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Patient-centered Care01:13

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Related Experiment Video

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Practical Methodology of Cognitive Tasks Within a Navigational Assessment
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A macro perspective for client-centred practice in curricula: Critique and teaching methods.

Rita P Fleming-Castaldy1

  • 1The University of Scranton , Scranton, PA , USA.

Scandinavian Journal of Occupational Therapy
|February 20, 2015
PubMed
Summary

Client-centred practice requires a macro perspective, addressing social and economic factors to overcome participation barriers. Educators must integrate this broader view into curricula to empower students for effective practice.

Keywords:
Disabilities studiesempowermentoccupational therapy educationprofessional competencesocial justice

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Area of Science:

  • Occupational Therapy Education
  • Social Determinants of Health
  • Client-Centred Practice

Background:

  • Client-centred practice is often overshadowed by social, economic, and political inequities, hindering client goal achievement.
  • These external factors create participation barriers that must be acknowledged for effective therapeutic interventions.

Purpose of the Study:

  • Advocates for integrating a macro perspective into occupational therapy curricula.
  • Aims to motivate educators to develop students' skills in navigating complex client-centred practice.
  • Emphasizes the need to address participation barriers and supports within education.

Main Methods:

  • Integrates a critical literature review on client-centred practice.
  • Incorporates reflexivity from disability studies and autoethnography.
  • Analyzes the theoretical underpinnings of a macro perspective in occupational therapy.

Main Results:

  • Educational standards increasingly recognize the impact of socio-economic and political contexts on client-centred practice.
  • Strong theoretical support exists for a macro perspective, yet practical teaching methods are underdeveloped.
  • A need exists for strategies to integrate macro-level concepts and develop student competencies for empowered practice.

Conclusions:

  • Educators must critically evaluate their teaching methods to ensure adequate preparation for client-centred practice.
  • Shifting focus from a micro to a macro perspective is essential for promoting occupational justice and client empowerment.
  • Curricula should equip students to address systemic factors influencing client participation and outcomes.