Background: Occupational therapy emphasizes the holistic approach, but occupational therapy students are unable to use holistic thinking to design holistic solutions for cases immediately during their internship due to their lack of clinical experience, which requires extensive guidance from clinical occupational therapist. Study Aim: To improve the holistic care competencies of occupational therapy students using a structured holistic thinking curriculum. Methods: The study population was occupational therapy interns from a northern teaching hospital. The holistic thinking curriculum was designed as a structured program using mind maps, case-based discussions, and clinical observations to integrate physical, psychological, social, and spiritual aspects. The experimental group took a pre-test after a case report in weeks 4 and 5, a first post-test and course satisfaction after the first structured holistic thinking course, and a second structured holistic thinking course with a second post-test and course satisfaction in weeks 11 and 12; the control group had no course but had a guided version of the holistic thinking case study form for independent study, and the control and experimental groups were tested pre and post using the holistic thinking case study form and the personal learning self-efficacy scale. Data analysis: Quantitative data for the holistic thinking case study form were determined by three occupational therapists with at least 5 years of teaching experience through consensus conferences to determine the degree of compliance of the case study form with holistic care, and differences between the holistic thinking case study form and the personal learning self-efficacy scale were determined by Kruskal-Wallis with a p-value of 0.05. Qualitative data for the holistic thinking case study form were determined by three occupational therapists with at least 5 years of teaching experience to determine the degree of compliance of the case study form with holistic care and regular meetings were held to achieve consistency in coding.
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
20
The holistic thinking curriculum was designed as a structured program using mind maps, case-based discussions, and clinical observations to integrate physical, psychological, social, and spiritual aspects.
there is no holistic thinking curriculum.Using the holistic thinking case study form - introductory version self-study
Shuang Ho Hospital
New Taipei City, Taiwan
RECRUITINGThe quantitative data of the Holistic Thinking Case Analysis Form
The Holistic Thinking Case Analysis Form: Taken from cases (caregivers) to see if subjects can analyze holistic abilities/problems based on physical, mental, social and spiritual aspects. Higher scores indicate better analysis of the problem and are quantitative data. The holistic occupational therapy intervention plan extract looks at whether the subject can present an occupational therapy intervention plan with the concept of holistic care, which is qualitative. The higher the score, the more appropriate it is, which is quantitative data. The above information was coded and analyzed by three occupational therapists with more than five years of teaching experience, and quantitative information was determined through consensus conferences.
Time frame: Change from baseline after immediate intervention/Change from baseline at week 12
MSLQ:Motivated Strategies for Learning Questionnaire
Measuring subjects' learning self-efficacy
Time frame: Change from baseline after immediate intervention/Change from baseline at week 12
Course Satisfaction Questionnaire
The purpose of the questionnaire was to understand the subjects' satisfaction, usefulness, and suggestions regarding the course content and to increase the subjects' connection to the holistic care curriculum, clinical experience, and skills knowledge through course reflection.
Time frame: After each training session(week 4-5/week 11-12)
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