Occupational Therapy
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Browsing Occupational Therapy by Author "Radloff, Jennifer C."
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Item A Telerehabilitation Intervention to Reduce the Impact of Fatigue in People with Heart Failure and Chronic Fatigue(2017-04) Radloff, Jennifer C.Item An Intervention to Reduce the Impact of Fatigue in People with Heart Failure and Chronic Fatigue: A Randomized Controlled Trial(2018) Radloff, Jennifer C.Date Presented 4/20/2018 Preliminary findings of a randomized controlled trial on interventions for people with heart failure and fatigue are discussed. This topic advances occupational therapy practitioners’ knowledge on individualized interventions to reduce fatigue impact in people with heart failure and fatigue. Primary Author and Speaker: Young Joo Kim Additional Authors and Speakers: Jennifer Radloff, Jenny Chiariello, Nicole Faust, Madison WilcoxItem Assistive Technology Devices and Strategies for Person with Low Vision(2014-10) Radloff, Jennifer C.Item Asynchronous Interprofessional Simulation to Promote the Role of Physical Therapy in Wound Management(2023) Lopez, Laura; Edgar, Cory; Radloff, Jennifer C.; Lowden-Stokely, Janice; Hawes, Stacey; Rowe, LynnItem Community Mobility Interventions for Teens and Young Adults with High-functioning Autism Spectrum Disorder(2017-04) Radloff, Jennifer C.Item Community Mobility Skills Camp for Persons with Autism Spectrum Disorder(2015-10) Radloff, Jennifer C.Item Comparing Component-based and Occupation-based Interventions of a Person With Visual Deficits' Performance(2021) Radloff, Jennifer C.This study aimed to compare the effectiveness of component-based, occupation-based, and a combined intervention for visual-scanning to improve occupational performance. This exploratory case study used a 55-year-old female, seven years post-stroke with visual field deficits, who completed a component-based intervention (Vision Coach), an occupation-based intervention (IADL activities that incorporated scanning tasks), and a combined intervention. The Assessment of Motor and Process Skills (AMPS) was completed prior to and after each intervention. Participant's data was compared between interventions and AMPS standardization sample, with observable improvements in motor skills and process skills. Visual-scanning training as a compensatory method appears to be effective for chronic visual field deficits post-stroke, particularly using component-based and occupation-based interventions in combination.Item Development of Perceived Clinical Reasoning in Occupational Therapy Students Utilizing Case-based Learning(2018-04) Radloff, Jennifer C.Item Driver Rehab Mentorship Model: Connecting Community-based Practice and Academia(2019-08) Radloff, Jennifer C.; Hughes, TiaItem Driving and Community Mobility Bootcamp: Successful Outcomes for Individuals with Autism Spectrum Disorder(2016-11-05) Radloff, Jennifer C.Item Driving and Community Mobility Skills Building Bootcamp(2016-08) Radloff, Jennifer C.Item Driving and Community Mobility Skills Training Camp for Teens and Young Adults with Autism Spectrum Disorder(2016-04) Radloff, Jennifer C.Item Driving and Community Mobility: Occupational Therapy Strategies across the Lifespan [Review](2014) Radloff, Jennifer C.Item Effectiveness of Visual Scanning Compensatory Training after Stroke(2019) Radloff, Jennifer C.Date Presented 04/04/19 This descriptive case study compares preparatory, occupation-based, and combined-intervention approaches for the compensatory treatment of visual field deficits as a feasibility study. Using the AMPS to examine occupational performance, it appears the combined training was most effective for visual compensation of everyday IADLs. However, results of eye tracking with a driving simulator offers contrasting evidence for safety when attempting to compensate for visual deficits with scanning. Primary Author and Speaker: Rachel Gartz Additional Authors and Speakers: Anne Dickerson, Jennifer RadloffItem Expansion of Interprofessional Education through Asynchronous and Virtual Learning Activities: A Case Report(2022) Lopez, Laura; Edgar, Cory; Radloff, Jennifer C.; Lowden-Stokely, Janice; Hawes, Stacey; Rowe, LynnInterprofessional education (IPE) is designed to prepare students for collaborative practice in a dynamic healthcare environment. Accrediting bodies, including the Commission for Accreditation of Physical Therapy Education (CAPTE), place strong emphasis on inclusion of IPE within curricula. There are no specific guidelines or minimum criteria to meet these standards, leaving programs to determine the appropriate IPE activities. Implementation of IPE remains challenging due to time constraints, busy schedules, and limited faculty resources. Therefore, IPE activities are often small-scale. The purpose of this case report is to describe the use of asynchronous and virtual activities to create a large-scale IPE event.Item Facilitation of Clinical Reasoning Through Case-based Learning in OT Education(2019) Radloff, Jennifer C.Date Presented 04/05/19 This quantitative study examined clinical reasoning development achieved through case-based learning during one year of an entry-level OT curriculum. Self-Assessment of Clinical Reflection and Reasoning identified statistically significant changes in clinical reasoning skills in total score and 10 individual items based on this instructional method. Results were supported by student feedback regarding the benefits of case formats that promoted reasoning and enriched the learning experience. Primary Author and Speaker: Lynne Murphy Additional Authors and Speakers: Jennifer RadloffItem Influence of Interprofessional Communication on Discharge Decisions in Prelicensure Healthcare Learners(2020) Radloff, Jennifer C.Introduction: Readiness in interprofessional practice is expected of graduating health professionals. This study examined the effectiveness of education on interprofessional communication around discharge destination decisions of healthcare learners utilizing standardized patients in an objective structured clinical examination (OSCE). Methods: Occupational therapy (OT, n = 26), physical therapy (PT, n = 27), and physician assistant (PA, n = 35) learners individually assessed a standardized patient (SP) in a simulated acute care setting and chose a discharge destination from a list of options. Next, learners considered other team member perspectives, either in an interprofessional team huddle or through review of written documentation, before meeting with the SP as a team and finalizing discharge destination decisions. Learner decisions were compared to expert opinion using cross tabulation. Results: Overall, learners in both intervention groups significantly improved their discharge decisions matched with expert opinion (Team Huddle, p = 0.001; Written Communication, p = 0.006) without a significant difference between the Team Huddle and Written Communication groups (p = .774). Variance was noted among disciplines with statistical significance only noted between OT learners and learners from the other professions (Team Huddle, p = 0.004; Written Communication, p = 0.016). Conclusion: Interprofessional collaboration through either team huddle or written communication improves discharge decision-making with compatible effectiveness between them.