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Occupational Therapy and Arts Therapies

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/25

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Author: search.filters.author.Pentland, Duncan

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Now showing 1 - 10 of 18
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    Developing the Playground Play Value and Usability Audit (PVUA) Tool: An Evaluation of Content Validity via an Expert Panel
    (Project MUSE, 2025-08) Morgenthaler, Thomas; Loebach, Janet; Lynch, Helen; Pentland, Duncan; Kottorp, Anders; Schulze, Christina
    This study describes procedures for developing and exploring the content validity of a tool to audit playgrounds for play value and usability for diverse populations. Development of the tool included reviewing existing tools, creating an initial draft from evidence literature, followed by iterative rounds with an international, interdisciplinary expert panel (N=22). Panelists' comments and ratings of relevance and clarity supported refinements of items, content areas, scoring, instructions, and interpretations of the PVUA content. The preliminary tool consists of 203 items divided across 28 content areas and two domains. Future research should examine PVUA's reliability and construct validity using a diverse sample of playgrounds.
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    Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review
    (American Occupational Therapy Association, 2024-05-28) Morgenthaler, Thomas; Lynch, Helen; Loebach, Janet; Pentland, Duncan; Schulze, Christina
    Importance: The transactions between the physical environment and children’s play have not been well studied. The theory of affordances provides a way to better understand how environmental characteristics offer opportunities for play occupation. Objective: To investigate the relationship between environmental characteristics of outdoor play spaces and children’s outdoor play and to develop an environmental taxonomy to support the analysis of play affordances in community play spaces. Data Sources: Peer-reviewed literature (1974–2023) was sourced from a previously published scoping review (Morgenthaler, Schulze, et al., 2023). The Academic Search Complete, Avery Index to Architectural Periodicals, CINAHL, MEDLINE, PsycINFO, Scopus, and Web of Science databases were searched using the keywords and synonyms of playground, environmental qualities, and children with and without disabilities. Study Selection and Data Collection: A secondary analysis of the previously published scoping review was conducted. Included studies were those that provided descriptions of physical environment–play activity transactions. Findings: A qualitative content analysis of 45 articles was conducted and used to form an environmental taxonomy. This taxonomy consisted of 14 space and object categories defined by their functional qualities and linked to play affordances. An array of 284 play occupations were identified in different forms. Play affordances of spaces and object categories and their functional environmental qualities were subsequently identified. Conclusions and Relevance: This study provides evidence to support the understanding of how the physical environment shapes children’s outdoor play occupations. Plain-Language Summary: The study authors developed the Environmental Taxonomy of Outdoor Play Space Features as a tool that occupational therapists can use to better understand and describe how the physical environment shapes opportunities for play. The tool could also be useful to justify environmental intervention in schools and public playgrounds to create spaces that support more play for a diversity of children.
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    Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review
    (MDPI, 2023-01-18) Morgenthaler, Thomas; Schulze, Christina; Pentland, Duncan; Lynch, Helen
    For children, playgrounds are important environments. However, children’s perspectives are often not acknowledged in playground provision, design, and evaluation. This scoping review aimed to summarize the users’ (children with and without disabilities) perspectives on environmental qualities that enhance their play experiences in community playgrounds. Published peer-reviewed studies were systematically searched in seven databases from disciplines of architecture, education, health, and social sciences; 2905 studies were screened, and the last search was performed in January 2023. Included studies (N = 51) were charted, and a qualitative content analysis was conducted. Five themes were formed which provided insights into how both physical and social environmental qualities combined provide for maximum play value in outdoor play experiences. These multifaceted play experiences included the desire for fun, challenge, and intense play, the wish to self-direct play, and the value of playing alone as well as with known people and animals. Fundamentally, children wished for playgrounds to be children’s places that were welcoming, safe, and aesthetically pleasing. The results are discussed in respect to social, physical, and atmospheric environmental affordances and the adult’s role in playground provision. This scoping review represents the valuable insights of children regardless of abilities and informs about how to maximise outdoor play experiences for all children.
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    How context influences person-centred practice: a critical-creative case study examining the use of research evidence in occupational therapy with people living with dementia.
    (2022-09-08) Kinsella, Niamh; Pentland, Duncan; McCormack, Brendan
    Occupational therapists are encouraged to use research evidence to guide therapeutic interventions that holistically address the consequences of dementia. Recent efforts to use research evidence in practice have emphasized the challenges of doing so in ways aligned to person-centred and professional principles. Using research evidence is a complex process influenced by multiple contextual factors and layers. The influence of context in occupational therapy for dementia is currently unclear. To explore the contextual complexities of using research evidence in practice with people with dementia, and to develop knowledge to improve the approach to using evidence in person-centred, occupation-focused practice. A case study methodology was used, in which the contextual conditions of practice were clarified through the facilitation of critical and creative reflection using the following methods - Think Aloud, practice observation, creative expression and reflective dialogue. Cultural beliefs that affected evidence use included technically-orientated understandings of evidence-based practice. These were underpinned by apprehensions about losing professional identity and taking risks when processes derived from research evidence were adjusted to incorporate a persons' occupations. These cultural factors were perpetuated at the organizational layers of context, where systemic priorities and other team members' needs disproportionately influenced occupational therapists' decisions. Occupational therapists' potential to make reflexive and responsive decisions by adjusting evidence-based processes can be affected by their perceived freedom to address organizational tensions. Raising consciousness of the influence of the organizational context on decision-making about evidence use could adjust occupational therapists' perceptions of their freedom and ability to be person-centred. Intentionality in reflective processes in practice are required to foster reflexivity.
