Participant Outcomes and Facilitator Experiences Following a Community Living Skills Program for Adult Mental Health Consumers.

Outcomes from participating in a six-week small-group living skills program, periodically implemented over two years with twelve adult mental health consumers, are reported as a case study. Occupational therapy and recovery-oriented approaches underpinned the development and implementation of the program thus it was important that outcome measures aligned with these perspectives. Data were gathered pre and post program using the Canadian Occupational Performance Measure (COPM) and the Life Skills Profile-16 (LSP-16) in each iteration of the program.

The impact of face-to-face mental health consumer-led teaching on occupational therapy student empathy levels: Two group comparison design.

Introduction: Australian and New Zealand accreditation standards for occupational therapy courses mandate consumer involvement in the design, delivery, and evaluation of courses. Consumer involvement in medical, dental, and nursing education has been evidenced as a factor for increasing student empathy. To date, there has been no known research on the impact of mental health consumer involvement on occupational therapy students' empathy.

Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students.

Academic integrity is viewed as honest and responsible scholarship and the moral code of academia. Reported incidences of academic dishonesty among health professional students are widespread and may be an indicator of future unprofessional behaviour in the workplace. This study investigated the potential predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students.

Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand.

Introduction: Recovery-oriented practice policies and occupational therapy education accreditation standards require that consumers are engaged in the design, delivery and evaluation of curricula. This consumer involvement (sometimes referred to as service-user involvement or patient involvement in other contexts) should go beyond consumers simply 'telling their stories' to more meaningful collaboration in curricula. This study was designed to map the current patterns of consumer involvement in occupational therapy programs across Australia and Aotearoa New Zealand.

Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students.

Background: Research into the prevalence of dishonest academic behaviours suggests that such behaviours may be extensive among international students in higher education.

Objective: To compare the academic integrity of domestic and international occupational therapy students and identify possible contributors to students' engagement in dishonest academic behaviours.

Design: A quantitative cross-sectional study using a survey containing several standardised scales was used to collect the data.

Mental health consumer participation in undergraduate occupational therapy student assessment: No negative impact.

Background/aim: Australian accreditation standards for occupational therapy courses require consumer participation in the design, delivery and evaluation of programs. This study investigated whether a mental health consumer - as one of two assessors for an oral assessment in a mental health unit - impacted engagement, anxiety states and academic performance of undergraduate occupational therapy students.

Methods: Students (n = 131 eligible) self-selected into two groups but were blinded to the group differences (assessor panel composition) until shortly prior to the oral assessment.

Descriptive profile of the academic integrity of Australian occupational therapy students.

Background: Academic integrity is the moral code of academia. Students who demonstrate trustworthiness in an academic setting are more likely to be dependable in a clinical setting. It is, therefore, important for occupational therapy academic and fieldwork educators to know the academic integrity profile of their students and to address any areas of academic dishonesty in curriculum design and delivery.