RESUMO
A two-part longitudinal study of occupational therapy patients at the University of Illinois was conducted to assess the quality of treatment they received. The first part measures psychosocial objectives and changes on 7 activities of daily living items achieved by 534 patients between admission and discharge. The second part, a follow-up study, measures the same factors between discharge and follow-up on 86 of these patients who met certain criteria. This follow-up study also included measurements of health and life satisfaction. Significant changes were shown toward independence on all activities of daily living items between admission and discharge. Only three items--dressing, toileting, and self-transfer--changed significantly between discharge and follow-up. Measurements of self-perception of health showed a positive relationship to life satisfaction. Implications for occupational therapy stressed that new methods of delivering service be considered.
Assuntos
Terapia Ocupacional/normas , Avaliação de Processos e Resultados em Cuidados de Saúde , Atividades Cotidianas , Atitude Frente a Saúde , Seguimentos , Humanos , Estudos Longitudinais , Qualidade de Vida , AutoimagemRESUMO
In this study, a methodology was developed and tested for assessing the quality of care in occupational therapy between educational and noneducational clinical settings, as measured by process and outcome. An instrument was constructed for an external audit of the hospital record. Standards drafted by the investigator were established as normative by a panel of experts for use in judging the programs. Hospital records of 84 patients with residual hemiparesis or hemiplegia in three noneducational settings and of 100 patients with similar diagnoses in two educational clinical settings from selected Michigan facilities were chosen by proportionate stratified random sampling. The process study showed that occupational therapy was of significantly higher quality in the educational settings. The outcome study did not show significant differences between types of settings. Implications for education and practice are discussed.
