PDF(Pubmed)
Abstract：
UNASSIGNED: Higher education was gravely affected by the pandemic which caused academic occupational disruptions and affected students. Challenges in successful engagement in occupations influence the health and well-being of the individual. Consequently, it is vital for occupational therapist (OT) educators to be informed on how to manage academic occupational disruptions to minimize its occurrence, mitigate its impact, and support students\' academic occupations.
UNASSIGNED: This study aimed to determine the strategies, facilitators, and barriers in managing academic occupational disruptions encountered by Filipino OT educators.
UNASSIGNED: Respondents were ninety (90) Filipino OT educators coming from the different HEIs in the Philippines offering BSOT who completed an online cross-sectional survey. A 4-point Likert-scale was used to determine the strategies, facilitators, and barriers in managing academic occupational disruptions. Descriptive statistics was used for data analysis.
UNASSIGNED: Respondents often (M = 2.95, SD = 0.94) utilize strategies for managing academic occupational disruptions, highlighting scheduling of synchronous and asynchronous sessions to balance online workload as the most utilized strategy. Respondents often (M = 3.00, SD = 0.70) encounter facilitators of managing academic occupational disruptions, citing flexibility of the school in adapting existing courses based on the context of delivery as the most common facilitator. Respondents sometimes (M = 2.19, SD = 0.95) encounter barriers to managing academic occupational disruptions, indicating need to work for income as the top barrier.
UNASSIGNED: Despite the utilization of strategies and presence of facilitators in managing academic occupational disruptions, Filipino OT educators still encountered barriers. Psychosocial support and needs were also highlighted across strategies, facilitators, and barriers in managing academic occupational disruptions. This prompts for further sustainable development of OT competence to inform occupational therapy educators on how to minimize academic occupational disruptions, to mitigate its impact, and to support students\' academic occupations.
UNASSIGNED: This study aimed to determine the strategies, facilitators, and barriers in managing academic occupational disruptions encountered by Filipino OT educators.
UNASSIGNED: Respondents were ninety (90) Filipino OT educators coming from the different HEIs in the Philippines offering BSOT who completed an online cross-sectional survey. A 4-point Likert-scale was used to determine the strategies, facilitators, and barriers in managing academic occupational disruptions. Descriptive statistics was used for data analysis.
UNASSIGNED: Respondents often (M = 2.95, SD = 0.94) utilize strategies for managing academic occupational disruptions, highlighting scheduling of synchronous and asynchronous sessions to balance online workload as the most utilized strategy. Respondents often (M = 3.00, SD = 0.70) encounter facilitators of managing academic occupational disruptions, citing flexibility of the school in adapting existing courses based on the context of delivery as the most common facilitator. Respondents sometimes (M = 2.19, SD = 0.95) encounter barriers to managing academic occupational disruptions, indicating need to work for income as the top barrier.
UNASSIGNED: Despite the utilization of strategies and presence of facilitators in managing academic occupational disruptions, Filipino OT educators still encountered barriers. Psychosocial support and needs were also highlighted across strategies, facilitators, and barriers in managing academic occupational disruptions. This prompts for further sustainable development of OT competence to inform occupational therapy educators on how to minimize academic occupational disruptions, to mitigate its impact, and to support students\' academic occupations.
摘要：
■高等教育受到大流行的严重影响，大流行导致学术职业中断并影响学生。成功从事职业的挑战会影响个人的健康和福祉。因此,对于职业治疗师（OT）教育工作者来说，了解如何管理学术职业中断以最大程度地减少其发生至关重要，减轻其影响，并支持学生的学术职业。
■本研究旨在确定策略，主持人，以及管理菲律宾OT教育工作者遇到的学术职业中断的障碍。
■受访者是来自菲律宾提供BSOT的不同HEI的九十（90）菲律宾OT教育者，他们完成了在线横断面调查。使用4点李克特量表来确定策略，主持人，以及管理学术职业中断的障碍。描述性统计用于数据分析。
■受访者通常（M=2.95，SD=0.94）使用管理学术职业中断的策略，突出同步和异步会话的调度，以平衡在线工作负载作为最常用的策略。受访者经常（M=3.00，SD=0.70）遇到管理学术职业中断的促进者，引用学校在适应现有课程的灵活性，根据交付的背景作为最常见的推动者。受访者有时（M=2.19，SD=0.95）遇到管理学术职业中断的障碍，表明需要将收入作为最高障碍。
■尽管在管理学术职业中断时利用了策略和主持人的存在，菲律宾OT教育工作者仍然遇到障碍。社会心理支持和需求也在战略中得到强调，主持人，以及管理学术职业中断的障碍。这促使OT能力的进一步可持续发展，以告知职业治疗教育者如何最大程度地减少学术职业干扰，为了减轻其影响，并支持学生的学术职业。
■本研究旨在确定策略，主持人，以及管理菲律宾OT教育工作者遇到的学术职业中断的障碍。
■受访者是来自菲律宾提供BSOT的不同HEI的九十（90）菲律宾OT教育者，他们完成了在线横断面调查。使用4点李克特量表来确定策略，主持人，以及管理学术职业中断的障碍。描述性统计用于数据分析。
■受访者通常（M=2.95，SD=0.94）使用管理学术职业中断的策略，突出同步和异步会话的调度，以平衡在线工作负载作为最常用的策略。受访者经常（M=3.00，SD=0.70）遇到管理学术职业中断的促进者，引用学校在适应现有课程的灵活性，根据交付的背景作为最常见的推动者。受访者有时（M=2.19，SD=0.95）遇到管理学术职业中断的障碍，表明需要将收入作为最高障碍。
■尽管在管理学术职业中断时利用了策略和主持人的存在，菲律宾OT教育工作者仍然遇到障碍。社会心理支持和需求也在战略中得到强调，主持人，以及管理学术职业中断的障碍。这促使OT能力的进一步可持续发展，以告知职业治疗教育者如何最大程度地减少学术职业干扰，为了减轻其影响，并支持学生的学术职业。
