Search results

The purpose of this paper is to review critically the published research investigating how guided practice into the profession contributes to increased professional confidence in health care students, with a view to identifying its impact on the development of professional confidence.

A literature search was performed using MEDLINE and ERIC (1980‐2009), which identified guided practice into the profession as being the most commonly examined educational opportunity increasing professional confidence. Empirical studies that had rigorous research design and methods were selected for in‐depth review. However, in light of the paucity of the extant research, a few studies reporting anecdotal accounts of the development of professional confidence through guided practice were also included.

The review revealed how guided practice into the profession can contribute significantly to students' development of professional confidence. The review also points to arguable relationships between confidence and competence and the importance of better understanding and addressing the issue of under‐ and over‐confidence. The review highlights when evidence of the effectiveness of learning opportunities was insufficient or unreliable, with some directions for future research.

The review was based on a selection of papers most representative of research examining the effectiveness of guided professional practice learning opportunities to promote the development of professional confidence, and therefore is not a systematic review of all the extant literature.

It provides insight into the conditions under which guided practice into the profession can contribute to enhancing professional confidence, which is important, given the nature of its relationship with professional competence.

Criminological research, particularly in the Anglo-Saxon academic realm, has extensively examined the sharp increase in incarceration rates since the mid-1970s. Referred to as the “sociologies of the punitive turn” (Carrier, 2010), these studies argue that this surge reflects a sudden and harsh transformation in the logic governing penal practices and discourse. Some findings even suggest that this punitive shift has a global reach, impacting regions like Latin America. This broader narrative prompts an inquiry into whether a similar punitive turn occurred in Ecuador, a South American nation. Examination of prison demographics and legal frameworks in this country reveals a notable increase in incarceration rates during the 1990s, closely linked to drug trafficking control policies led by the United States. Consequently, I suggest that while the influence of neoliberal rationality, characteristic of the punitive turn, is evident, it’s more aptly described as a manifestation of punitive imperialism. Thus, it is imperative to analyze shifts in punishment trends within the framework of imperial dynamics, particularly considering the economic dependency of peripheral countries.

Australian physiotherapy programs incorporate work-integrated learning within curriculum, with the aim to produce work-ready graduates. Recent research in physiotherapy has identified six domains of work readiness. The purpose of this study was to examine the association between university performance, paid work and work readiness, and explore the perceived contributions of university curriculum, work and life experiences to work readiness in those individuals transitioning into practice.

A mixed-methods design was used incorporating an online survey, and linked university performance data of completing students and recent graduates. The survey included personal and work data, a work readiness scale and Likert scales measuring perceived contributions to work readiness from university curriculum (academic and clinical), work and life experiences. University performance was calculated as the Course Weighted Average Mark. Correlation analysis examined the relationship between university performance, paid work and work readiness. Perceived contributions from university curriculum, and work and life experiences for work readiness domains were calculated as percentages of each Likert response.

Analysis included 129 surveys (51 completing students and 78 recent graduates). There was no association between university performance, work (paid and unpaid) and perceived work readiness (all p-values > 0.05). There was a high consistent trend that university academic curriculum (range 71–97%), clinical curriculum (range 89–99%) and work and life experiences (range 67–94%) contributed to all work readiness domains.

This study highlights the significant influence of university curriculum, work and life experiences on perceived readiness for practice.

The purpose of this paper is to discuss trends in demographic ageing in West Africa and asks the question of what policy challenges are posed by the increasing presence of older persons in the subregion. We explore the unique dimensions of population ageing in the subregion, including its rural‐urban and gendered distributions, the occupational history of older persons, among others with the view to identifying the health, housing, and income security implications of ageing. The paper discovers and reviews what policy initiatives are being pursued in respect of older persons and suggests ways for their improvement.

The paper draws on the existing literature on ageing and policy in both published and grey sources, including national and international policy documents. The discussion looks at policy responses in Ghana as a case example for the West African context. Policy information pertaining to Ghana is interpreted in light of the first author's personal familiarity with the context as a national of that country. The age of adults in this context is hard to determine due to low birth registration. In this paper older persons are defined as those 60 plus in chronological years, the age of retirement in Ghana.

It is established that older persons are concentrated in the rural areas of West Africa and a higher proportion of this demographic group is female. Further, the majority of older persons in West Africa has low formal literacy, is in the informal economy, and has no income security in old age. Yet, older persons continue to play the significant role of grandparenting. This examination of Ghana's policy on ageing revealed inadequacies which need to be addressed. A key recommendation is a policy of universal non‐means‐tested old age security to provide basic income for persons aged 60 years and above.

A recommended policy of universal non‐means‐tested old age security to provide basic income for persons aged 60 years and above in Ghana is the original contribution of this paper.

Higher levels of participation in school are linked to greater academic performance, better health and well-being and positive long-term outcomes for young people. Evidence shows that for students with emotional and behavioural difficulties (EBD), participation in school-based occupations is often restricted in comparison to their peers. Given the recent advancements towards introducing a new model of school-based occupational therapy in Ireland, this paper aims to discuss how occupational therapy can support students with EBD to increase their participation within the post-primary school context. The opinions in this paper are derived from the authors’ experience in the development of this practice in the Republic of Ireland.

The authors reviewed current literature and reflected on current practice to describe the unique role of occupational therapy in supporting students with EBD in the school environment.

Occupational therapists have potential to play a key role in school-based support for students with EBD. The authors describe how occupational therapists can promote whole school understanding of EBD and enable skill development, self-regulation, participation and school belonging, among youths with EBD. There is a significant lack of literature guiding practice in this area. Further research is required to explore professional issues and identify best practice.

This paper aims to provoke consideration of how school-based occupational therapists can play a crucial role in supporting students with EBD who are otherwise at risk of occupational injustice.