Occupational Therapy and Occupational Therapy Assistant Students: Collaboration at a Distance (poster 3)
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Authors
Mayer, Amy E.
Issue Date
2015-11-12T03
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Poster
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en_US
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Abstract
The demand for occupational therapists (OT) is growing with an expected increase of 29% by the year 2022 according to the United States Bureau of Labor and Statistics (2014). However, the demand for occupational therapy assistants (OTA) is predicted to grow at an even faster rate of 41%. To meet the demand OTA programs are currently growing at a faster rate than OT programs (OTA Programs - Developing - AOTA, n.d.). The American Occupational Therapy Association's Salary and Workforce Survey (2015) reports both OTs and OTAs are choosing employment in hospitals and skilled nursing facilities, with 46% of OTs and 67% of OTAs now in one of those two settings, up from 37% and 59% in 2010. With more OT and OTAs working together in these settings, it is critical they understand each other's roles and practice regulations and are able to work effectively as a team (American Occupational Therapy Association, Inc., 2010). The AOTA ethics commission describes the many variables that are factored into decisions regarding the amount and type of supervision from state regulations to the experience of the OT and OTA. A recommendation of the commission is that OTs and OTAs communicate effectively with each other to understand each other's strengths and weaknesses.
Occupational therapy and occupational therapy assistant programs are separate entities. There are no existing requirements that students in these programs interact in their didactic or clinical experiences. Occupational therapy programs must meet three accreditation standards related to collaborating with OTAs. How the standards are interpreted and the related learning activities are decisions of the faculty.
Occupational Therapy students at Creighton University in Nebraska and OTA students attending Panola College in Texas participated in an online discussion as part of their respective management courses. Prior to the discussion board activity, students participated in activities designed to increase knowledge of their respective practice roles. The activities included reading professional documents and articles related to OT/OTA regulations and relationships followed by discussing case studies and decision making related to practice and supervisory experiences. The discussion board instructions asked the students to discuss their role in creating a positive working relationship with each other. Following the experience students were asked to respond to a survey to collect outcomes related to their experience and feedback improve the experience for next year's class.
Fifty-four of 104 students (13 OTA and 41 OT) participated in the survey. The results indicated the students felt the reading and in class activities were very helpful in preparing them for the discussion. Sixty-eight percent of the students agreed or strongly agreed the discussion board activity was a valuable experience. 64% reported the discussion improved their understanding of the OT/OTA relationship. Fifty-eight percent reported feeling more prepared to participate in the OT/OTA relationship. Students reported having continued concerns regarding working with OTs/OTAs with varied experience and skills as well as dealing with potential conflict. Recommendations for improving the experience included time for more open discussion, discussion of cases and more balanced groups.
American Occupational Therapy Association, Inc. (2010). The American Occupational Therapy Association advisory opinion for the ethics commission OT/OTA partnerships: Achieving high ethical standards in a challenging health care environment. Retrieved from http://www.aota.org/-/media/Corporate/Files/Practice/Ethics/Advisory/OT-OTA-Partnership.pdf
OTA Programs - Developing - AOTA. (n.d.). Retrieved October 4, 2015, from http://www.aota.org/Education-Careers/Find-School/Developing/OTA-Developing.aspx
U.S. Bureau of Labor Statistics. (2014, January 8). Occupational outlook handbook: Occupational therapy assistants and aides. Retrieved from http://www.bls.gov/ooh/healthcare/occupational-therapy-assistants-and-aides.htm
U.S. Bureau of Labor Statistics. (2014, January 8). Occupational Outlook Handbook: Occupational Therapists. Retrieved from http://www.bls.gov/ooh/healthcare/occupational-therapists.htm
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Creighton University, Office of Academic Excellence and Assessment
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poster 3