Login or register for free to remove ads.
You are here:

The role of self-efficacy and the effects of online professional development on the competence of school-based occupational therapists DISSERTATION

, University of Massachusetts Boston, United States

University of Massachusetts Boston . Awarded

Abstract

This quasi-experimental study examined the role of self-efficacy and the effects of situated online professional development on the competence of school-based occupational therapists (OTs). The Occupational Therapist Self-efficacy Survey (OTSES), Occupational Therapy Competence Measures (OTCM I and II), and Background and Demographic Questionnaire (BDQ) were developed for the research. The experimental group participated in the professional development intervention consisting of Teaching Module I and II and Mentoring Discussions I and II. The results indicated that the role of self-efficacy on competence had no predictive influence on competence but that 80 percent of OTs held strong beliefs in their ability to perform their role. A significant difference between the control and experimental groups' total competence scores was found as a result of the professional development in three of the four competence standards regarding understanding federal, state, and the Occupational Therapy Practice Framework (OTPF) regulations, (Knowledge Skills, Performance Skills, and Ethical Reasoning Skills). Further, the data revealed a significant difference in one of the five competence standards in understand collaboration, (Interpersonal Skills, p < .05). Statistical analysis regarding competence in critical and ethical reasoning skills revealed low competence scores for both groups in these areas. This study offers mixed empirical evidence that situated online professional development can improve the competence (at the knowledge level) of school-based OTs in identified competence standard areas.

Citation

Semple-Dormer, Y.E. The role of self-efficacy and the effects of online professional development on the competence of school-based occupational therapists. Ph.D. thesis, University of Massachusetts Boston. Retrieved December 11, 2017 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or http://dissexpress.umi.com

Keywords