326
Views
0
CrossRef citations to date
0
Altmetric
From the Internet Editor

Insights Gained from an Online Journal Club for Fieldwork Educators

Pages 72-78 | Received 13 May 2016, Accepted 18 Nov 2017, Published online: 21 Dec 2017

References

  • Accreditation Council for Occupational Therapy Education [ACOTE]. (2011). 2011 ACOTE Standards and Interpretive Guide. Retrieved from http://www.aota.org/-/media/Corporate/Files/EducationCareers/Accredit/Draft-Standards/2011-Standards-and-Interpretive-Guide-August-2013.pdf
  • Aiken, F., Menaker, L., & Barsky, L. (2001). Fieldwork education: The future of occupational therapy depends on it. Occupational Therapy International, 8(2), 86–95. doi:10.1002/oti.135.
  • American Occupational Therapy Association [AOTA], The Commission on Education (2009). Occupational therapy fieldwork education: Value and purpose. American Journal of Occupational Therapy, 63, 821–822. doi:10.5014/ajot.63.6.821.
  • Barton, R., Corban, A., Herrli-Warner, L., McClain, E., Riehle, D., & Tinner, E. (2013). Role strain in occupational therapy fieldwork educators. Work, 44, 317–328.
  • Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information Systems Quarterly, 13, 319–340. doi:10.2307/249008.
  • Ellington, A. (2016, ). Impact of an Online Journal Club for Fieldwork Educators. Chicago, IL: Poster session presented at the meeting of American Occupational Therapy Association.
  • Hanson, D. (2011). The perspectives of fieldwork educators regarding level II fieldwork students. Occupational Therapy in Health Care, 25, 164–177. doi:10.3109/07380577.2011.561420.
  • Higgs, J., & McAllister, L. (2005). The lived experience of clinical educators with implications for their preparation, support and professional development. Learning in Health and Social Care, 4, 156–171. doi:10.1111/j.1473-6861.2005.00097.x.
  • Hills, C., Ryan, S., Smith, D. R., & Warren-Forward, H. (2012). The impact of ‘Generation Y’ occupational therapy students on practice education. Australian Occupational Therapy Journal, 59, 156–163. doi:10.1111/j.1440-1630.2011.00984.x.
  • Hoffman, M. A., Hill, C. E., Holmes, S. E., & Freitas, G. F. (2005). Supervisor perspective on the process and outcome of giving easy, difficult, or no feedback to superviSsees. Journal of Counseling Psychology, 52, 3–13. doi:10.1037/0022-0167.52.1.3.
  • Honey, C. P., & Baker, J. A. (2011). Exploring the impact of journal clubs: A systematic review. Nurse Education Today, 31, 825–831. doi:10.1016/j.nedt.2010.12.020.
  • Hook, A. D., & Lawson-Porter, A. (2003). The development and evaluation of a fieldwork educator's training programme for allied health professionals. Medical Teacher, 25, 527–536.. doi:10.1080/0142159031000137436.
  • Kean, E. (2013). Creating an online journal club using WordPress.com. American Journal of Nursing, 113, 61–65. doi:10.1097/01.NAJ.0000427884.18171.b0.
  • Kirke, P., Layton, N., & Sim, J. (2007). Informing fieldwork design: Key elements to quality in fieldwork education for undergraduate occupational therapy students. Australian Occupational Therapy Journal, 54, 13–22. doi:10.1111/j.1440-1630.2007.00696.x.
  • Koski, K. J., Simon, R. L., & Dooley, N. R. (2013). Valuable occupational therapy fieldwork educator behaviors. Work, 44, 307–315.
  • Lizarondo, L., Kuman, S., & Grimmer-Somers, K. (2010). Online journal clubs: An innovative approach to achieving evidence-based practice. Journal of Allied Health, 39, e17–e22.
  • Mackenzie, L., Zakrzewski, L., Walker, C., & McCluskey, A. (2001). Meeting the educational needs of fieldwork supervisors: A collaborative workshop developed by New South Wales occupational therapy fieldwork coordinators. Australian Occupational Therapy Journal, 48, 1–10. doi:10.1046/j.1440-1630.2001.00233.x.
  • Provident, I., Leibold, M. L., Dolhi, C., & Jeffcoat, J. (2009). Becoming a fieldwork “educator” enhancing your teaching skills. OT Practice, 14(19), CE–1–8.
  • Recker-Hughes, C., Brooks, G., Mowder-Tinney, J., & Pivko, S. (2010). Clinical instructors’ perspectives on professional development opportunities: Availability, preferences, barriers, and supports. Journal of Physical Therapy Education, 24, 19–25.
  • Scarvell, J. M., & Stone, J. (2010). An interprofessional collaborative practice model for preparation of clinical educators. Journal of Interprofessional Care, 24, 386–400. doi:10.3109/09687630903417129.
  • Schreiber, J., & Dole, R. L. (2012). The effect of knowledge translation procedures on application of information from a continuing education conference. Pediatric Physical Therapy, 24, 259–266. doi:10.1097/PEP.0b013e31825be0c9.
  • Schreiber, J., Perry, S., Downey, P., & Williamson, A. (2013). Implementation of an innovative continuing education program focused on translation of knowledge into clinical practice. Journal of Physical Therapy Education, 27, 63–71.
  • Sortedahl, C. (2012). Effect of online journal club on evidenced-based practice knowledge, intent, and utilization in school nurses. Worldviews on Evidence-Based Nursing, 2, 117–125. doi:10.1111/j.1741-6787.2012.00249.x.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.