Engagement in professional updating by occupational therapists

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dc.contributor.advisor Murk, Peter J., 1942- en_US
dc.contributor.author Moyers, Penelope A. en_US
dc.date.accessioned 2011-06-03T19:29:18Z
dc.date.available 2011-06-03T19:29:18Z
dc.date.created 1992 en_US
dc.date.issued 1992
dc.identifier LD2489.Z64 1992 .M69 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/178882
dc.description.abstract Dubin's and Cohen's (1970) Empirical Motivational Model of Updating (EMMPU) guided the design of this research, leading to the examination of the relationships among lifelong learning characteristics, job satisfaction, and engagement in professional updating activities for occupational therapists. Occupational therapists completed the Characteristics of Lifelong Learners in the Professions Questionnaire (Livneh, 1986), the Index of Organizational Reactions (Smith, 1976), the Professional Activity Engagement Survey, and participated in qualitative interviews.Statistically, no relationships were found among job satisfaction, characteristics of lifelong learning, and engagement in professional updating activities. The qualitative data suggested that these relationships existed. Characteristics of lifelong learning significantly predicted 7% of the variation in time spent engaged in professional updating activities. There were significant differences found on characteristics of lifelong learning and engagement in professional updating activities among therapists with varying educational 1eve1s.Utilizing grounded theory methodology, a theory of Professional Learning Management emerged from the data, contributing to the understanding of professional updating that was not addressed by the EMMPU model. In the theory of Professional Learning Management, patient treatment interaction triggered the need for updating by occupational therapists. The patient interaction determined the specifics of the necessary learning in regards to the content, timing, context, and methods. Occupational Therapists were reliant upon off-the-job learning in order to provide quality patient care. There was a cyclical feedback loop between off-the-job learning and application of that learning on the job within the patient treatment situation.Unlike the EMMPU model, updating occurred under both positive and negative contexts. The high engagers in professional updating were able to learn in spite of the barriers restricting learning efforts. The barriers to learning were not managed as well by the medium and low engagers in professional updating activities. Regardless of level of updating, occupational therapists utilized a variety of updating methods in accordance with the way in which the learning needs were defined by the patient treatment situation.3 en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent viii, 293 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Occupational therapists -- Job satisfaction. en_US
dc.subject.lcsh Occupational therapy -- Study and teaching (Continuing education) en_US
dc.title Engagement in professional updating by occupational therapists en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/832990 en_US


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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