Tag Archives: occupational

CAN YOU PROVIDE EXAMPLES OF CASE STUDY PROJECTS IN OCCUPATIONAL THERAPY CAPSTONE PROJECTS

Leave a reply

Occupational therapy aims to help people facing physical, cognitive, or mental health challenges regain or develop the skills needed to live as independently as possible. A case study capstone project allows an occupational therapy student to comprehensively assess a client’s needs and develop an individualized treatment plan. Here are a few potential examples of case study capstone projects an OT student could undertake:

Cognitive Rehabilitation for a Client with Stroke-Induced Aphasia:

This case study would focus on a 65-year-old male client, John, who suffered a left hemisphere stroke 6 months ago resulting in moderate nonfluent aphasia. Through initial evaluation, the student assessed that John had particular difficulty with expressive language abilities but could comprehend simple instructions and questions. Functional assessment found John was struggling with basic activities of daily living such as cooking, getting dressed independently, and using the phone or computer to communicate.

For the capstone project, the student would develop a comprehensive cognitive rehabilitation treatment plan focused on improving John’s functional communication skills through multi-modal therapy techniques including speech-language therapy, written language training, drawing/gesture practice, and use of communication aids and assistive technologies. Therapeutic goals would target increasing John’s ability to express needs/wants and participate in daily activities through compensatory strategies.

The student would implement the individualized plan over 12 weeks, collecting pre- and post-treatment assessment data to evaluate John’s progress toward functioning at a higher level independently. The findings would be analyzed and reported on to demonstrate the student’s clinical reasoning skills in developing and implementing an evidence-based cognitive rehabilitation approach for improved real-world functioning post-stroke.

Hand Therapy for Carpal Tunnel Syndrome:

This case study capstone would center around Michelle, a 42-year-old accountant who was recently diagnosed with bilateral carpal tunnel syndrome and referred for occupational therapy. Through client evaluation and medical record review, the student learned Michelle’s symptoms of hand numbness, tingling, and pain were interfering with her ability to type on a computer for long periods as required by her job.

The student would develop a custom-tailored hand therapy treatment plan focused on reducing inflammation and scar tissue in Michelle’s wrists/hands through a combination of manual therapy techniques, therapeutic exercises, splinting, modalities and assistive strategies. Specific functional goals would target increasing Michelle’s tolerance for keyboarding/typing activities at work to avoid needing surgery.

The student would implement the plan over 8 weeks while collecting pre- and post-treatment outcomes assessments to measure Michelle’s progress in areas like pain levels, hand strength/range of motion, functional activity ability, and satisfaction with therapy services. Analysis of the results would demonstrate the student’s clinical skills in providing effective, evidence-based occupational therapy hand interventions for work-related musculoskeletal disorders.

Aging-in-Place Program for an Independent Senior:

For this capstone project, the student would select Joan, a 78-year-old widow who lives alone in her own home but is starting to have some difficulties with maintaining her independence safely. Through evaluation and consultation with Joan and her family, it is determined she would benefit from an individualized home and community program focused on aging-in-place.

The student develops a comprehensive treatment strategy incorporating home safety evaluations/modifications, fall prevention training, medication management assistance, caregiver education for her children, referral to community wellness/support groups and strategies to optimize Joan’s participation in valued activities like hobbies, social gatherings and volunteering.

Detailed functional goals are set to increase Joan’s safety awareness, daily living skills, social engagement and overall confidence/motivation to keep living at home well into her 80s. The student implements the multidisciplinary plan over 12 weeks while closely monitoring Joan’s progression, re-evaluating quarterly. A write up analyzes the effectiveness of this type of preventative, wellness-focused community occupational therapy program model for promoting health, quality of life and independence as one ages.

As demonstrated through these case study examples, occupational therapy capstone projects utilizing a case study format allow students to comprehensively assess a specific client’s profile and needs, then develop, apply and evaluate an individualized, evidence-based intervention plan. This hands-on approach to evidence-based practice helps students gain valuable clinical skills in areas like evaluation, treatment planning/implementation, outcomes monitoring, clinical reasoning and communication to optimize clients’ abilities to engage in meaningful life activities and roles. A well-written case study capstone also demonstrates the student’s ability to synthesize research, theories and frame their applied learning experiences to enhance clients’ occupational performance and participation.

CAN YOU PROVIDE MORE EXAMPLES OF CAPSTONE PROJECTS IN THE FIELD OF OCCUPATIONAL THERAPY

Leave a reply

An evidence-based education program to improve self-efficacy and independence in daily living activities for older adults: For this project, the student conducted a literature review to research evidence-based interventions and strategies to improve independence and self-care in older adults. They then developed an educational program incorporating those strategies targeted at improving confidence and ability in activities of daily living such as bathing, dressing, meal preparation, medication management and more. The program included both didactic learning and hands-on activities and practice opportunities. It was then tested by delivering the program to a small group of older adults living independently in the community. Pre and post tests as well as follow up surveys evaluated the effectiveness of the program in improving self-efficacy and identified problem areas.

A wellness program for veterans with post-traumatic stress disorder: For this capstone, the student identified a lack of accessible wellness and lifestyle management programs for veterans coping with PTSD. They conducted interviews with veterans and healthcare providers to better understand the barriers and needs. An evidence-based wellness program was then developed incorporating elements of mindfulness, yoga, nutrition education and stress management. Program content and structure was guided by OT practice frameworks and mental health rehabilitation approaches. A pilot of the 8-week program was run with a group of veterans. Both quantitative and qualitative data was collected through standardized assessments, journaling and interviews to evaluate outcome measures like stress, mental wellbeing, coping strategies and psychosocial participation. The results demonstrated positive impacts and helped identify areas for future program refinements.

