Moses Ikiugu | University of South Dakota (original) (raw)
Papers by Moses Ikiugu
The Developmental Conceptual Model of Practice
The Cognitive Disabilities Conceptual Model of Practice
Reviewing the Client's Medical Chart
The Model of Human Occupation
General Intervention Skills
The Canadian Model of Occupational Performance
Understanding the Occupational Human Being as a Complex, Dynamical, Adaptive System
Occupational Therapy in Health Care, 2006
The purpose of this pilot study was to investigate whether the complex occupational human being m... more The purpose of this pilot study was to investigate whether the complex occupational human being may be understood using constructs derived from chaos theory such as dependence on initial conditions, fractality, and attractor conditions (Bassingthwaighte, Liebovich, & West, 1994; Buell & Cassidy, 2001; Fraser & Greenhalgh, 2001). Quantitative and qualitative data consisting of daily activities engaged in for 21 days by nine students at the University of Scranton, Scranton, Pennsylvania, was collected using activity inventories. Data analysis revealed that although the findings need to be interpreted with caution due to a small, homogeneous sample, there are indications that the above mentioned constructs from chaos theory may be used to understand the complex occupational human being.
Journal of occupational therapy education, 2021
In the socio-cultural theoretical perspectives, learning is approached as a constructed outcome o... more In the socio-cultural theoretical perspectives, learning is approached as a constructed outcome of interpersonal and intercontextual exchanges. Learners both influence and are influenced by the social and cultural milieu within which they are situated. Embedded learning draws from this perspective to prompt learning through lived experiences. Fostering cultural humility and an appreciation for cultural congruence is an important goal in occupational and physical therapy education. Embedded experiences provide rich opportunities for students to reflect on their own experiences and the experiences of others in order to understand and value differences. In this article, we report the findings of curricular shifts in which intentionally designed and facilitated cultural encounters were incorporated into several curricular courses. Outcomes indicated an improved awareness of diversity and equity as well as an appreciation for individual circumstances that impact on health outcomes.
Occupational Therapy International, Aug 1, 2003
The purpose of this study was to explore how a graduate course in occupational therapy theory can... more The purpose of this study was to explore how a graduate course in occupational therapy theory can help prepare students to develop a professional identity. Thirty students participated in the study. The course included content on the history of occupational therapy, models of practice and the social, philosophical, political and economic factors that impact on occupational therapy. The students were divided into groups of four or five where they discussed issues assigned by the instructor. An electronic blackboard was used to share the discussion with the class. Surveys of the students' opinions were used to collect data on what the students viewed as the strengths and weaknesses of the course. The students felt that the class discussions were the strongest part of the course. They felt that the course improved their critical thinking and problem solving significantly. It was concluded from the results that the course facilitated their professional identity through the connection made between theory and practice. There is a recognized need to explore the issue of developing a professional identity in occupational therapy students through courses integrating philosophical topics and clinical practice. Specifically, it is recommended that further research be carried out in educational settings with larger samples, using comparison groups and other methodologies to evaluate the issue of facilitating professional identity in occupational therapy students.
Perceptions of Occupational Therapy Educators about the Educational Preparation of Occupational Therapists for Designation as Qualified Mental Health Professionals
Occupational Therapy in Health Care, Jan 31, 2022
This study investigated educators' perspectives on whether occupational therapists were educa... more This study investigated educators' perspectives on whether occupational therapists were educationally prepared for designation as Qualified Mental Health Professionals (QMHPs) using a cross-sectional survey design followed by interviews to gather qualitative data. Fifty-two educators responded to an electronic survey questionnaire. Six of the 52 participants volunteered for follow-up interviews. Most educators (64.58%) thought that occupational therapists were prepared for designation as QMHPs (p=.04). Interview data indicated that educational programs prepared students for psychosocial practice using various content delivery methods. Occupational therapists need to advocate for recognition as significant contributors to the treatment of people with mental health challenges.
Intervention Strategies Used by Occupational Therapists Working in Mental Health and Their Theoretical Basis
Occupational Therapy in Mental Health, Apr 2, 2016
Date Presented 4/9/2016 The purpose of this research was to identify the theoretical basis of int... more Date Presented 4/9/2016 The purpose of this research was to identify the theoretical basis of intervention strategies for occupational therapy in mental health. Results support a theoretical basis of occupational therapy in mental health. This research supports a distinct value of occupational therapy in mental health. Primary Author and Speaker: Ranelle Nissen Additional Author and Speaker: Moses Ikiugu
Let teachers decide: The effects of matching and mismatching students' online lecture preference with lecture participation
Applied Cognitive Psychology, Jul 25, 2023
Efforts to tailor instruction to match students' purported learning style continue to be used... more Efforts to tailor instruction to match students' purported learning style continue to be used in higher education despite evidence challenging their value. Students were matched and mismatched to their self‐reported online learning preference to investigate the impact on academic outcomes. A total of 114 graduate health students were randomly assigned to an online lecture either matching or mismatching their previously reported preference (synchronous or asynchronous lecture participation). All students took the same multiple‐choice examination following the lecture. Independent t‐test analysis revealed no significant differences between students who were matched and mismatched to their participation preference. Asynchronous groups achieved significantly higher scores than synchronous groups. Analysis via two‐way ANOVA revealed no significant interaction between method of participation and compatibility with learning preference on examination scores. Based on the results of this study, method of participation impacted examination performance; however, matching or mismatching to students' stated learning preference did not impact performance.
