Examining the Impact of a Model of Human Occupation Training on Occupational Therapy Students’ Professional Reasoning

Despite the national education standards outlining requirements related to students’ identification and application of theoretical constructs to guide practice and use of professional reasoning to guide the evaluation and intervention process, entry-level occupational therapists and students report difficulty in applying theory within daily practice and a lack of perceived competence and confidence in implementing professional reasoning within their professional practice (Nicola-Richmond et al., 2019; Murray et al., 2020). This feasibility study examined the acceptability and effectiveness of a six-hour intensive occupation-centered model training in the Model of Human Occupation paired with an experiential learning experience on occupational therapy students’ perceived professional reasoning. A concurrent mixed methods design, with a pretest-posttest control group design, and an inductive qualitative design for the qualitative part of the study was completed. Entry-level occupational therapy doctorate students who completed their curriculum’s didactic requirements to support the completion of their first Level I Fieldwork experience were recruited for this study. Participants in the experimental group engaged in a six-hour occupation-centered model training in the model of human occupation (MOHO) before engaging in their first 12-week Level II Fieldwork experience, while those in the control group only participated in a Level II Fieldwork experience. Participants in both groups completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) at the pretest and posttest and journal entries at week four and posttest. The experimental group also completed an acceptability survey and additional open-ended questions at posttest. The results of this feasibility study revealed the training was deemed an overall acceptable teaching strategy. However, additional modifications to the training could improve its acceptability, including integrating it within a ELOTD curriculum, using an in-person format, and providing additional time and opportunities to process the material between sessions. It was also noted that engaging in the MOHO training resulted in a broadening of students’ attention to context, incorporation of volition into the therapy process, engagement in reflection, and use of emotional intelligence within their professional reasoning process. These feasibility results indicate that further research is warranted to examine the effect of a MOHO training on the development of students’ professional reasoning.

Name thesis:degree_name

Doctor of Philosophy

Discipline thesis:degree_discipline

Occupational Therapy

Grantor

Texas Woman's University

Year dc:date.issued

2025

Author dc:creator

• Templeton, Orley A.

Advisor dc:contributor.advisor

• Bowyer, Patricia

Committee members dc:contributor.committeemember

• McMahan, Sarah
• Pickens, Noralyn D

• Occupational therapy
• Medical protocols
• Occupational therapy--Fieldwork
• Experiential learning
• Model of human occupation
• Professional reasoning
• Occupational therapy students

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/11274/17426

OAI identifier oai:identifier

oai:twu-ir.tdl.org:11274/17426