Warum nehmen Ergotherapeuten an weiterführenden Aus- und Fortbildungsmaßnahmen teil?

Zusammenfassung

Fragestellung: Der Beruf des Ergotherapeuten und seine Ausübung ist fortwährenden Veränderungen und Entwicklungen unterworfen, die eine Reaktion auf die Anforderungen und Veränderungen unserer sozialen Umgebung sind. Gegenstand dieser Untersuchung war es herauszufinden, an welchen Formen der Continuing Professional Education (CPE) Ergotherapeuten teilnehmen und aus welchen Gründen sie dies tun oder warum sie nicht teilnehmen.

Methode: Um die Erfahrungen, die Ergotherapeuten mit CPE-Aktivitäten gemacht haben, zu untersuchen, wurde ein qualitativer Ansatz gewählt. 26 Ergotherapeuten aus acht verschiedenen Ländern nahmen an der Untersuchung teil. Zur Interpretation der erhobenen Daten wurde der Occupational Adaptation Frame of Reference verwendet.

Ergebnisse: Der am häufigsten genannte Grund für die Teilnahme an CPE-Aktivitäten war der gewünschte Erwerb von Kompetenz. Das Angebot an CPE-Aktivitäten hat weltweit zugenommen, da die Bedeutung von CPE erkannt wurde und mehr Möglichkeiten für unabhängiges Lernen zur Verfügung stehen. Die Wahl der Aus- und Fortbildung hängt von den Anforderungen und den Erwartungen des einzelnen Ergotherapeuten und/oder seiner Umgebung ab.

Schlussfolgerung: Die Ergotherapeuten, die in die Untersuchung einbezogen wurden, schienen trotz verschiedener Hindernisse aktiv die Teilnahme an CPE-Aktivitäten anzustreben. Allerdings ist es offenbar wichtig, Strategien, wie Kompetenz gefördert und unterstützt werden kann, weiter zu erforschen, um die gegebenen Hindernisse der Umgebung zu überwinden und Ergotherapeuten zur erfolgreichen Teilnahme an CPE-Aktivitäten zu bewegen.

Abstract

Objective: The occupational therapy profession and its practice are continually changing and developing in response to the needs and changes in our social environment. The objective of this study was to explore what types of Continuing Professional Education (CPE) activities occupational therapists participate in and the reason why they do or do not.

Method: A qualitative approach was employed to explore occupational therapists’ experience of participating in CPE activities. Twenty-six occupational therapists from eight countries participated. The Occupational Adaptation Frame of Reference was used to interpret the results.

Results: Competency was the most frequently reported reason as to why occupational therapists engage in CPE. The opportunities for CPE have increased internationally as the importance of CPE has been recognised and more independent learning methods have become available. The reasons for the choice of CPE depend on the challenge and expectations from the individual therapist and/or the environment.

Conclusion: Occupational therapists in this study appear to be proactive in generating active participation in CPE despite several barriers. However, strategies around how to promote and support competency were identified in order to overcome reported barriers in the environment and effectively encourage occupational therapists’ participation in CPE.

Schlüsselwörter

berufliche Kompetenz - Lernpräferenzen - Occupational Adaptation (tätigkeitsbezogene Anpassung) - International Community - Hochschulbildung

Key words

professional competence - learning preference - occupational adaptation - international community - higher education

