Patricia Schaber PhD - Academia.edu (original) (raw)

Papers by Patricia Schaber PhD

Research paper thumbnail of Using the occupational therapy practice guidelines for adults with Alzheimer's disease and related disorders (ADRD) to enhance your practice

Research paper thumbnail of Interrater Reliability of the Revised Cognitive Performance Test (CPT): Assessing Cognition in People With Neurocognitive Disorders

American Journal of Occupational Therapy, 2016

Research paper thumbnail of Tracking Rate of Cognitive-Functional Decline in Older Adults With Neurocognitive Disorders

American Journal of Occupational Therapy, 2015

Research paper thumbnail of Online course design for teaching critical thinking

Journal of Allied Health, 2012

Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the p... more Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future professional practice. In a focus group, eight students identified four effective course design features that contributed to their CT skill development: highly structured learning, timely feedback from instructor, repetition of assignments, and active engagement with the material.

Research paper thumbnail of Incorporating problem-based learning and video technology in teaching group process in an occupational therapy curriculum

Journal of Allied Health, Feb 1, 2005

This paper describes an innovative, cost-effective method for teaching group dynamics in an occup... more This paper describes an innovative, cost-effective method for teaching group dynamics in an occupational therapy curriculum. The revised "Models of Group Dynamics" course incorporated problem-based learning (PBL) sessions and video technology. In this single-semester course, the class of 24 students was divided into small groups of five to seven students. Each group participated in six hours of PBL sessions and six hours of observation. PBL; effectively served as the instructional methodology to stimulate group dynamics because it demands that the students engage in the group process by creating an open structure for discussion, negotiating goals, and building team consensus in the group. The PBL experience facilitated the integration of the various content areas of the curriculum by expecting the student to apply previous learning to the construction of a therapeutic treatment plan. Through the use of a closed-circuit video monitor, students in the observation group analyzed group process skills in real time without interruption. This format provided the opportunity for students to generate feedback responses about group process with faculty guidance. The use of a closed-circuit video monitor was a low-cost, effective tool that facilitated the learning process. Measures of student learning indicated that the new course design was effective in meeting course objectives. Measures of the effectiveness of the new course design included focus groups conducted in two time periods: after completion of the course and after completion of fieldwork. The results demonstrated that the course had continuing impact on group skills carried into the fieldwork experience.

Research paper thumbnail of Teaching Program Development and Evaluation Through a Service Learning Project in Community-Based Adult Day Services

Occupational Therapy in Health Care, 2010

ABSTRACT This paper examines an instructional methodology, service learning, as a method for teac... more ABSTRACT This paper examines an instructional methodology, service learning, as a method for teaching program development and evaluation in adult day service centers. Adult day service, an emerging practice area, provides an opportunity for students to learn program development while they explore and meet the occupational needs of elders living in the community. Students learn to design and implement day service activities to benefit both the agencies and people they are serving. In this study, 39 students were surveyed before and after a service learning experience to determine if they perceived service learning as effective in increasing knowledge and confidence to develop, implement, and evaluate an adult day services program module. In an evaluation of the service learning project, students reported that their knowledge and confidence increased significantly in assessing organizations and populations, designing and carrying out an activity with well elderly, and creating an evaluation measure. Furthermore, students reported a high level of comfort in working with elderly populations before and after the service learning experience.

Research paper thumbnail of Designing Learning Environments to Foster Affective Learning: Comparison of Classroom to Blended Learning

International Journal for the Scholarship of Teaching and Learning, 2010

Affective learning is a key dimension of health professional education and involves teaching topi... more Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare them to be novice practitioners. The move in higher education toward online and blended learning (a mix of online and traditional, classroom-based learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, Professional Identity: Behaviors and Attitudes, from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students' perceived understanding of topics related to affective learning, the blended learning group perceived a significantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group.

Research paper thumbnail of Family decision making : examining the decision context, process, and outcome when employees are offered long term care insurance /

Appendices: leaves 171-176. Thesis (Ph. D.)--University of Minnesota, 2004. Major: Family social ... more Appendices: leaves 171-176. Thesis (Ph. D.)--University of Minnesota, 2004. Major: Family social science. Minor: Gerontology. Includes bibliographical references (leaves 155-170).

