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Related Concept Videos

Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Central to the success of community-based interventions is the...
Interdisciplinary Care: The Health Care Team-I01:21

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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Interdisciplinary Care: The Health Care Team-II01:18

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Educating for community-based practice: a collaborative strategy.

Jaime Phillip Muñoz1, Ingrid M Provident, Anne Marie Witchger Hansen

  • 1Department of Occupational Therapy, Duquesne University, 219 Health Sciences Building, Pittsburgh, PA, 15282 munoz@duq.edu.

Occupational Therapy in Health Care
|August 16, 2013
PubMed
Summary

This study outlines innovative teaching methods to equip occupational therapy students for community practice. Graduates will be better prepared to deliver services, develop programs, and manage funding and marketing in community settings.

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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

  • Occupational Therapy Education
  • Community-Based Practice
  • Health Services Administration

Background:

  • Traditional occupational therapy education often focuses on clinical settings.
  • There is a growing need for occupational therapists skilled in community-based service delivery.
  • Graduates require specific training in program development, funding, and marketing for community settings.

Purpose of the Study:

  • To describe creative instructional strategies for preparing occupational therapy students for community-based practice.
  • To enhance students' ability to understand and implement occupation-based service delivery in diverse community contexts.
  • To equip students with skills in program development, funding acquisition, and marketing of occupational therapy services within the community.

Main Methods:

  • Collaboration between instructors of administration and community-based practice courses.
  • Development and implementation of innovative educational strategies.
  • Collection and analysis of outcome data from students and community partners.

Main Results:

  • Students demonstrated improved understanding of community-based service delivery.
  • Educational innovations facilitated the development of community-responsive programs.
  • Data indicated successful strategies for securing funding and marketing occupational therapy services.
  • Positive feedback was received from both students and community partners regarding the collaborative process.

Conclusions:

  • Creative instructional strategies effectively prepare occupational therapy students for community practice.
  • Collaboration in curriculum development enhances the relevance and impact of training.
  • Recommendations are provided for refining educational approaches to strengthen community partnerships and prepare future practitioners.