Literatur

• 1 Abreu B C, Blount M LF. Academically Based Education Versus Continuing Education: The Best Way to Go.  Am J Occup Ther. 1993;  47 82-84
• 2 Abreu B C, Peloquin S M, Ottenbacher K. Competence in Scientific Inquiry and Research.  Am J Occup Ther. 1998;  52 (9) 751-759
• 3 Alsop A. Portfolios: Portraits of our Professional Lives.  Br J Occup Ther. 2002;  65 (5) 201-206
• 4 Alsop A, Lloyd C. The purpose and practicalities of postgraduate education.  Br J Occup Ther. 2002;  65 (5) 245-251
• 5 Andersen L T. Occupational therapy practitioners’ perceptions of the impact of continuing education activities on continuing competency.  Am J Occup Ther. 2001;  55 (4) 449-454
• 6 AOTA Fact Sheet .Continuing Competence in the Occupational Therapy Profession. Attachment: A.14.a 2006
• 7 Clausnitzer T. Theorie und Praxis des Model of Occupational Adaptation in Practice – Prozesse der Betätigungsanpassung in der Sozialpsychiatrie.  ergoscience. 2008;  3 100-111
• 8 College of Occupational Therapists (COT) . Position Statement on Lifelong Learning.  Br J Occup Ther. 2002;  65 (5) 198-200
• 9 College of Occupational Therapists (COT) . Strategic Vision and Action Plan for Lifelong Learning.  Br J Occup Ther. 2004;  67 (1) 20-28
• 10 Cusick A, McCluskey A. Becoming an evidence-based practitioner through professional development.  Austral Occup Ther J. 2000;  47 159-170
• 11 Dickerson A E, Wittman P P. Perceptions of occupational therapists regarding postprofessional education.  Am J Occup Ther. 1999;  53 454-458
• 12 Garrahy R, Thibodaux L, Hickman C. et al . Continuing Education Requirements to Maintain Occupational Therapy Licensure.  Am J Occup Ther. 1992;  46 (10) 939-942
• 13 Garrett S A, Schkade J K. Occupational Adaptation Model of Professional Development as Applied to Level II Fieldwork.  Am J Occup Ther. 1995;  49 (2) 119-126
• 14 Grossman J. Continuing Competence in Health Professions.  Am J Occup Ther. 1998;  52 (9) 709-715
• 15 Hinojosa J, Blount M L. Nationally speaking: Professional competence.  Am J Occup Ther. 1998;  52 (9) 699-701
• 16 Hollis V, Madill H. Online learning: The potential for occupational therapy education.  Occup Ther Int. 2006;  13 (2) 61-78
• 17 Lysaght R M, Altschuld J W, Grant H K. et al . Variables affecting the competency maintenance behaviours of occupational therapists.  Am J Occup Ther. 2001;  55 (1) 28-35
• 18 McKinstry C, Allen R, Courtney M. et al . Why occupational therapy needs evidence of participation in continuing professional development.  Austral Occup Ther J. 2008;  , https://emedia1.bsb-muenchen.de/han/ 5778 /www3.interscience.wiley.com/cgi-bin/fulltext/ 121 387 236 /PDFSTART (27.11.2008)
• 19 Parham D. Toward Professionalism. The Reflective Therapist.  Am J Occup Ther. 1987;  41 (9) 555-561
• 20 Pollard N. On the line: continuing professional development between research and practice.  Br J Occup Ther. 2002;  65 (5) 242-244
• 21 Rappolt S, Mitra A L, Murphy E. Professional accountability in restructured contexts of occupational therapy practice.  Can J Occ Ther. 2002;  69 (5) 293-302
• 22 Richardson P K, MacRae A, Schwartz K. et al . Student Outcomes in a Postprofessional Online Master’s-Degree Program.  Am J Occup Ther. 2008;  62 (5) 600-610
• 23 Roberts A E. Advancing practice through continuing professional education: the case for reflection.  Br J Occup Ther. 2002;  65 (5) 237-241
• 24 Ryan J. Continuous professional development along the continuum of lifelong learning.  Nurse educ tod. 2003;  23 (7) 498-508
• 25 Schkade J, McClung M. Occupational Adaptation in Practice: Concepts and Cases. Thorofare, NJ; Slack Incorporated 2001
• 26 Schkade J K, Schultz S. Occupational Adaptation: Toward a Holistic Approach for Contemporary Practice, Part 1.  Am J Occup Ther. 1992;  46 (9) 829-837
• 27 Strauss A, Corbin J. Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks CA; Sage Publications 1988
• 28 Strickland L R. Maintaining Professional Education in Community Settings.  Am J Occup Ther. 1993;  47 85-86
• 29 Townsend E, Campbell C, Curran-Smith J. et al . Accessibility and Interactivity in Distance Education Programs for Health Professions.  J distance educ. 2002;  17 (2) 1-24
• 30 Townsend E, Le-May Sheffield S, Stadnyk R. et al . Effects of workplace policy on continuing professional development: The case of occupational therapy in Nova Scotia, Canada.  Can J Occup Ther. 2006;  73 (2) 98-108
• 31 Warne C. Keeping in shape: achieving fitness to practise.  Br J Occup Ther. 2002;  65 (5) 219-223
• 32 Wilding C, Marais-Strydom E. MentorLink: An Australian Example of Continuing Professional Development through Mentoring.  Br J Occup Ther. 2002;  65 (5) 224-226
• 33 Youngstrom M J. Evolving Competence in the Practitioner Role.  Am J Occup Ther. 1998;  52 (9) 716-720