Research paper thumbnail of Keynote address: searching for and identifying signature pedagogies in occupational therapy education

The American journal of occupational therapy : official publication of the American Occupational Therapy Association

Research paper thumbnail of Online course design for teaching critical thinking

Journal of allied health, 2012

Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the p... more Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future profession...

Research paper thumbnail of Incorporating problem-based learning and video technology in teaching group process in an occupational therapy curriculum

Journal of allied health, 2005

This paper describes an innovative, cost-effective method for teaching group dynamics in an occup... more This paper describes an innovative, cost-effective method for teaching group dynamics in an occupational therapy curriculum. The revised "Models of Group Dynamics" course incorporated problem-based learning (PBL) sessions and video technology. In this single-semester course, the class of 24 students was divided into small groups of five to seven students. Each group participated in six hours of PBL sessions and six hours of observation. PBL; effectively served as the instructional methodology to stimulate group dynamics because it demands that the students engage in the group process by creating an open structure for discussion, negotiating goals, and building team consensus in the group. The PBL experience facilitated the integration of the various content areas of the curriculum by expecting the student to apply previous learning to the construction of a therapeutic treatment plan. Through the use of a closed-circuit video monitor, students in the observation group analy...

Research paper thumbnail of FIRO Model: A Framework for Family-Centered Care

Physical & Occupational Therapy in Geriatrics, 2003

Research paper thumbnail of Teaching Program Development and Evaluation Through a Service Learning Project in Community-Based Adult Day Services

Occupational Therapy in Health Care, 2010

ABSTRACT This paper examines an instructional methodology, service learning, as a method for teac... more ABSTRACT This paper examines an instructional methodology, service learning, as a method for teaching program development and evaluation in adult day service centers. Adult day service, an emerging practice area, provides an opportunity for students to learn program development while they explore and meet the occupational needs of elders living in the community. Students learn to design and implement day service activities to benefit both the agencies and people they are serving. In this study, 39 students were surveyed before and after a service learning experience to determine if they perceived service learning as effective in increasing knowledge and confidence to develop, implement, and evaluate an adult day services program module. In an evaluation of the service learning project, students reported that their knowledge and confidence increased significantly in assessing organizations and populations, designing and carrying out an activity with well elderly, and creating an evaluation measure. Furthermore, students reported a high level of comfort in working with elderly populations before and after the service learning experience.

Research paper thumbnail of Opening the Self to an Exploration of Diversity: An Introductory In-Class Activity

Occupational Therapy in Health Care, 2005

Research paper thumbnail of Qualitative Evaluation of a Management Course Project: Creating New Job Possibilities for Occupational Therapy

Occupational Therapy In Health Care, 2002

SUMMARY A qualitative analysis of a ten-step management course project in occupational therapy ed... more SUMMARY A qualitative analysis of a ten-step management course project in occupational therapy education demonstrates the students changed perception of future job possibilities. The assignment, designed using a student-centered approach, bridges individual skills and interests with the creation of an occupational therapy position in an emerging market. The thematic analysis indicated the outcomes of the assignment were: a changed perception in the importance of a good fit between practitioner skills and the agency or program needs, added confidence in the students' skills based on a review of the two years of academic education, and a positive, anticipated transition of the academic knowledge base into real world experience. Student presentations served to measure the ability to articulate the services of occupational therapy within arenas unfamiliar to the profession.

Research paper thumbnail of Factors Impacting Group Long-Term Care Insurance Enrollment Decisions

Journal of Family and Economic Issues, 2007

This paper examines factors that influence whether or not employees choose to enroll in a group l... more This paper examines factors that influence whether or not employees choose to enroll in a group long-term care insurance plan. A conceptual family decision-making framework is used to group factors to study the enrollment decision of 509 state employees who were offered a long-term care insurance plan in 2000. Logistic regression results revealed that employee age, perceived risk, perceived affordability, decision-making style (communication with others and use of information), goals of control and choice, goal of financial peace of mind, household income, and potential caregiver availability explained 68.7% of the decision to enroll. Results support the key role of perception, specifically the perceived risk of needing long-term care and the affordability of the insurance plan, in the decision outcome.