Specific Interventions: Application of Conceptual Models of Practice in Occupational Therapy
Elsevier eBooks, 2007
Occupational Therapy Across the Continuum of Care
Elsevier eBooks, 2007
Occupational therapy gender imbalance; revisiting a lingering issue
Scandinavian Journal of Occupational Therapy, Jun 22, 2023
Expanded Psychosocial Occupational Therapy Practice
Elsevier eBooks, 1991
The Psychodynamic Conceptual Model
Interpreting Gathered Information
Elsevier eBooks, 2007
Psychosocial Occupational Therapy Across Ages
General Practice Considerations in Psychosocial Occupational Therapy
Elsevier eBooks, 2007
The Developmental Conceptual Model of Practice
The Cognitive Disabilities Conceptual Model of Practice
Reviewing the Client's Medical Chart
The Model of Human Occupation
General Intervention Skills
The Canadian Model of Occupational Performance
Understanding the Occupational Human Being as a Complex, Dynamical, Adaptive System
Occupational Therapy in Health Care, 2006
The purpose of this pilot study was to investigate whether the complex occupational human being m... more The purpose of this pilot study was to investigate whether the complex occupational human being may be understood using constructs derived from chaos theory such as dependence on initial conditions, fractality, and attractor conditions (Bassingthwaighte, Liebovich, & West, 1994; Buell & Cassidy, 2001; Fraser & Greenhalgh, 2001). Quantitative and qualitative data consisting of daily activities engaged in for 21 days by nine students at the University of Scranton, Scranton, Pennsylvania, was collected using activity inventories. Data analysis revealed that although the findings need to be interpreted with caution due to a small, homogeneous sample, there are indications that the above mentioned constructs from chaos theory may be used to understand the complex occupational human being.
Journal of occupational therapy education, 2021
In the socio-cultural theoretical perspectives, learning is approached as a constructed outcome o... more In the socio-cultural theoretical perspectives, learning is approached as a constructed outcome of interpersonal and intercontextual exchanges. Learners both influence and are influenced by the social and cultural milieu within which they are situated. Embedded learning draws from this perspective to prompt learning through lived experiences. Fostering cultural humility and an appreciation for cultural congruence is an important goal in occupational and physical therapy education. Embedded experiences provide rich opportunities for students to reflect on their own experiences and the experiences of others in order to understand and value differences. In this article, we report the findings of curricular shifts in which intentionally designed and facilitated cultural encounters were incorporated into several curricular courses. Outcomes indicated an improved awareness of diversity and equity as well as an appreciation for individual circumstances that impact on health outcomes.
Occupational Therapy International, Aug 1, 2003
The purpose of this study was to explore how a graduate course in occupational therapy theory can... more The purpose of this study was to explore how a graduate course in occupational therapy theory can help prepare students to develop a professional identity. Thirty students participated in the study. The course included content on the history of occupational therapy, models of practice and the social, philosophical, political and economic factors that impact on occupational therapy. The students were divided into groups of four or five where they discussed issues assigned by the instructor. An electronic blackboard was used to share the discussion with the class. Surveys of the students' opinions were used to collect data on what the students viewed as the strengths and weaknesses of the course. The students felt that the class discussions were the strongest part of the course. They felt that the course improved their critical thinking and problem solving significantly. It was concluded from the results that the course facilitated their professional identity through the connection made between theory and practice. There is a recognized need to explore the issue of developing a professional identity in occupational therapy students through courses integrating philosophical topics and clinical practice. Specifically, it is recommended that further research be carried out in educational settings with larger samples, using comparison groups and other methodologies to evaluate the issue of facilitating professional identity in occupational therapy students.
Perceptions of Occupational Therapy Educators about the Educational Preparation of Occupational Therapists for Designation as Qualified Mental Health Professionals
Occupational Therapy in Health Care, Jan 31, 2022
This study investigated educators' perspectives on whether occupational therapists were educa... more This study investigated educators' perspectives on whether occupational therapists were educationally prepared for designation as Qualified Mental Health Professionals (QMHPs) using a cross-sectional survey design followed by interviews to gather qualitative data. Fifty-two educators responded to an electronic survey questionnaire. Six of the 52 participants volunteered for follow-up interviews. Most educators (64.58%) thought that occupational therapists were prepared for designation as QMHPs (p=.04). Interview data indicated that educational programs prepared students for psychosocial practice using various content delivery methods. Occupational therapists need to advocate for recognition as significant contributors to the treatment of people with mental health challenges.
