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1-5 of 5
Lisette N. Kautzmann
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Journal Articles
The American Journal of Occupational Therapy, 1995, Vol. 49(3), 266–268.
Published: 01 March 1995
Journal Articles
The American Journal of Occupational Therapy, 1993, Vol. 47(2), 169–173.
Published: 01 February 1993
Abstract
Due to pressures inherent in the current health care environment, health professionals’ interactions with patients may be limited to attending to the disease process by using the scientific method of clinical reasoning. Health professionals may find it difficult to break out of this pattern of reductionistic thinking and acting to use other forms of clinical reasoning and to elicit patients’ perceptions of the illness experience. Older adults and their families are particularly susceptible to being treated in a routine, diseasefocused manner. A growing body of literature gives voice to the stories and concerns of these persons. The purposes of this paper are to discuss thinking and clinical reasoning from several perspectives and to identify selections from literature that enhance understanding of the need to pay attention to both the disease and the illness experience and to use all forms of clinical reasoning.
Journal Articles
The American Journal of Occupational Therapy, 1990, Vol. 44(9), 835–838.
Published: 01 September 1990
Abstract
The purpose of this study was to initiate the identification of fieldwork supervisors’ educational needs by ascertaining their values and attitudes toward exemplary principles of teaching advocated by adult educators. Each principle was rephrased as an attitude or value associated with Level II fieldwork, matched with a Likert-type 5-point interval scale, and distributed to a convenience sample of 81 fieldwork supervisors. Ninety-two percent of the questionnaires were returned. The statement responses were tallied by frequency and were then summed and ranked. The range of scores indicated that the fieldwork supervisors’ values and attitudes were congruent with the identified principles of teaching. The rankings revealed that the supervisors placed the highest value on providing a thorough orientation and the lowest values on individualization of the fieldwork experience and supervisor–student collaboration. The findings indicate a need for further education about ways to individualize learning and involve students in planning, implementing, and evaluating the learning experience.
Journal Articles
The American Journal of Occupational Therapy, 1987, Vol. 41(9), 595–600.
Published: 01 September 1987
Abstract
The purpose of this study was to examine perceptions of the purpose of Level I fieldwork. Academic faculty members, fieldwork supervisors, and students were asked to rank their 10 most valued choices from a list of proposed objectives. Responses were tabulated by frequency, summed, and analyzed. The results show that objectives from the category of student involvement in the occupational therapy treatment process were ranked most frequently and that objectives associated with understanding the clinical program and facility were ranked the least often. Statistically significant differences between academic and fieldwork educators were identified on two items: (a) “Receive feedback on beginning strengths and weaknesses in professional behavior” and (b) “Opportunity to develop a treatment plan.” Both academic and fieldwork educators differed significantly with students on six items: (a) “Develop an awareness of the patient as a whole person,” (b) “Develop a beginning awareness of patterns of practice in occupational therapy delivery systems.” (c) “Participate in supervisor/supervisee relationship and experience working out communication and personality differences,” (d) “Introduction to evaluation and treatment techniques,” and (e) “Opportunity to develop a treatment plan.” By clarifying the perceptions of the academic faculty, the fieldwork supervisors, and the students, Level I fieldwork will be strengthened and improved.
Journal Articles
The American Journal of Occupational Therapy, 1986, Vol. 40(7), 470–473.
Published: 01 July 1986
Abstract
The health care industry has undergone radical change because of the implementation of the Medicare Prospective Payment System (MPPS). This study is an assessment of the effect of MPPS on Level II fieldwork. Six factors that have the potential to influence fieldwork delivery patterns formed the basis of a questionnaire that was mailed to 23 occupational therapy directors in acute care Wisconsin hospitals. The 21 returned questionnaires were tallied by frequency of response and analyzed to ascertain current practice and changes resulting from MPPS. Findings indicate a strong commitment to professional and technical Level II fieldwork education. Departments reporting a decrease in staff were able to deflect the impact of the reductions by modifying their clinical education programs. Although changes were noted in all of the six identified categories, there was only minimal evidence that they were directly related to MPPS. Monitoring change during the 3rd and 4th year of the transition was recommended.