canada (n = 1). CONCLUSION: The authors identified four valid self-assessment tools, demonstrating III and IV levels of evidence, that may be implemented by occupational therapy programs as they develop resources for mentor programs. Occupational therapy programs can use the mentor attributes found in this scoping review to create their own mentor assessment measures or may choose to use a validated tool. The authors recommend additional research in mentor education and mentor skill acquisition.


Assuntos
Tutoria , Terapia Ocupacional , Humanos , Mentores/educação , Autoavaliação (Psicologia) , Terapia Ocupacional/educação , Atenção à Saúde
2.
Occup Ther Health Care ; 32(3): 216-229, 2018 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30052470

RESUMO

Academic fieldwork coordinators (AFWCs) face the challenge of matching students to Level II fieldwork (FW) sites. This study surveyed 301 fieldwork educators (FWEs) from 30 states to explore how important it was for students to possess 25 characteristics or abilities to enable success at the educators' individual work sites. The top three characteristics and abilities overall were as follows: (1) time management, (2) ability to communicate with supervisor when help is needed, and (3) overall professional behavior. Using Mann-Whitney U-tests for ordinal data, statistically significant differences (p ≤ .01) were found between settings with acute care having the highest expectations of students. Overall results support the value of FW coordinators matching students' abilities to demands of settings prior to Level II FW placements. Top ranking items may also guide schools on admissions criteria and skill development throughout curriculum.


Assuntos
Estágio Clínico , Terapia Ocupacional/educação , Aprendizagem Baseada em Problemas , Competência Profissional , Estudantes , Logro , Competência Clínica , Comunicação , Currículo , Humanos , Terapeutas Ocupacionais , Profissionalismo , Inquéritos e Questionários , Gerenciamento do Tempo
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