Preparation for an uncertain world: international curriculum development for mental health occupational therapy

Katherine Wimpenny, Imogen Gordon, Loren Lewis, Huget Desiron, Hwei Lan Tan, Sarah Roe

Research output: Contribution to conferencePaper

Abstract

Occupational therapy graduates are entering increasingly complex practice landscapes. Supported by funding from the Thelma Cardwell Research Foundation, WFOT, an international, online learning module involving four countries (UK, South Africa, Belgium, Singapore) was developed and researched with the aim to improve graduates' preparedness for practice. The project offered undergraduates the opportunity to explore a globalised picture of mental health practice, pedagogically designed, to encourage students to critically reflect, engage in problem-solving, develop culturally-sensitive services, take calculated risks, and consider ways and means of extending professional reach.

Objectives
The paper will:
1. Detail the research process and present the study findings with recommendations for curriculum development.
2. Discuss how a richer understanding of occupational therapy in other contexts, including enhancement of students' intercultural sensitivity and critical self-reflection, equips students to deal with greater levels of complexity in their practice.

Methods
Using an Open Moodle platform, 215 final year occupational therapy students engaged in an online discussion forum, drawing on complex scenarios donated by graduate therapists. Case study methodology and mixed methods were used to explore student and staff perspectives about the learning experience.

Results
The study revealed significant increases in intercultural sensitivity amongst students measured pre-and post-project, alongside numerous challenges in engagement for both staff and students. Findings from the study provide opportunity to compare work contexts and pedagogic responses.

Conclusion
Augmented learning opportunities within the curriculum are vital to equip graduates with enhanced agency, and greater resilience for managing complexity to inform the professions role in mental health practices.
Original languageEnglish
Publication statusAccepted/In press - 6 Sep 2017
EventWorld Congress of Occupational Therapy: World Federation of Occupational Therapists - Cape Town, Cape Town, South Africa
Duration: 21 May 201825 May 2018
http://www.wfotcongress.org/

Conference

ConferenceWorld Congress of Occupational Therapy
CountrySouth Africa
CityCape Town
Period21/05/1825/05/18
Internet address

Fingerprint

occupational therapy
curriculum development
mental health
graduate
student
learning
staff
reflexivity
pedagogics
research process
Belgium
therapist
resilience
Singapore
funding
profession
scenario
curriculum
present
methodology

Cite this

Wimpenny, K., Gordon, I., Lewis, L., Desiron, H., Lan Tan, H., & Roe, S. (Accepted/In press). Preparation for an uncertain world: international curriculum development for mental health occupational therapy. Paper presented at World Congress of Occupational Therapy, Cape Town, South Africa.

Preparation for an uncertain world: international curriculum development for mental health occupational therapy. / Wimpenny, Katherine; Gordon, Imogen; Lewis, Loren; Desiron, Huget; Lan Tan, Hwei; Roe, Sarah.

2017. Paper presented at World Congress of Occupational Therapy, Cape Town, South Africa.

Research output: Contribution to conferencePaper

Wimpenny, K, Gordon, I, Lewis, L, Desiron, H, Lan Tan, H & Roe, S 2017, 'Preparation for an uncertain world: international curriculum development for mental health occupational therapy' Paper presented at World Congress of Occupational Therapy, Cape Town, South Africa, 21/05/18 - 25/05/18, .
Wimpenny K, Gordon I, Lewis L, Desiron H, Lan Tan H, Roe S. Preparation for an uncertain world: international curriculum development for mental health occupational therapy. 2017. Paper presented at World Congress of Occupational Therapy, Cape Town, South Africa.
Wimpenny, Katherine ; Gordon, Imogen ; Lewis, Loren ; Desiron, Huget ; Lan Tan, Hwei ; Roe, Sarah. / Preparation for an uncertain world: international curriculum development for mental health occupational therapy. Paper presented at World Congress of Occupational Therapy, Cape Town, South Africa.
@conference{4686394e4a3e4d64a1ffed87343343af,
title = "Preparation for an uncertain world: international curriculum development for mental health occupational therapy",
abstract = "Occupational therapy graduates are entering increasingly complex practice landscapes. Supported by funding from the Thelma Cardwell Research Foundation, WFOT, an international, online learning module involving four countries (UK, South Africa, Belgium, Singapore) was developed and researched with the aim to improve graduates' preparedness for practice. The project offered undergraduates the opportunity to explore a globalised picture of mental health practice, pedagogically designed, to encourage students to critically reflect, engage in problem-solving, develop culturally-sensitive services, take calculated risks, and consider ways and means of extending professional reach.ObjectivesThe paper will:1. Detail the research process and present the study findings with recommendations for curriculum development. 2. Discuss how a richer understanding of occupational therapy in other contexts, including enhancement of students' intercultural sensitivity and critical self-reflection, equips students to deal with greater levels of complexity in their practice. MethodsUsing an Open Moodle platform, 215 final year occupational therapy students engaged in an online discussion forum, drawing on complex scenarios donated by graduate therapists. Case study methodology and mixed methods were used to explore student and staff perspectives about the learning experience. ResultsThe study revealed significant increases in intercultural sensitivity amongst students measured pre-and post-project, alongside numerous challenges in engagement for both staff and students. Findings from the study provide opportunity to compare work contexts and pedagogic responses. ConclusionAugmented learning opportunities within the curriculum are vital to equip graduates with enhanced agency, and greater resilience for managing complexity to inform the professions role in mental health practices.",
author = "Katherine Wimpenny and Imogen Gordon and Loren Lewis and Huget Desiron and {Lan Tan}, Hwei and Sarah Roe",
year = "2017",
month = "9",
day = "6",
language = "English",
note = "World Congress of Occupational Therapy : World Federation of Occupational Therapists ; Conference date: 21-05-2018 Through 25-05-2018",
url = "http://www.wfotcongress.org/",

