Journal of allied health
-
Journal of allied health · Jan 2009
A description of the outcomes, frequency, duration, and intensity of occupational, physical, and speech therapy in inpatient stroke rehabilitation.
The purpose of this study was to describe the outcomes, frequency, duration, intensity, and the specific types of therapeutic intervention of inpatient stroke rehabilitation specific to one hospital in the upper midwestern region of the United States following implementation of the IRF PPS. ⋯ These findings suggested inpatient stroke rehabilitation has an impact on the rehabilitation process as evidenced by the improved FIM scores at discharge. Individuals who received inpatient rehabilitation for stroke at this facility stayed just over 2 weeks and improved on average by 20 points on the FIM. The patients in this study were seen for skilled OT, PT, and ST for about 30 minutes per session, 1.5 times per day, and received therapy services for 5 to 6 days per week on average. Future prospective research investigating the specific types of therapeutic interventions provided by each rehabilitation discipline is warranted in order to gain a clearer understanding of the effectiveness of inpatient stroke rehabilitation.
-
Journal of allied health · Jan 2009
Testing for correlates of intent to leave one's job versus intent to leave one's occupation among cancer registrars.
The present investigation involved a field study of cancer registrars (CRs), who collect data used by the National Cancer Institute and the Centers for Disease Control and Prevention to study trends in cancer incidence and outcomes. Because of the forecasted shortage of CRs due to the aging of the CR workforce, the professional organization of CRs needed to research the factors related to the recruitment and retention of this workforce. From a national database of 3,393 CRs, data regarding intent to leave one's job and occupation, along with occupational commitment, were obtained from a sample of 374 CRs to meet this research need. ⋯ Results showed that satisfaction with job rewards, interpersonal relations, and fringe benefits had a stronger negative relationship to intent to leave one's job compared with intent to leave one's occupation. Affective and normative occupational commitment facets had a stronger negative relationship to intent to leave one's occupation compared with intent to leave one's job. Beyond demographic control and perceptual variables, these attitudinal job satisfaction and occupational commitment variables together explained the greatest amount of variance in both "intent to leave" measures.
-
Journal of allied health · Jan 2008
Building interdisciplinary teamwork among allied health students through live clinical case simulations.
A limited, yet growing, body of research suggests that health care students educated in interdisciplinary teamwork may become more collaborative professionals in the workplace, which, in turn, may foster more productive and satisfied health care professionals. Researchers also have identified lower mortality and morbidity rates, fewer hospitalizations, decreased costs, and improved function by patients among significant health benefits of interdisciplinary teamwork, especially when it is applied to underserved and geriatric populations. ⋯ The challenges have been magnified by insufficient research on the most effective methods to educate university students about interdisciplinary teamwork. This article presents the background, evolution, and key building blocks of one such method: a simulation-based workshop designed at our university over 7 years to educate its allied health students about various health professions through shared learning, interaction, and collaboration.
-
Journal of allied health · Jan 2008
Faculty perceptions of occupational therapy program directors' leadership styles and outcomes of leadership.
This research study investigated the relationship between faculty perceptions of occupational therapy program directors' leadership styles and outcomes of leadership and the effects of moderating demographic and institutional characteristics. Data for this study were collected utilizing the Multifactor Leadership Questionnaire Form 5X and the self-designed Demographic and Institution Questionnaire. The study working sample included 184 graduate occupational therapy faculty members from 98 (65%) of all accredited academic occupational therapy programs in the United States for the 2005-06 academic year. ⋯ The contingent reward leadership attribute (although belonging to the transactional leadership construct) was found to be a positive predictor of leadership outcomes. Demographic and institutional characteristics did not have a significant (p > 0.01) influence on perceived leadership styles and leadership outcomes. The results of this research show that the most effective occupational therapy leaders in academia have been found to be those who adopt and utilize a full range of leadership styles that combine both transformational and transactional contingent reward leadership styles and suggest common effectiveness for other allied health fields.
-
Journal of allied health · Jan 2007
Are physical therapy clinical instructors teaching the Institute of Medicine core competencies? An exploratory investigation using student perceptions.
The Institute of Medicine (IOM) has recommended instituting clinical education reforms to ensure all health profession graduates acquire five core competencies; providing patient-centered care, working in interdisciplinary teams, employing evidence-based practice, applying quality improvement and utilizing informatics. The IOM has identified 28 specific skills associated with these competencies. This qualitative, exploratory study was conducted to begin to examine the extent to which physical therapy clinical instructors provide students with instruction the students perceived as promoting the acquisition of these skills. ⋯ This study supports the need for the profession of physical therapy to delineate formal and explicit clinical education instructional content and strategies to promote students' acquisition of the IOM core competency skills.