A community garden inclusive design project: For their capstone, the student partnered with a local community garden that lacked accessibility. Through an occupational profile of residents and literature on inclusive design, common barriers to participation were identified. These included a lack of raised beds, difficult terrain, limited adaptability of tools and more. The student then took a leadership role in the redesign and adaptation of the garden space and tools using a universal design framework. This included installing accessible raised beds, compacted level pathways, ergonomic tools with adjustable features and consideration of sensory aspects. Educational materials were also developed. Follow up sessions with gardeners evaluated the usability and impacts on participation and health outcomes of community members with varying abilities.

A toolkit for fostering self-management of diabetes in older adults: For their capstone, the student recognized a lack of appropriate self-management resources for older adults with diabetes. Through a comprehensive literature review and interviews with older adults and their care partners, key components of effective self-management programs and resources were identified. Common barriers to older adults ability to independently manage their diabetes were also explored. Drawing on adult education principles and models of health behavior change, the student then developed a multi-modal, easy to use self-management toolkit. It included simplified educational materials, reminders for medication and appointments, adaptations to make glucose monitoring and injections easier, and strategies to incorporate management into daily habits and routines. The toolkit was piloted with older adults of varying cognitive and physical function to evaluate feasibility of use and impact on outcomes like glucose control, self-efficacy and psychosocial well-being. Feedback informed further refinements.

These are just a few examples of the types of in-depth capstone projects occupational therapy students may undertake to demonstrate their ability to independently plan and complete an applied research experience. Common elements include addressing an identified need through a review of supporting evidence and frameworks, development of an innovative program, product or approach, implementation of an intervention, and critical evaluation of both the process and outcomes achieved. Capstones allow students to apply their problem-solving, community engagement, leadership and clinical reasoning skills to make meaningful contributions addressing real world issues encountered in occupational therapy practice.

HOW CAN STUDENTS ENSURE THAT THEIR CAPSTONE PROJECTS ARE RELEVANT AND IMPACTFUL IN THE FIELD OF OCCUPATIONAL THERAPY?

Leave a reply

There are several key steps occupational therapy students can take to help ensure their capstone projects have relevance and impact in the field. First and foremost, students should thoroughly research what current needs and evidence-based practices exist within the occupational therapy profession. This will help students identify gaps in services or underserved populations that could benefit from new interventions, programs, or resources. Students should conduct a thorough literature review to understand what work has already been done and what areas need further exploration or innovation. Consulting with faculty advisors and fieldwork supervisors can also help students learn about the pragmatic needs and challenges currently facing practicing occupational therapists. Through these conversations, students may find pressing practical problems or opportunities for theory-guided research.

Once students have identified a general topic area with relevance to the field, they should engage in more targeted research methods like interviews, focus groups, or surveys with various stakeholder groups. For example, if developing an interventional program for older adults, students could interview occupational therapists, caregivers, and members of the target population to understand their needs, perspectives, and pain points. This experience-based research will help ensure the proposed capstone project is designed to address authentic, felt needs rather than hypothetical problems. Students should also consider research on underserved cultural groups to ensure any interventions or resources developed are culturally responsive and can reduce health disparities.

With a clearly identified need or problem in mind, students then need to propose tangible, evidence-informed solutions in their capstone projects. Merely identifying an issue is not sufficient – the project must develop practical recommendations, tools, or interventions backed by existing research or theoretical frameworks. For maximum impact, students should design their capstone to have direct application or utility for occupational therapists. Example projects could include developing an interactive screening tool, producing an educational module or training program, creating assessment guidelines or treatment protocols, conducting pilot studies of novel interventions, or proposing policy changes supported by research findings. Purely theoretical work without applicable deliverables is less impactful.

To ensure relevance after graduation, students should seek “real world” input and partnerships throughout the capstone process. This could include collaborating directly with local clinics, rehab facilities, schools, or community organizations that would use or benefit from the project’s deliverables. Students could also establish an advisory board of practicing therapists and clients to provide ongoing feedback. Piloting or field testing capstone interventions, tools or resources with the target population or professional partners helps establish credibility, identifies needed revisions, and increases the chances of post-graduation implementation. Developing implementation plans or sustainability strategies also signals to potential end users how the results of the capstone could be translated into practice after the student has graduated.

Presenting the capstone project and findings at state or national conferences for occupational therapists further spreads awareness to practitioners. Publishing in professional journals dedicated to evidence-based occupational therapy practices also increases the likelihood of the work having long term impact on the field. This dissemination of results supports ongoing evaluation of projects and allows other therapists to build upon or replicate successful interventions elsewhere. Obtaining IRB approval, ensuring research ethics, and carefully documenting the process also establishes the capstone project as rigorous scholarship rather than just a final academic exercise.

If occupational therapy students thoughtfully consider community and professional needs, engage stakeholders, design evidence-based and applicable deliverables, establish partnerships, field test interventions, and disseminate results – their capstone projects stand the best chance of having genuine relevance and impact contributing to improved client care and evolution of the occupational therapy profession. With diligent research, collaborative design, and dissemination of findings, student work can help address real problems and advance practices beyond the classroom.