Intervention Strategies Used by Occupational Therapists Working in Mental Health and Their Theoretical Basis
Occupational Therapy in Mental Health, Apr 2, 2016
Date Presented 4/9/2016 The purpose of this research was to identify the theoretical basis of int... more Date Presented 4/9/2016 The purpose of this research was to identify the theoretical basis of intervention strategies for occupational therapy in mental health. Results support a theoretical basis of occupational therapy in mental health. This research supports a distinct value of occupational therapy in mental health. Primary Author and Speaker: Ranelle Nissen Additional Author and Speaker: Moses Ikiugu
Let teachers decide: The effects of matching and mismatching students' online lecture preference with lecture participation
Applied Cognitive Psychology, Jul 25, 2023
Efforts to tailor instruction to match students' purported learning style continue to be used... more Efforts to tailor instruction to match students' purported learning style continue to be used in higher education despite evidence challenging their value. Students were matched and mismatched to their self‐reported online learning preference to investigate the impact on academic outcomes. A total of 114 graduate health students were randomly assigned to an online lecture either matching or mismatching their previously reported preference (synchronous or asynchronous lecture participation). All students took the same multiple‐choice examination following the lecture. Independent t‐test analysis revealed no significant differences between students who were matched and mismatched to their participation preference. Asynchronous groups achieved significantly higher scores than synchronous groups. Analysis via two‐way ANOVA revealed no significant interaction between method of participation and compatibility with learning preference on examination scores. Based on the results of this study, method of participation impacted examination performance; however, matching or mismatching to students' stated learning preference did not impact performance.
Specific Interventions: Application of Conceptual Models of Practice in Occupational Therapy
Elsevier eBooks, 2007
Occupational Therapy Across the Continuum of Care
Elsevier eBooks, 2007
Occupational therapy gender imbalance; revisiting a lingering issue
Scandinavian Journal of Occupational Therapy, Jun 22, 2023
Expanded Psychosocial Occupational Therapy Practice
Elsevier eBooks, 1991
The Psychodynamic Conceptual Model
Interpreting Gathered Information
Elsevier eBooks, 2007
Psychosocial Occupational Therapy Across Ages
General Practice Considerations in Psychosocial Occupational Therapy
Elsevier eBooks, 2007
Meaningful Living across the Lifespan: Occupation-Based Intervention Strategies for Occupational Therapists and Scientists (Occupational Therapy for a Changing World)
In this book, Ikiugu and Pollard explore the notion of meaningfulness, in the light of Viktor Fra... more In this book, Ikiugu and Pollard explore the notion of meaningfulness, in the light of Viktor Frankl's (1992) assertions that the will to meaning is the primary motivation for behavior in human existence, and that the frustration of the pursuit for meaning in the modern and Western world constituted what he termed 'existential vacuum', leading in turn to what he called 'noogenic neurosis' or 'the disease of meaninglessness' The authors then show how occupation can be used in meaning-making to counter the 'disease of meaninglessness'. Though the notion of the notion of meaningfulness is central to occupational therapy practice (AOTA, 2008), it has never really been investigated in depth in the profession's literature This book is aimed at occupational therapy and occupational science students, occupational therapy clinicians, and occupational scientists. Each chapter begins with learning objectives, personal growth objectives, and definition of key terms, followed by the content, and finally by self-exploration exercise. This approach makes the book applicable to students who are studying the relationship between occupation and meaningful living. The exercises are experiential making it possible for people to apply these concepts in their own lives. This is a unique, new approach which has not been used much in occupational therapy and occupational science literature before. The approach has been tested by the authors teaching experience on the philosophical and theoretical foundaitons of occupational therapy and the therapeutic use of self. About the authors Moses N. Ikiugu is Professor of Occupational Therapy, University of South Dakota, USA Nick Pollard is Senior Lecturer in Occupational Therapy, Sheffield Hallam University, UK About the Series: Critical Studies in Occupational Therapy and Occupational Science This book is the first in this new series. Future titles include Critical Debates on the Science and Art of Occupational Therapy by Alison Blank and Rod Lambert, and Occupation Based Practice for Social Inclusion by Nick Pollard, Sarah Kantartzis and Hanneke Van Bruggen.
McGill University Symposium- Rehabilitation in the face of Climate Change, 2020
Environmental sustainability is probably the most significant factor in health and it is the resp... more Environmental sustainability is probably the most significant factor in health and it is the responsibility of all practitioners to be aware of its various dimensions in relation to impact on human life (Beltran et al 2016; Jennings et al 2016). It is pretty well universally understood that most current climate change is a consequence of human behaviour. The clarity of skies following world flight bans after 9/11, and the international reduction of pollution during the COVID 19 lockdowns are clear illustrations of this. They demonstrate the threat that humans pose not only to themselves, but to the planet. The global emergency created through COVID 19, as has been noted for other pandemics (Madhav et al 2017), may have been facilitated by poor environmental controls and a lack of sensibilities, and procedures for its limitation has certainly relied on humans changing their behaviours. Enforcement of the measures could not be totally effective, they had to rely on people voluntarily adjusting their lives and habits to new protocols. COVID 19 has been a significant event, and while it has affected a proportion of the world’s population, the wider effects have touched almost everyone in the globe, and are still to be played out. One of the key threats to health – aside from climate change – has been that of a global pandemic, and it was always anticipated that climate change would interplay with any such development as the UN environment programme points out (2020).