Uncovering the experiences of engaging in an inpatient occupation-based group program: The LifeSkills group

Impact of Occupation-Based Groups on Occupational Performance and Satisfaction Outcomes: Pilot Study

Occupation-based groups can be used to improve occupational performance outcomes in the inpatient rehabilitation setting. It remains unclear whether they offer comparable outcomes to occupation-based interventions delivered individually. This study aims to pilot an occupation-based group intervention and compare occupational performance, satisfaction, and goal attainment outcomes with usual care. Twenty-one participants (15 women, 6 men, aged 34-85) were allocated to control (n = 11) and intervention (n = 10) groups. The control group received usual care (individual occupation-based interventions), while the intervention group received usual care plus an occupation-based group intervention. The method used a pilot quasi-experimental pre- to post-intervention design with a nonequivalent control group. The primary outcome measures were the Canadian Occupational Performance Measure (COPM) and the Goal Attainment Scale (GAS). No significant between-group differences were found; both groups reported statistically significant improvements with medium to large effect sizes. Pilot data suggests that occupation-based groups offered comparable outcomes to individual treatment; a larger sample size is required to draw conclusions on their impact. Australian New Zealand Clinical Trials Registry (https://uat.anzctr.org.au/Default.aspx) was accessed on November 20, 2023. Registration number: ACTRN12623001196639.

The Healing Elements of an Eclectic Life Skills Programme: Clients' Perspectives

Introduction: The article reports the healing elements of an eclectic life skills programme (ELSP) from the perspective of group members. An ELSP utilising open groups was developed to manage clients with mixed diagnostic profiles and different stages of recovery simultaneously. The aim was to explore the healing elements of an ELSP. Methods: Maximum variation purposive sampling was used to select six participants for the phenomenological inquiry. Data collection is comprised of observations, semistructured interviews, and reflective journals. Data analysis comprised an inductive thematic analysis. Consumer Involvement: Participants all attended groups offered within the ELSP. They participated in two semistructured interviews: the first interview in the week following admission and the second just before discharge. In addition, they documented their experiences in reflective journals for the duration of their participation. Findings: The analogy of a kaleidoscope portrayed the four themes; three pertained to structural dynamics, namely, programme mirror, facilitator mirror, and mirror of other group members. The fourth theme, namely, the magical pattern, pertained to personal sense-making by individual group members. Conclusions: The dynamic interplay of healing factors, captured in the themes, facilitated healing. Self-reflection was integral to the creation of a bespoke, facilitated self-learning process with direct application in group members' own lives.

Student-led activities of daily living group program in a hospital inpatient rehabilitation setting

INTRODUCTION

Occupational therapists have vital roles in inpatient rehabilitation to focus on independence in activities of daily living. Occupational therapy interventions are uniquely designed to address goals of service users and can be delivered individually or in group formats. Group interventions promote service users' mutual support and enable therapists to increase frequency and intensity of service provision. Student-led programs have become an attractive model, benefiting students while providing positive treatment outcomes for service users. There is an emerging body of literature that explores service users' and students' satisfaction with student-led group models of practice within inpatient rehabilitation and occupational performance outcomes of service users participating in student-led programs. This study aimed to explore the satisfaction of service users and students in addition to the self-reported occupational performance outcomes of a student-led activities of daily living group program in inpatient rehabilitation.

METHODS

Data from 33 service users and seven students were collected retrospectively. The intervention involved a student-led activities of daily living group program, consisting of three groups: breakfast, morning tea, and home readiness group. All service users and students completed unique satisfaction surveys at the conclusion of their participation in the student-led program. Service users completed a self-reported activities of daily living performance measure pre- and post-program. Findings were reported in descriptive statistics, and pre- and post-program data were compared with the Wilcoxon signed-rank test.

RESULTS

All students were satisfied with the student-led program. Majority of service users were satisfied with all components of the student-led program. Median scores for self-reported performance increased significantly following the student-led program (P < 0.001).

CONCLUSION

This study highlighted that service users and students were satisfied with the service delivery of a student-led activities of daily living group program. The program was effective in addressing self-reported performance for service users in inpatient rehabilitation. The findings from this study have potential to inform clinical practice on the implementation of student-led programs in occupational therapy settings.

Increasing occupational participation: A qualitative analysis within the “Occupational Self-Analysis” program

Introduction:

Occupational participation is a key element to increase the quality of life in the population. One of the effective interventions to increase occupational participation is the “Occupational Self-Analysis” program. The aim of this study was to analyze participant’s reported benefits about the “Occupational Self-Analysis” program.

Method:

This is a qualitative study with 26 participants (12 people with intellectual disability, 7 affected by acquired brain injury, and 7 students) who participated in weekly group sessions and one individual session. The outcomes were measured based on participant diaries and focus group transcriptions.

Results:

Two main themes emerged: (1) supports for occupational participation and (2) barriers for occupational participation. The thematic analysis of the categories was based on the Model of Human Occupation to increase applicability of the program in occupational therapy practice.

Conclusions:

The “Occupational Self-Analysis” program allowed participants to increase their knowledge of supports provided for and the barriers against occupational participation.