Efnisyfirlit

• Cover
• Title page
• Contents
• Copyright
• Dedication
• List of Contributors
• Preface
• Acknowledgements
• 1: Introduction
• Section 1: Thinking, Judgement and Decision Skills for Practice
  • 2: Judgement and Decision-Making Skills for Practice
    • Overview
    • Definitions
    • The Early Studies1
    • The Value of Experience
    • Cognitive Continuum Theory
    • Dual-Process Theories of Thinking
    • Heuristics and Biases
    • Applying Judgement and Decision-Making Skills in Practice
    • Summary
    • Reflective Learning
  • 3: Shared Decision-Making Skills in Practice
    • Background
    • Decision-Making Models
    • Shared Decision-Making Interventions
    • Measuring Shared Decision Making in Practice
    • Summary
  • 4: Doing Reflective Practice: Being a Reflective and Resilient Practitioner
    • Overview
    • Introduction
    • Defining Reflection
    • Why is Reflection Important?
    • Multiple Voices Reflecting on Doing Practice
    • An Overview of Reflective Practice
    • The Influence of Schön
    • Types of Reflection
    • Models of Reflection
    • Preparation
    • Experience
    • The Strands of Reflection Model
    • Other Methods for Promoting Reflection
    • Telling Stories
    • Exploring Critical Incidents
    • Signs of Reflections
    • Outcomes of Reflection
    • Summary
• Section 2: Professional Skills for Practice
  • 5: Assessment Skills for Practice
    • Overview
    • What is Assessment and why Assess?
    • How to Select an Assessment?
    • Standardised and Nonstandardised Assessments
    • Summary
  • 6: Activity Analysis
    • Overview
    • Overview of Activity Analysis
    • Towards a Definition of Theory-Driven Activity Analysis
    • The Process of Theory-Driven Activity Analysis
    • Summary
  • 7: Goal Setting in Occupational Therapy: A Client-Centred Perspective
    • Introduction
    • Approaches to Goal-Setting Practice
    • Support People With Communication Difficulties in the Goal Setting Process
    • Implications for Occupational Therapy Practice
    • Summary
    • Reflective Learning
  • 8: Therapeutic Use of Self: A Model of the Intentional Relationship
    • Introduction
    • Historical Overview
    • Rationale for a Model of Use of Self
    • The Intentional Relationship Model
    • Case Example
    • Summary
    • Reflective Learning
  • 9: Problem Solving
    • Introduction
    • Problem Solving as a Theoretical Approach in Practice
    • Using Problem Solving as a Therapeutic Intervention
    • The Problem-Solving Process
    • Generate Possible Solutions to Meet Goals
    • Summary
    • Reflective Learning
  • 10: Group Skills for Practice in Occupational Therapy
    • Overview
    • Historical Context
    • Leadership Functions and Skills
    • Summary
    • Reflective Learning
    • Acknowledgment
  • 11: Record and Report Writing
    • Introduction
    • What are Records?
    • Purpose of Records
    • Content and Quality of Records
    • Format of Case Records
    • Recording and Reporting the Occupational Therapy Process
    • Ensuring Standards of Recordkeeping
    • Legal Issues in Documenting and Report Writing
    • Summary
    • Reflective Learning
• Section 3: Evidence-Based and Research Skills for Practice
  • 12: Finding and Appraising the Evidence
    • Overview
    • A Brief Historical Context on the Use of Evidence in Occupational Therapy
    • The Stages of Evidence-Informed Occupational Therapy
    • Summary
    • Reflective Learning
  • 13: Implementation Science
    • Overview
    • It’s Trickier Than we Initially Thought
    • What is Implementation Science?
    • Implementation Science and Occupational Therapy
    • Summary
    • Reflective Learning
• Section 4: Leadership, Supervision and Management Skills for Practice
  • 14: Improvement Science in Practice
    • What is Improvement Science?
    • Defining Quality
    • Improvement Versus Research
    • Quality Improvement and Improvement Science
    • Origins of Improvement Science
    • The System of Profound Knowledge
    • Kotter Eight-Step Change Model
    • Human Factors and Ergonomics for Improvement
    • Improvement Science and the Connection With Occupational Therapy
    • Improvement Journey
    • Cost Effectiveness/Value Management
    • Project Management
    • Coaching for Improvement
    • Summary
    • Reflective Learning
  • 15: Developing Research Skills in Practice
    • Introduction
    • Why Conduct Research?
    • What to Research?
    • How to Research?
    • Summary
    • Reflective Learning
  • 16: Presentation and Publication Skills
    • Introduction
    • Writing an Abstract
    • Creating Written Presentations
    • Oral Presentations
    • Writing for Presentation
    • Summary
    • Reflective Learning
  • 17: Self-Care and Self-Management
    • Overview
    • The Challenges of Working Lives Today
    • Self-Care
    • Self-Management
    • Challenges to Well-Being in the Workplace
    • Developing Resilience
    • Summary
    • Reflective Learning
  • 18: Leadership Skills
    • Overview
    • Evolutionary and Historical Context
    • Why Leadership?
    • Strategies and Resources for Leadership Development
    • Summary
    • Reflective Learning
  • 19: Practice Education—Skills for Students and Educators
    • Introduction
    • What is Practice Education?
    • Standards That Guide Practice Education
    • Types of Placements
    • What is Supervision?
    • Assessment
    • Setting up Practice Education Placements for Success
    • Preparation
    • Setting Expectations
    • Summary
    • Reflective Learning
  • 20: Clinical Supervision Skills
    • Introduction
    • Supervision Models
    • Best Practices in Clinical Supervision
    • Situations That May Arise in Supervision
    • Summary
    • Reflective Learning
  • 21: Professional Use of Social Media
    • Introduction
    • The Benefits of Social Media
    • Professional and Ethical Considerations for Engaging in Social Media
    • Key Concepts and Rules for Engaging in Social Media
    • Summary
    • Reflective Learning
• Index

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