}

TY - CONF

T1 - Preparation for an uncertain world: international curriculum development for mental health occupational therapy

AU - Wimpenny, Katherine

AU - Gordon, Imogen

AU - Lewis, Loren

AU - Desiron, Huget

AU - Lan Tan, Hwei

AU - Roe, Sarah

PY - 2017/9/6

Y1 - 2017/9/6

N2 - Occupational therapy graduates are entering increasingly complex practice landscapes. Supported by funding from the Thelma Cardwell Research Foundation, WFOT, an international, online learning module involving four countries (UK, South Africa, Belgium, Singapore) was developed and researched with the aim to improve graduates' preparedness for practice. The project offered undergraduates the opportunity to explore a globalised picture of mental health practice, pedagogically designed, to encourage students to critically reflect, engage in problem-solving, develop culturally-sensitive services, take calculated risks, and consider ways and means of extending professional reach.ObjectivesThe paper will:1. Detail the research process and present the study findings with recommendations for curriculum development. 2. Discuss how a richer understanding of occupational therapy in other contexts, including enhancement of students' intercultural sensitivity and critical self-reflection, equips students to deal with greater levels of complexity in their practice. MethodsUsing an Open Moodle platform, 215 final year occupational therapy students engaged in an online discussion forum, drawing on complex scenarios donated by graduate therapists. Case study methodology and mixed methods were used to explore student and staff perspectives about the learning experience. ResultsThe study revealed significant increases in intercultural sensitivity amongst students measured pre-and post-project, alongside numerous challenges in engagement for both staff and students. Findings from the study provide opportunity to compare work contexts and pedagogic responses. ConclusionAugmented learning opportunities within the curriculum are vital to equip graduates with enhanced agency, and greater resilience for managing complexity to inform the professions role in mental health practices.

AB - Occupational therapy graduates are entering increasingly complex practice landscapes. Supported by funding from the Thelma Cardwell Research Foundation, WFOT, an international, online learning module involving four countries (UK, South Africa, Belgium, Singapore) was developed and researched with the aim to improve graduates' preparedness for practice. The project offered undergraduates the opportunity to explore a globalised picture of mental health practice, pedagogically designed, to encourage students to critically reflect, engage in problem-solving, develop culturally-sensitive services, take calculated risks, and consider ways and means of extending professional reach.ObjectivesThe paper will:1. Detail the research process and present the study findings with recommendations for curriculum development. 2. Discuss how a richer understanding of occupational therapy in other contexts, including enhancement of students' intercultural sensitivity and critical self-reflection, equips students to deal with greater levels of complexity in their practice. MethodsUsing an Open Moodle platform, 215 final year occupational therapy students engaged in an online discussion forum, drawing on complex scenarios donated by graduate therapists. Case study methodology and mixed methods were used to explore student and staff perspectives about the learning experience. ResultsThe study revealed significant increases in intercultural sensitivity amongst students measured pre-and post-project, alongside numerous challenges in engagement for both staff and students. Findings from the study provide opportunity to compare work contexts and pedagogic responses. ConclusionAugmented learning opportunities within the curriculum are vital to equip graduates with enhanced agency, and greater resilience for managing complexity to inform the professions role in mental health practices.

M3 - Paper

ER -