Research paper thumbnail of Using Cognitive-Functional Assessment to Predict Self-Care performance of Memory Care Tenants

American Journal of Alzheimer's Disease and Other Dementias, 2013

A challenge in admitting individuals with Alzheimer's dis... more A challenge in admitting individuals with Alzheimer's disease and related dementias into memory care residential facilities is determining the appropriate level of service based on abilities and care needs. At intake, the incoming tenant's functional performance capacity is obtained through family or proxy report corroborated with screening results of global cognitive function. Based on this information, the agency determines the level of service needs; if misjudged, inadequate placement can be stressful for the individual and family and costly for the facility. This study examined the predictive validity of a clinically administered assessment of cognitive-functional performance, Cognitive Performance Test (CPT), in gauging service needs in 4 activities of daily living (ADL; dressing, eating/feeding, showering, and toothbrushing) with 57 tenants residing in a memory care-assisted living facility. Linear regression results revealed a significant relationship between CPT scores and ADL performance in all areas (P < .001) with CPT scores accounting for 51% to 62% of the variability in performance.

Research paper thumbnail of Building student community in a hybrid program

The concept of student community has been shown to enhance learning, empower students, and increa... more The concept of student community has been shown to enhance learning, empower students, and increase engagement in the learning process. An occupational therapy program transformed classroom-based learning to a hybrid platform with over 70% of the course content online and expanded from one to two learning sites. Based on faculty concerns about occupational therapy students’ experience of belonging to a community, this study compared student-perceived sense of community in the first and final didactic semesters of a hybrid Master's program. Using the Classroom and School Community Inventory and a Checklist of 24 Points of Contact, faculty found over 90% of students reported a sense of community with no significant differences from start to finish of the didactic program, or between learning sites. Furthermore, students reported informal, out-of-classroom interactions with colleagues, group assignments, and face-to-face classroom sessions as the strongest points of contact contributing to a sense of student community.

Research paper thumbnail of Using the occupational therapy practice guidelines for adults with Alzheimer's disease and related disorders (ADRD) to enhance your practice

Research paper thumbnail of Interrater Reliability of the Revised Cognitive Performance Test (CPT): Assessing Cognition in People With Neurocognitive Disorders

American Journal of Occupational Therapy, 2016

Research paper thumbnail of Tracking Rate of Cognitive-Functional Decline in Older Adults With Neurocognitive Disorders

American Journal of Occupational Therapy, 2015

Research paper thumbnail of Online course design for teaching critical thinking

Journal of Allied Health, 2012

Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the p... more Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future professional practice. In a focus group, eight students identified four effective course design features that contributed to their CT skill development: highly structured learning, timely feedback from instructor, repetition of assignments, and active engagement with the material.

Research paper thumbnail of Incorporating problem-based learning and video technology in teaching group process in an occupational therapy curriculum

Journal of Allied Health, Feb 1, 2005

This paper describes an innovative, cost-effective method for teaching group dynamics in an occup... more This paper describes an innovative, cost-effective method for teaching group dynamics in an occupational therapy curriculum. The revised "Models of Group Dynamics" course incorporated problem-based learning (PBL) sessions and video technology. In this single-semester course, the class of 24 students was divided into small groups of five to seven students. Each group participated in six hours of PBL sessions and six hours of observation. PBL; effectively served as the instructional methodology to stimulate group dynamics because it demands that the students engage in the group process by creating an open structure for discussion, negotiating goals, and building team consensus in the group. The PBL experience facilitated the integration of the various content areas of the curriculum by expecting the student to apply previous learning to the construction of a therapeutic treatment plan. Through the use of a closed-circuit video monitor, students in the observation group analyzed group process skills in real time without interruption. This format provided the opportunity for students to generate feedback responses about group process with faculty guidance. The use of a closed-circuit video monitor was a low-cost, effective tool that facilitated the learning process. Measures of student learning indicated that the new course design was effective in meeting course objectives. Measures of the effectiveness of the new course design included focus groups conducted in two time periods: after completion of the course and after completion of fieldwork. The results demonstrated that the course had continuing impact on group skills carried into the fieldwork experience.