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    A modified gap analysis designed to generate research priorities in occupational therapy
    (Occupational Therapy New Zealand - Whakaora Ngangahau Aotearoa, 2019-07) Maclean, Fiona; Kantartzis, Sarah; McCormack, Brendan; Pentland, Duncan
    Where a limited body of evidence exists the traditional mechanisms of a literature or systematic review, which are often used to establish research gaps and priorities, can be problematic. This is especially the case in occupational therapy where evidence to guide future research directions can be sparse. A gap analysis of existing literature is one way to inform future research planning. This paper aims to describe a modified version of gap analysis specifically designed to identify research priorities in occupational therapy. This is illustrated using a small, disparate body of pre-existing, published work that explored practitioner knowledge of drinking alcohol in later life.
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    A mapping review of models of practice education in allied health and social care professions
    (SAGE, 2020-03-03) Beveridge, Joanna; Pentland, Duncan
    Practice education is fundamental to pre-registration learning for many health and social care professions, yet finding sufficient opportunities for students is challenging. One-to-one student-educator pairings are common, and while different models could increase placement opportunities, associated terminology is inconsistent and an overview of advantages, challenges and available evidence is missing. This mapping review identifies, categorises, and critically considers the evidence for different models of practice education used by health and social care professions. Papers from 2008 onwards reporting on practice education approaches in allied health or social care profession courses were identified in three databases. Data was extracted, methodological quality categorised and a typology of practice education models developed. 53 papers were reviewed and developed into a typology of fourteen models. Mapping indicated issues with a lack of high quality research and limitations in available outcome indicators. Pre-requisites for the effective operation of different models include preparation, communication, and allowing sufficient time for new ways of working. Practice education discourse is characterised by varied terminology and practices. Various models for structuring practice education exist though the evidence for their effectiveness and impact on capacity is limited. Using consistent language and considering wider impacts and outcomes is recommended in future study.
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    Articulating expertise and professional artistry: New methodological principles for critical creative research
    (SAGE, 2019-08-01) Kinsella, Niamh; Pentland, Duncan; McCormack, Brendan; Burns, Jane
    This poster presents a critical perspective of a methodology for research that facilitates articulation of professional artistry and expertise in practice with persons living with dementia. This critical perspective was developed during research which intended to explore the principles and philosophy underpinning professional artistry or expert practice with occupational therapists. Existing literature in occupational therapy reflects a concern with developing and expressing the principles of professional artistry, practice expertise and professional judgement (Mattingly 1991, Turner and Alsop 2015) for the purpose of raising consciousness of the value of occupational therapy and supporting development of role clarity and professional identity (Unsworth and Baker 2016). The argument that there is a need to develop research methodologies that support articulation of artistry and expertise related to professional philosophies will be presented in this poster. The case for research strategies incorporating critical creativity (McCormack and Titchen 2006) and creative methods as a way of articulating practice principles that are often deeply embodied in a practitioner’s being will be presented in this poster. A critical creative case study methodology will be described, and reflective dialogue about this critique facilitated with poster viewers. The key messages presented in this poster are: philosophical and methodological principles of creativity can facilitate expression of expert knowledge that is inherently tacit and embodied; and incorporating such principles facilitates practice development and research that is consistent with, and reflective of, our professional philosophy.
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    Practice education in the UK: A comparative cross-sectional investigation of key stakeholders’ perspectives
    (SAGE, 2019-08-01) Beveridge, Joanna; Pentland, Duncan
    Practice education is a core requirement of occupational therapy education that is key to the development of the profession’s future. Changing educational and financial landscapes across the UK causes challenges to the provision of sufficient high quality placements. Providing placements requires input from multiple stakeholders from different, and at times diverging, contexts. This research was completed to generate up-to-date information about how key stakeholders view different roles and responsibilities, consider the value of accreditation programs in supporting educators, and what changes could be made to the way practice education is developed and supported. The study used cross-sectional and action-oriented learning methods to generate qualitative data about the perspectives of participants. Online surveys and telephone interviews were completed by three different populations (professional practice tutors, those who provide or support the provision of practice education experiences, and current pre-registration occupational therapy students). Workshops based on soft systems methodology (Checkland and Poulter 2006) were completed with mixed participant groups. A thematic analysis approach outlined by Nowell et al (2017) was completed, followed by a comparative analysis to highlight both shared and divergent perspectives among participants. Key descriptive and thematic results will be presented, along with the results of the comparative analysis. The results of this research can be used by those involved in providing practice education at local, regional and national levels to help understand the perceptions of stakeholder groups and engage with these in an informed way to help develop high quality practice education experiences. Ethical Approval provided by Queen Margaret University’s Research Ethics Panel (RCOT_PE_REVIEW_190918_V. 1).