Improving Occupational Therapy Students' Holistic Care Competencies Through a Structured Holistic Thinking Curriculum: a Mixed Design
NCT ID: NCT05868096
Last Updated: 2023-11-15
Study Results
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Basic Information
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UNKNOWN
NA
20 participants
INTERVENTIONAL
2023-07-17
2024-06-30
Brief Summary
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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.
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Detailed Description
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Conditions
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Study Design
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NON_RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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Experimental group
During the 12 weeks of the internship, the experimental group took a pre-test after a case report-1 in weeks 4-5, which included completing the holistic thinking case analysis form and the personal learning self-efficacy questionnaire, followed by a 2-hour structured holistic thinking course. At the end of the session, subjects took the first post-test, revised the case analysis form completed in the pre-test based on the case report-1 observed in the pre-test, and completed the personal learning self-efficacy questionnaire and the satisfaction questionnaire again. During weeks 6-11 of the internship, participants continue to receive clinical practice training in assessment, intervention planning, and patient intervention skills. In weeks 11-12 of the internship, subjects took a second post-test after reading case report-2, which included completing the holistic thinking case analysis form and again completing the personal learning self-efficacy questionnaire.
Structured holistic thinking course(2 hr)
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.
Control group
During the 12 weeks of the internship, the control group had no structured holistic thinking course. During weeks 4-5 of the internship, after viewing case report-1, a pretest consisting of completing the holistic thinking case analysis form and the personal learning self-efficacy questionnaire was completed and a holistic thinking case analysis form - introductory version was given. Subjects will revise the holistic thinking case analysis form completed in the pretest and complete the personal learning self-efficacy questionnaire again. During weeks 6-11 of the internship, participants continue to receive clinical practice training in assessment, intervention planning, and patient intervention skills. In weeks 11-12 of the internship, subjects received the post-test, viewed the case report-2, and were given the holistic thinking case analysis form - introductory version and completed the holistic thinking case analysis form and the personal learning self-efficacy questionnaire.
Clinical practice training
there is no holistic thinking curriculum.Using the holistic thinking case study form - introductory version self-study
Interventions
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Structured holistic thinking course(2 hr)
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.
Clinical practice training
there is no holistic thinking curriculum.Using the holistic thinking case study form - introductory version self-study
Eligibility Criteria
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Inclusion Criteria
2. students who could read, write, and communicate in Chinese
3. students who were 20 years of age or older.
Exclusion Criteria
2. those who could not complete the 12-week internship.
20 Years
60 Years
ALL
Yes
Sponsors
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Taipei Medical University Shuang Ho Hospital
OTHER
Responsible Party
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Locations
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Shuang Ho Hospital
New Taipei City, , Taiwan
Countries
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Central Contacts
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Facility Contacts
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References
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Profetto-McGrath J. Critical thinking and evidence-based practice. J Prof Nurs. 2005 Nov-Dec;21(6):364-71. doi: 10.1016/j.profnurs.2005.10.002.
Girot EA. Graduate nurses: critical thinkers or better decision makers? J Adv Nurs. 2000 Feb;31(2):288-97. doi: 10.1046/j.1365-2648.2000.01298.x.
Holden RJ. Lean Thinking in emergency departments: a critical review. Ann Emerg Med. 2011 Mar;57(3):265-78. doi: 10.1016/j.annemergmed.2010.08.001. Epub 2010 Oct 29.
McCombie RP, Antanavage ME. Transitioning From Occupational Therapy Student To Practicing Occupational Therapist: First Year of Employment. Occup Ther Health Care. 2017 Apr;31(2):126-142. doi: 10.1080/07380577.2017.1307480. Epub 2017 Apr 24.
Chen SL, Liang T, Lee ML, Liao IC. Effects of concept map teaching on students' critical thinking and approach to learning and studying. J Nurs Educ. 2011 Aug;50(8):466-9. doi: 10.3928/01484834-20110415-06. Epub 2011 Apr 15.
D'Antoni AV, Zipp GP, Olson VG, Cahill TF. Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students? BMC Med Educ. 2010 Sep 16;10:61. doi: 10.1186/1472-6920-10-61.
Jenicek M, Croskerry P, Hitchcock DL. Evidence and its uses in health care and research: the role of critical thinking. Med Sci Monit. 2011 Jan;17(1):RA12-7. doi: 10.12659/msm.881321.
Wu HZ, Wu QT. Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. J Int Med Res. 2020 Mar;48(3):300060519893225. doi: 10.1177/0300060519893225.
Other Identifiers
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N202212038
Identifier Type: -
Identifier Source: org_study_id
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