在成人治疗中确定职业治疗学生的核心能力:与临床治疗师的德尔菲研究
Shih-Chen Fan1,2, Jia-Yu Shao1,3, Ting-Yu Lu1,3
1Department of Occupational Therapy, College of Medical Science and Technology, Chung Shan Medical University, Taichung City, Taiwan, csmu.edu.tw.
Occupational therapy international
|December 24, 2025
概括
确定职业疗法 (OT) 学生在现场工作前的基本技能至关重要. 这项研究确定了反思和资源链接等核心能力,并建议修改课程,以弥合学术和临床实践之间的差距.
科学领域:
- 职业治疗教育职业治疗教育
- 临床技能发展 临床技能发展
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 预实地工作的学生面临的挑战是从学术学习过渡到临床实践.
- 现有的能力框架主要侧重于研究生水平,而未充分探索现场工作前的需求.
- 这项研究解决了进入临床环境的学生理解基本能力的差距.
研究的目的:
- 识别和定义关键的核心能力在成人治疗设置的职业治疗学生的前现场工作至关重要.
- 为课程的制定提供信息,并加强未来从业者的临床准备.
- 在早期职业治疗培训中建立基于能力的教育基础.
主要方法:
- 一个两阶段的研究设计,结合了焦点小组讨论和修改后的Delphi方法.
- 焦点组包括临床主管,教师和学生,以确定初始能力领域.
- 通过使用Delphi方法与临床监督员 (n=22,n=20) 达成共识,使用主题编码和统计分析对能力的纳入和定义达成共识.
主要成果:
- 焦点小组揭示了在 splinting,评估和专业沟通方面的挑战.
- 德尔菲调查确定了五种新兴能力:反思,应对策略,资源链接,多重视角和地方-全球意识.
- 五个能力被分为人际适应,上下文认知和系统导航;管理能力缺乏共识.
结论:
- 在实地工作前的职业治疗教育中存在关键能力差距,需要结构化干预.
- 课程应整合反思,应对策略,通过反思性日记和压力管理来链接资源.
- 地方-全球意识的作用需要进一步澄清,而管理能力被认为是不合适的.
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