British Journal of Occupational Therapy

Motor imagery (MI) may be an effective tool for improving activities of daily living (ADL) post-stroke. However, no review to date has examined ADL independence when investigating training effectiveness. This review aimed to evaluate the quality of evidence and the effectiveness of MI training for improving ADL independence post-stroke.

Randomized controlled trial (RCT) studies comparing MI to conventional therapies were reviewed. Methodological quality was assessed using the Physiotherapy Evidence Database (PEDro) scale.

Thirteen articles met inclusion criteria. The overall quality was considered moderate to good, with a PEDro score ranging from 3 to 8. Most studies (9 out of 13) were considered good quality, with one rating of poor quality and three of fair quality. The primary findings suggest that MI training is a low-risk tool that may facilitate ADL independence. Audio-based MI training seems to improve ADL independence when paired with other rehabilitation methods, but the results should be interpreted with caution.

To our knowledge, this is the first systematic review to examine RCTs investigating MI effectiveness in improving ADL post-stroke. Results support the use of MI to facilitate ADL independence. However, more research is needed to establish practice guidelines for implementing MI training post-stroke.

People aging with long-term physical disabilities are living longer and experiencing the challenges of aging, including the onset of secondary and age-related health conditions. People aging with long-term physical disabilities are at high risk of falls, fall injuries, diminished functional abilities, and compromised participation. However, no available programs support people aging with long-term physical disabilities to participate safely at home and in the community. The proposed study is to examine the feasibility and efficacy of an adapted intervention: removing environmental barriers to independent living.

A single-blinded randomized controlled trial will be conducted. Participants who are 45–65 years old; self-report difficulty with ⩾2 daily activities; have had a physical disability for ⩾5 years; and live within 60 mi of the research lab are eligible. All participants will receive an initial in-home evaluation before randomization. The treatment group will receive removing environmental barriers to independent living (total five visits) intervention, which is tailored. The waitlist control group will be offered the same intervention after 6-month follow-up. Expected outcomes are high acceptability, fidelity, and adherence; low safety risk; improved community participation and daily activities performance; and fewer environmental barriers and fall hazards.

Findings will serve as preliminary evidence for occupational therapy community practice. Outcomes will also inform future large, pragmatic trials.

Trial Registration: ClinicalTrials.gov identifier NCT04589988

This study aims to explore the effectiveness of the Seniors’ Eye Rehabilitation (SEER) pilot programme, a visual rehabilitation home therapy by specialised low vision occupational therapists (LVOT).

This was an interventional, longitudinal cohort study. Participants were recruited from Singapore National Eye Centre Low Vision Clinic. The occupational therapy interventions include activities of daily living retraining, activities/home modifications, functional/community mobility training and patient/family education. Each participant set two individualised goals (Priority Goal 1 and Priority Goal 2). The Wilcoxon signed-rank test was used to compare baseline and 6-month follow-up scores for Australian Therapy Outcome Measures for Occupational Therapy (AusTOMs-OT) and the Goal Attainment Scale (GAS) (p < 0.05).

Forty-one participants (mean age: 67, 48.8% male) completed SEER. There was statistically significant reduction in activity limitations (1 median point change (MPC), Z = −4.21, p < 0.01), participation restrictions (1 MPC, Z = −3.951, p < 0.01) and improved well-being (0.5 MPC, Z = −3.668, p < 0.01) for Priority Goal 1 using AUSTOM-OT. With GAS, there was a statistically significant improvement in Priority Goal 1 (1 MPC, Z = −3.886, p < 0.01).

The SEER programme was found to be effective in improving all domains of the AusTOMs-OT and GAS for Priority Goal 1. This provides evidence that visual rehabilitation home therapy by specialised LVOT is beneficial to older adults with visual impairment.

The environment, both natural and man-made, can influence how we learn and socialise. For some, the environment can be a challenge to overcome. The purpose of this study was to establish a student’s perspective on the sensory aspects of the learning and social environments of a university.

A survey design based upon Winnie Dunn’s Adult/Adolescent Sensory Profile was developed specifically for this study; 150 disabled students responded to the survey, which was analysed using descriptive statistics and template analysis.

The final template analysis identified 3 main themes with 10 sub-themes, with each sub-theme relating to the research question as well as to the level of explanation: (a) Theme one: Barriers in the environment described noise, poor lighting, crowding and lack of visual cues that created difficulties for the respondents to this survey. The sub-themes were obstacles to learning in the library, obstacles to learning in lectures, obstacles to learning in exams and ventilation in learning spaces. (b) Theme two: Reactions to barriers, included how respondents react to sensory overload and uncertainty in the environment. The sub-themes encompassed problems when schedules change regularly, and reactions when overwhelmed in college. (c) Theme three: Improving the environment refers to suggestions that respondents made to improving the environment for all students to enable engagement and participation within college. The sub-themes compromised of developing a safe space for managing sensory needs, seeking natural elements across campus, seeking awareness, as well as adaptions and strategies for transitions.

Respondents identified how individuals have varied responses to sensory stimuli thereby increasing our understanding. They pointed to a way forward for institutes of higher education to design spaces that are more inclusive by putting forward suggestions for greater use of green space, better furnishings and minimisation of distractions, thereby increasing the health and welfare for all.

Reviews within the field of assistive technology have shown that a client-centered approach is important for user satisfaction, and that assistive technology service delivery should be evidence-based, systematic, and structured. However, client-centered instruments and systematic, structured models are not used consistently. As part of a larger research project, an evidence-based, client-centered assistive technology service delivery process was developed and piloted. The purpose of this study was to investigate occupational therapists’ perspectives on this evidence-based, client-centered assistive technology intervention.

Ten occupational therapists, from two Danish municipalities, participated in focus groups. Data were analyzed based on a hermeneutic approach.

Three themes emerged from the analysis: a more refined collaboration with clients; advantages of using theoretical frameworks, structured models and instruments and challenges in using the intervention.

By using the evidence-based, client-centered intervention, the occupational therapists found that the collaboration with the clients was refined—more emphasis was placed on shared responsibility. They found that the intervention was time-efficient in the long run; however, there seems to be a particular challenge in designing services that are inclusive of clients with cognitive limitations.

Since widening access to higher education became a United Kingdom (UK) governmental priority in the 1990’s, occupational therapy has made little progress in diversifying student and workforce populations that mirror increasingly diverse service user populations. This research aims to, for the first time, map entry criteria across UK pre-registration programmes, while considering fair access and exploring who might be missing at the point of enquiry and entry.

A cross-sectional quantitative content analysis was conducted of all UK university websites, identifying programme type, academic, professional and alternative entry criteria for 2021/2022.

Five entry routes via undergraduate and post-graduate programmes (n = 73) offer limited part-time opportunities (n = 11). Visible academic entry criteria appear weighted towards ‘traditional’ qualifications, while assessment of professional skills at application and selection is explicit for over 75% of programmes. 86% (n = 63) utilise interviews at selection, with 33% (n = 24) not publicly acknowledging alternative access routes into the profession.

If the profession is to avoid continued stagnation in diversity amongst student populations and successfully reflect service user diversity in the workforce, it is essential UK universities increase parity across academic entry criteria, ensure the visibility of acceptable skills for alternative access and substantially improve flexibility for part-time study.