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Open Access
Article
Publication date: 4 May 2022

Even Elias Edvardsen, Eline Fjærestad Dalseth, Susanne Grødem Johnson, Linda Stigen, Gry Mørk, Trine A. Magne, Astrid Gramstad, Milada Cvancarova Småstuen and Tore Bonsaksen

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The…

Abstract

Purpose

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The purpose of this study was to explore changes in occupational therapy students’ preferences for teaching and courses across the three-year study program.

Design/methodology/approach

A total of 263 students participated in a longitudinal study, where preferences were measured with the Approaches and Study Skills Inventory for Students. The data were analyzed with linear mixed effect models for repeated measures.

Findings

The results indicated no significant changes in preferences for courses and teaching over the three-year period. Also, there were no significant differences between the six involved study programs. Preferences for the courses and teaching type “supporting understanding” were associated with higher age and higher study effort. Preferences for the courses and teaching type “transmitting information” were associated with lower age and female gender.

Originality/value

In summary, the findings of this study suggest that preferences for teaching and courses are stable and may be challenging to alter during a three-year undergraduate study program.

Details

Irish Journal of Occupational Therapy, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-8819

Keywords

Open Access
Article
Publication date: 15 June 2021

Farzaneh Yazdani, Tore Bonsaksen, Dave Roberts, Ka Yan Hess and Samaneh Karamali Esmaili

The purpose of this paper is to investigate psychometric properties of the Self-Efficacy for Therapeutic Use of Self (SETUS) scales, a questionnaire based on the…

Abstract

Purpose

The purpose of this paper is to investigate psychometric properties of the Self-Efficacy for Therapeutic Use of Self (SETUS) scales, a questionnaire based on the Intentional Relationship model, and to investigate the factor structure and internal consistency of the English version of three-part SETUS questionnaire in occupational therapy students.

Design/methodology/approach

The sample of this cross-sectional study included 155 students with age range 18–30 years, of which 95% were women. Principal Components Analysis (PCA) was performed on the questionnaire scales, including the Self-Efficacy for Therapeutic Mode Use (SETMU), Self-Efficacy for Recognizing Interpersonal Characteristics (SERIC) and Self-Efficacy for Managing Interpersonal Events (SEMIE). The internal consistencies were calculated. Pearson correlation analysis was used to evaluate the strength of correlation among the scales.

Findings

The PCA confirmed that the items of each of the three proposed scales loaded strongly on one factor (self-efficacy for three factors of therapeutic mode use, recognizing interpersonal characteristics and managing interpersonal events). The Cronbach’s alpha for the SETMU, SERIC and SEMIE was 0.85, 0.95 and 0.96, respectively. The three scales significantly inter-correlated strongly (r ranging 0.74–0.83, all p < 0.001).

Originality/value

The SETUS questionnaire comprises three valid and reliable scales. It can be used by occupational therapy supervisors as a means to reflect on students’ self-efficacy in components of therapeutic use of self.

Details

Irish Journal of Occupational Therapy, vol. 49 no. 1
Type: Research Article
ISSN: 2398-8819

Keywords

Open Access
Article
Publication date: 26 March 2021

Adele Breen-Franklin and Tore Bonsaksen

Previous studies on the associations between approaches to studying and outcomes have been conducted largely in Europe, where participants have been largely…

Abstract

Purpose

Previous studies on the associations between approaches to studying and outcomes have been conducted largely in Europe, where participants have been largely undergraduate-level students. The purpose of this study is to examine the associations between study approaches and academic outcomes of graduate occupational therapy students in the USA.

Design/methodology/approach

In this study, 120 masters- and doctoral-level occupational therapy students in their first and second study year in a large metropolitan city completed the short version of the Approaches and Study Skills Inventory for Students (ASSIST). A total of 18 items from the full 52-items version comprise the short version of the ASSIST, with 6 items belonging to each of the deep, strategic and surface scales. Associations between the study approach scales and exam grades were analyzed with single and multiple logistic regression analyses.

Findings

There was a direct association between the use of strategic studying and higher grade point average. Thus, students who want to perform well academically are encouraged to use study behaviours comprised by the strategic approach to studying.

Originality/value

This study appears to be the first to examine associations between study approaches and academic performance among occupational therapy students in the US context. More research on the study approaches of US American students is warranted.

Details

Irish Journal of Occupational Therapy, vol. 49 no. 1
Type: Research Article
ISSN: 2398-8819

Keywords

Article
Publication date: 10 July 2020

Tore Bonsaksen, Trond Heir, Laila Skogstad, Tine K. Grimholt, Øivind Ekeberg, Anners Lerdal and Inger Schou-Bredal

Harmful use of alcohol is a major public health problem. While harm is often researched in the context of heavy drinking episodes, high-frequency drinking, even when…

Abstract

Purpose

Harmful use of alcohol is a major public health problem. While harm is often researched in the context of heavy drinking episodes, high-frequency drinking, even when drinking moderate quantities, constitutes a health risk in a longer perspective. The purpose of this paper is to examine the prevalence of daily use of alcohol in the Norwegian general population and to assess sociodemographic, mental health-related and personal resource variables associated with daily use of alcohol.

Design/methodology/approach

A cross-sectional survey concerned with health, illness and serious life events was distributed to 5,500 persons in the general population in Norway (response rate 36%). Sociodemographic variables, personal resource variables (general self-efficacy, optimism and extraversion) and psychological distress (current anxiety and/or depression) were assessed with regards to their associations with daily drinking in unadjusted and adjusted regression models.