Research paper thumbnail of Teaching Program Development and Evaluation Through a Service Learning Project in Community-Based Adult Day Services

Occupational Therapy in Health Care, 2010

ABSTRACT This paper examines an instructional methodology, service learning, as a method for teac... more ABSTRACT This paper examines an instructional methodology, service learning, as a method for teaching program development and evaluation in adult day service centers. Adult day service, an emerging practice area, provides an opportunity for students to learn program development while they explore and meet the occupational needs of elders living in the community. Students learn to design and implement day service activities to benefit both the agencies and people they are serving. In this study, 39 students were surveyed before and after a service learning experience to determine if they perceived service learning as effective in increasing knowledge and confidence to develop, implement, and evaluate an adult day services program module. In an evaluation of the service learning project, students reported that their knowledge and confidence increased significantly in assessing organizations and populations, designing and carrying out an activity with well elderly, and creating an evaluation measure. Furthermore, students reported a high level of comfort in working with elderly populations before and after the service learning experience.

Research paper thumbnail of Designing Learning Environments to Foster Affective Learning: Comparison of Classroom to Blended Learning

International Journal for the Scholarship of Teaching and Learning, 2010

Affective learning is a key dimension of health professional education and involves teaching topi... more Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare them to be novice practitioners. The move in higher education toward online and blended learning (a mix of online and traditional, classroom-based learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, Professional Identity: Behaviors and Attitudes, from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students' perceived understanding of topics related to affective learning, the blended learning group perceived a significantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group.

Research paper thumbnail of Family decision making : examining the decision context, process, and outcome when employees are offered long term care insurance /

Appendices: leaves 171-176. Thesis (Ph. D.)--University of Minnesota, 2004. Major: Family social ... more Appendices: leaves 171-176. Thesis (Ph. D.)--University of Minnesota, 2004. Major: Family social science. Minor: Gerontology. Includes bibliographical references (leaves 155-170).

Research paper thumbnail of Keynote address: searching for and identifying signature pedagogies in occupational therapy education

The American journal of occupational therapy : official publication of the American Occupational Therapy Association

Research paper thumbnail of Online course design for teaching critical thinking

Journal of allied health, 2012

Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the p... more Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future profession...

Research paper thumbnail of Incorporating problem-based learning and video technology in teaching group process in an occupational therapy curriculum

Journal of allied health, 2005

This paper describes an innovative, cost-effective method for teaching group dynamics in an occup... more This paper describes an innovative, cost-effective method for teaching group dynamics in an occupational therapy curriculum. The revised "Models of Group Dynamics" course incorporated problem-based learning (PBL) sessions and video technology. In this single-semester course, the class of 24 students was divided into small groups of five to seven students. Each group participated in six hours of PBL sessions and six hours of observation. PBL; effectively served as the instructional methodology to stimulate group dynamics because it demands that the students engage in the group process by creating an open structure for discussion, negotiating goals, and building team consensus in the group. The PBL experience facilitated the integration of the various content areas of the curriculum by expecting the student to apply previous learning to the construction of a therapeutic treatment plan. Through the use of a closed-circuit video monitor, students in the observation group analy...

Research paper thumbnail of FIRO Model: A Framework for Family-Centered Care

Physical & Occupational Therapy in Geriatrics, 2003

Research paper thumbnail of Teaching Program Development and Evaluation Through a Service Learning Project in Community-Based Adult Day Services

Occupational Therapy in Health Care, 2010

ABSTRACT This paper examines an instructional methodology, service learning, as a method for teac... more ABSTRACT This paper examines an instructional methodology, service learning, as a method for teaching program development and evaluation in adult day service centers. Adult day service, an emerging practice area, provides an opportunity for students to learn program development while they explore and meet the occupational needs of elders living in the community. Students learn to design and implement day service activities to benefit both the agencies and people they are serving. In this study, 39 students were surveyed before and after a service learning experience to determine if they perceived service learning as effective in increasing knowledge and confidence to develop, implement, and evaluate an adult day services program module. In an evaluation of the service learning project, students reported that their knowledge and confidence increased significantly in assessing organizations and populations, designing and carrying out an activity with well elderly, and creating an evaluation measure. Furthermore, students reported a high level of comfort in working with elderly populations before and after the service learning experience.

