Culturally responsive care in occupational therapy: an entry-level educational model embedded in service-learning

Abstract

Objective: This study focuses on the design of an entry-level educational model of culturally responsive care in occupational therapy embedded in service-learning (CRCOT-SL) that is perceived as clear, relevant, evidence-based, and useful by occupational therapy educators. The purpose of the model is to guide OT educators in teaching students to enable occupational participation and social inclusion in cross-cultural encounters. Method. The design consisted in defining the areas of the model and the components of each area, and articulating the learning process embedded in service-learning. A formative evaluation of CRCOT-SL was then performed using survey methods to collect feedback from 30 OT educators regarding the clarity, relevance, evidence-based constructs, and usefulness of CRCOT-SL. Results: CRCOT-SL was perceived to be clear, relevant, evidence-based, and useful to 81.5% of the OT educators who participated in the study. Minor modifications to the model were completed based on the educator’s feedback. Conclusions: CRCOT-SL is intended to respond not only to the dynamic, multicultural, and diverse environments in which practitioners currently practice but to the future needs of a global community facing social, political, economic, and environmental issues that will continue to affect dramatically people’s living conditions and occupational needs.

Key words:

• OT education
• occupation
• justice
• experiential learning
• enablement
• culture
• client-centered practice

Acknowledgements

This research was completed in partial fulfillment for the first author’s Post-Professional Doctorate of Occupational Therapy at Thomas Jefferson University. The authors wish to thank the occupational therapy doctorate faculty members and doctorate students who contributed to this project and to James F. Parsons for his editorial corrections throughout the process.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.