Findings

Daily use of alcohol was reported by 39 persons (2.2%) in the sample (3.1% of men and 1.4% of women). While general self-efficacy, optimism and extraversion were unrelated to daily drinking, the adjusted model revealed that male sex (OR: 2.18, p < 0.05), being unemployed/not in education (OR: 3.10, p < 0.05) and reporting current anxiety and/or depression (OR: 3.12, p < 0.01) were associated with daily use of alcohol.

Originality/value

The study has contributed to the knowledge about daily drinkers in a representative sample of the Norwegian population. A proportion of 2.2% was found to drink alcohol on a daily basis. Compared to their counterparts, the odds of daily drinking were higher for men, unemployed persons and persons reporting current psychological distress. Public health initiatives aiming at reducing harmful use of alcohol may pay particular attention to these subsets of the population.

Details

Drugs and Alcohol Today, vol. 20 no. 2
Type: Research Article
ISSN: 1745-9265

Keywords

Open Access
Article
Publication date: 25 November 2020

Sissel Horghagen, Tore Bonsaksen, Unni Sveen, Anne Stine Dolva and Cathrine Arntzen

Reforms in the health-care system may impact how health-care professionals perceive and enact their roles. This study aims to examine the way in which occupational…

Abstract

Purpose

Reforms in the health-care system may impact how health-care professionals perceive and enact their roles. This study aims to examine the way in which occupational therapists experience and describe their roles in municipalities after the implementation of a health reform (the Coordination Act) in Norway.

Design/methodology/approach

This qualitative study was designed within the perspectives of social constructivism. Data was collected through focus group interviews with 10 community-working occupational therapists. A thematic framework analysis was used to examine the participants’ experiences.

Findings

The following four themes emerged: external factors that framed and shaped the occupational therapists’ roles in municipalities; the strengths and dilemmas of the generalist; the problematic generic position and the strengths; and dilemmas of the specialist.

Originality/value

The study suggests that occupational therapy practitioners should identify new opportunities and adapt to health reform changes. They also need to renegotiate their roles as the health reforms require more specialized competences. Greater emphasis must be placed on the core knowledge and competences of occupational therapists to strengthen their professional identity in the municipalities.

Details

Irish Journal of Occupational Therapy, vol. 48 no. 2
Type: Research Article
ISSN: 2398-8819

Keywords

Open Access
Article
Publication date: 19 May 2020

Hilde Thygesen, Astrid Gramstad, Lene A. Åsli, Linda Stigen, Trine A. Magne, Tove Carstensen and Tore Bonsaksen

Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in…

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Abstract

Purpose

Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction.

Design/methodology/approach

In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression.

Findings

All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%.

Originality/value

The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand.

Details

Irish Journal of Occupational Therapy, vol. 48 no. 2
Type: Research Article
ISSN: 2398-8819

Keywords

Article
Publication date: 23 March 2012

Tore Bonsaksen

The purpose of this study is to examine gender differences with regard to physical activity, psychiatric symptoms, and quality of life in patients with severe mental…

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Abstract

Purpose

The purpose of this study is to examine gender differences with regard to physical activity, psychiatric symptoms, and quality of life in patients with severe mental illness. In addition, associations between the variables are to be explored.

Design/methodology/approach

A cross‐sectional design was employed. Eighteen patients, 12 men and six women, were assessed at admission to hospital with the International Physical Activity Questionnaire, the Hospital Anxiety and Depression Scale, and the WHO Quality of Life‐Bref. Mann‐Whitney U‐tests, Spearman's correlation coefficient, and partial correlation were used in the statistical analyses.

Findings

Women had lower levels of quality of life and trended towards being more depressed than men, whereas men had more global psychiatric symptoms. When controlling for depression in the participants, the bivariate relationships between male gender and higher quality of life were weakened. The findings indicate that the initial association between gender and quality of life may be mediated by depression levels.

Practical implications

Women with severe mental illness tend to have more depression and lower quality of life than their male counterparts, and combating depression appears to be important for increasing quality of life in women with severe mental illness.

Originality/value

This is the first explorative study of gender differences in hospitalized patients with severe mental illness.

Details

Mental Health Review Journal, vol. 17 no. 1
Type: Research Article
ISSN: 1361-9322

Keywords

Article
Publication date: 29 November 2013

Tore Bonsaksen, Kjell Emil Granå, Cecilia Celo, Brian Ellingham and Ingunn Myraunet

The purpose of this paper is to describe an addition to the practice placement design for occupational therapy students in Oslo, and to report on the learning experiences…

Abstract

Purpose

The purpose of this paper is to describe an addition to the practice placement design for occupational therapy students in Oslo, and to report on the learning experiences related to this modified practice placement design among the participants.

Design/methodology/approach

Occupational therapy students and practice educators were interviewed in focus groups after having participated in an exploration of the utility of the Assessment of Communication and Interaction Skills during mental health placement. Thematic analysis was applied to the data material.

Findings

Four themes emerged relating to the students’ learning experiences during practice placement. They were theory-practice integration; the role of supervision; self-awareness of communication; and socialization to the therapist role.

Practical implications

The practice placement design addition presented in this paper was well received by students and practice educators. It contributed to students’ focussed experience and to their active participation within a community of practice. The program appears to be one way of organizing placement with a potential for making a substantial contribution to occupational therapy students’ learning.

Originality/value

The study adds to the existing literature in providing an example of a successful addition to the practice placement design, and in the detailed account of the learning experiences among the participants.

Details

The Journal of Mental Health Training, Education and Practice, vol. 8 no. 4
Type: Research Article
ISSN: 1755-6228

Keywords

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