Life Skills Training for Therapy Assistant Students: An Exploratory Sequential Mixed Methods Study
Notice bibliographique
Résumé
College students often struggle with basic life skills such as meal preparation and managing finances, which may lead to challenges with academic performance, stress management, practicum performance, and employability. Rehabilitation therapy assistant students face the same challenges as other college students that may impact performance when they are expected to work on life skills with clients. This research targets students in therapy assistant diploma programs to explore whether training in life skills can reduce the challenges these students face. \nThis research study included three phases: identifying therapy assistant students’ life skill needs, developing an approach to address needs, and evaluating the approach. In Phase 1, therapy assistant students, graduates, instructors, and preceptors participated in interviews and focus groups about life skills needs of therapy assistant students. Data were analyzed using applied thematic analysis. Identified themes related to life skill categories, life skill challenges, student success, impact of students’ life skills on clinical encounters, and life skills training needs. Challenges identified for the students included skills such as time management, stress management, managing money, and cooking. Life skills training needs identified by participants included instrumental activities of daily living, non-technical skills (communication, professionalism, time management, problem-solving), and teaching skills. \nIn Phase 2, life skills training modules were developed based on the needs identified in Phase 1. Behaviour change theories, principles of digital and online learning related to health behaviors, and adult education principles guided module development. Modules on performance management, money management, and manual skills were developed and prepared for online delivery. \nIn Phase 3, modules were made available to 39 therapy assistant students at a college in Canada. Outcomes were measured using knowledge quizzes, the Occupational Self Assessment, and satisfaction surveys. Data were analyzed quantitatively (quizzes and assessments) and qualitatively (open comments on satisfaction surveys). Findings suggest that modules were received positively by participants and that their knowledge increased after completing the modules. No significant changes in students’ perceptions of their own occupational competence were detected. Further research is needed to explore the impact of life skills training on therapy assistant students’ self-efficacy and actual performance of important life skills.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,003 |
| Science ouverte | 0,005 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».