In the early 1990s, occupational therapists were challenged to refocus their evaluation processes. Specifically, they were urged to focus on their clients’ abilities to do what they want and need to do and to carry out meaningful occupation rather than evaluating the components underlying occupational performance problems (Fisher, 1992a, 1994a; Law et al., 1994; Mathiowetz, 1993; Trombly, 1993)...

INTRODUCTION In a previous study consensus was sought from Malaysian occupational therapists of occupation-based intervention (OBI) that was perceived as a means and an end. Occupation as a means refers to occupational and purposeful tasks as a therapeutic agent while occupation as an end refers to occupation as an outcome of intervention. The purpose of this follow-up study was to describe the...

background: evidence-based practice (ebp) is one of the main professional competencies for health care professionals and a priority for medicine and nursing curriculum as well. ebp leads to improve effective and efficient care and patient outcomes. nurse educators have responsibility to teach the future nurses, and an opportunity to promote patient outcomes. therefore, the aim of this study was...

The idea of occupation is proposed as the basis for constructing a curricular renaissance for occupational therapy in preparation for a new millennium. Implementing an occupation-centered curriculum could create a more integrated profession in which practice, ideas, scholarship, and education nurture and support one another, increasing the autonomy of both the occupational therapy profession an...

Conceptual models have become a major focus of occupational therapy practice and education in the last two decades (American Occupational Therapy Association, Inc., 1973; Hagedorn, 1992; Dutton, Levy & Simon, 1993, Christiansen, 1991a; Reed, 1984; Reed & Sanderson, 1983). These conceptualisations are interpretations of the construct, 'occupation'. Some conceptual models interpret occupation fro...