Research paper thumbnail of Opening the Self to an Exploration of Diversity: An Introductory In-Class Activity

Occupational Therapy in Health Care, 2005

Research paper thumbnail of Qualitative Evaluation of a Management Course Project: Creating New Job Possibilities for Occupational Therapy

Occupational Therapy In Health Care, 2002

SUMMARY A qualitative analysis of a ten-step management course project in occupational therapy ed... more SUMMARY A qualitative analysis of a ten-step management course project in occupational therapy education demonstrates the students changed perception of future job possibilities. The assignment, designed using a student-centered approach, bridges individual skills and interests with the creation of an occupational therapy position in an emerging market. The thematic analysis indicated the outcomes of the assignment were: a changed perception in the importance of a good fit between practitioner skills and the agency or program needs, added confidence in the students' skills based on a review of the two years of academic education, and a positive, anticipated transition of the academic knowledge base into real world experience. Student presentations served to measure the ability to articulate the services of occupational therapy within arenas unfamiliar to the profession.

Research paper thumbnail of Factors Impacting Group Long-Term Care Insurance Enrollment Decisions

Journal of Family and Economic Issues, 2007

This paper examines factors that influence whether or not employees choose to enroll in a group l... more This paper examines factors that influence whether or not employees choose to enroll in a group long-term care insurance plan. A conceptual family decision-making framework is used to group factors to study the enrollment decision of 509 state employees who were offered a long-term care insurance plan in 2000. Logistic regression results revealed that employee age, perceived risk, perceived affordability, decision-making style (communication with others and use of information), goals of control and choice, goal of financial peace of mind, household income, and potential caregiver availability explained 68.7% of the decision to enroll. Results support the key role of perception, specifically the perceived risk of needing long-term care and the affordability of the insurance plan, in the decision outcome.

Research paper thumbnail of Using Cognitive-Functional Assessment to Predict Self-Care performance of Memory Care Tenants

American Journal of Alzheimer's Disease and Other Dementias, 2013

A challenge in admitting individuals with Alzheimer's dis... more A challenge in admitting individuals with Alzheimer's disease and related dementias into memory care residential facilities is determining the appropriate level of service based on abilities and care needs. At intake, the incoming tenant's functional performance capacity is obtained through family or proxy report corroborated with screening results of global cognitive function. Based on this information, the agency determines the level of service needs; if misjudged, inadequate placement can be stressful for the individual and family and costly for the facility. This study examined the predictive validity of a clinically administered assessment of cognitive-functional performance, Cognitive Performance Test (CPT), in gauging service needs in 4 activities of daily living (ADL; dressing, eating/feeding, showering, and toothbrushing) with 57 tenants residing in a memory care-assisted living facility. Linear regression results revealed a significant relationship between CPT scores and ADL performance in all areas (P < .001) with CPT scores accounting for 51% to 62% of the variability in performance.

Research paper thumbnail of Building student community in a hybrid program

The concept of student community has been shown to enhance learning, empower students, and increa... more The concept of student community has been shown to enhance learning, empower students, and increase engagement in the learning process. An occupational therapy program transformed classroom-based learning to a hybrid platform with over 70% of the course content online and expanded from one to two learning sites. Based on faculty concerns about occupational therapy students’ experience of belonging to a community, this study compared student-perceived sense of community in the first and final didactic semesters of a hybrid Master's program. Using the Classroom and School Community Inventory and a Checklist of 24 Points of Contact, faculty found over 90% of students reported a sense of community with no significant differences from start to finish of the didactic program, or between learning sites. Furthermore, students reported informal, out-of-classroom interactions with colleagues, group assignments, and face-to-face classroom sessions as the strongest points of contact contributing to a sense of student community.