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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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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%.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

As the number of social media users continues to rise globally, a heated debate emerges on whether social media use improves or harms mental health, as well as the bidirectional relation between social media use and mental health. Motivated by this, the authors’ study adopts the stressor–strain–outcome model and social compensation hypothesis to disentangle the effect mechanism between social media use and psychological well-being. The purpose of this paper is to address this issue.

To empirically validate the proposed research model, a large-scale two-year longitudinal questionnaire survey on social media use was administered to a valid sample of 6,093 respondents recruited from a university in China. Structural equation modeling was employed for data analysis.

A longitudinal analysis reveals that social media use positively (negatively) impacts psychological well-being through the mediator of nomophobia (perceived social support) in a short period. However, social media use triggers more psychological unease, as well as more life satisfaction from a longitudinal perspective.

This study addresses the bidirectional relation between social media use and psychological unease. The current study also draws both theoretical and practical implications by unmasking the bright–dark duality of social media use on psychological well-being.