RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com Occupational therapy programs throughout the United States are placing an emphasis on designing curriculum to enhance students cultural competence in order to meet the demands of an increasingly diverse population. (Kong et al. 1999) Occupational therapy practitioners need to be aware and educated on how to interact with people of different cultural backgrounds, including ways to build rapport, and engage in culturally responsive care (Humbert, 2012). In alignment with the demand for culturally relevant practice, the ACOTE requires occupational therapy programs include both national and international resources in making assessment and intervention choices, and encourage the influence of contributions of cultural factors to education, research, and practice (Sood et al. 2014, p. 13). According to Horton (2009), one specific way educational programs can enhance their students cultural awareness is encouraging and offering ways for students to travel abroad. The foundation for clinical skills is provided within the classroom setting, and further developed with level I and level II fieldwork opportunities throughout the occupational therapy students education. According to the American Occupational Therapy Association, the goal of level I fieldwork is to ”introduce students to the fieldwork experience, and develop a basic comfort level with an understanding of the needs of clients.” (AOTA, 2013) In order for international opportunities to be considered part of the fieldwork experience, placements must comply with the Accreditation Council for Occupational Therapy Standards. This requires that the fieldwork placement align with the curricular themes of the specific university, include a memorandum of understanding, and ensure qualified personnel supervise the student (ACOTE, 2007, a,b&c). Consistency among research regarding international fieldwork placements (IFPs) highlights the potential for international placements to foster knowledge in a way that is global and comprehensive (Haro et al 2014, Barker et al 2010, Humert et al 2012, Whiteford et al, 2007, & Simoenelis et al 2011). Following an IFP, McAllister et al. (2006), found students reported increased ability to identify stereotypical patterns of thinking, re-evaluated their own assumptions, and reconstructed their understanding of other cultures. Similarly, Humbert et al. (2012) found students discussed increased cultural awareness, and adaptability by responding to new challenges. Overall, existing literature supports the opportunity for the occupational therapy studenst to engage in the provision of therapy services to diverse populations, as it exposes students to a unique clientele and fosters the development of culturally competent practice. REVIEW OF THE LITERATURE ABSTRACT Alexandra Groot, OTD/S Faculty Advisor: Elena Espiritu, OTD, OTR/L Expert Mentors: Janet Braun, Study Abroad Advisor and Operations Director Shelly Jewell, Director of Study Abroad Residency Project: Exploring International Education Opportunities For Belmont OTD Students SUMMARY According to the United States Census Bureau, ethnic minorities will account for 48% of the U.S. population by the year 2050. (United States Census Bureau, 2012). As the health field pushes for a more global outlook regarding the provision of health services, educating students on diversity and cultural awareness is a necessity. Providing the opportunity to participate in international fieldwork placements can allow future Belmont Occupational Therapy Students a unique opportunity for both personal and profession growth. REFERENCES The purpose of this residency project was to create a framework for international experiences (e.g. therapy based mission trips, and fieldwork experiences) to enrich Belmont Doctorate of Occupational Therapy student’s education regarding the distribution of therapeutic services in diverse populations. By including the opportunity for international involvement within the curriculum, students can engage in a unique experience for growth in a way that traditional fieldwork may not. American Occupational Therapy Association. (2010). Occupational therapy code of ethics and ethics standards (2010). American Journal of Occupational Therapy, 64(6 Suppl.), S17-S26. doi:10.5014/ajot.2010.64S17 Barker, A., Kinsella, E.A., Bossers, A. (2010). Learning in international practice placement education: a grounded theory study. British Journal of Occupational Therapy, 73(1), 29-37. Callister, L.C. & Harmer, A.C. (2006). Opening our hearts and minds: The meaning of international clincal nursing electives in the personal and professional lives of nurses. Nursing and Health Sciences, 8, 95-102. Gat, S., & Ratzon, N.Z. (2014). Comparison of occupational therapy students’ perceived skills after traditional and nontraditional fieldwork. American Journal of Occupational Therapy, 68(2), 47-54. doi:10.5014/ajot2014.007732. Haro, A.V., Knight, B.P., Cameron, D.L., Nixon, S.A, Ahluwalia, P.A.,Hicks, E.L. (2014). Becoming an occupational therapist: Perceived influence of international fieldwork placements on clinical practice. Canadian Journal of Occupational Therapy, 8(3), 173-182. doi: 10.1177/0008417414534629. Horton, Ayana. (2009). Internationalizing occupational therapy education. British Journal of Occupational Therapy, 72(5), 227-233. Humbert, T. K., Burket, A., Deveney, R., & Kennedy, K. (2012). Occupational therapy students’ perspectives regarding international cross-cultural experiences. Australian Occupational Therapy Journal, 59(3), 225–34. Kong, H., Hom, H., & Kong, H. (1999). Cross-cultural awareness and occupational therapy education. Occupational Therapy International, 6(1), 24–34. Knecht-Sabres, L. J. (2013). Experiential learning in occupational therapy: Can it enhance readiness for clinical practice? Journal of Experiential Education, 36(1), 22–36. McAllister, L., Whiteford, G., Hill, B., Thomas, N., Fitzgerald, M. (2006). Reflection in intercultural learning: examining the international experience through a critical incident approach. Reflective Practice, 7(3), 367-381. Overton, A., Clark, M., & Yvonne, T. (2009). A review of non-traditional occupational therapy practice placement education: a focus on role-emerging and project placements. British Journal of Occupational Therapy, 72(7), 294-301. Simonelis, J., Njelesani, J., Novak, L., Kuzma, C., & Cameron, D. (2011). International fieldwork placements and occupational therapy: lived experiences of the major stakeholders. Australian occupational therapy journal, 58(5), 370–377. Whiteford, G. E., & McAllister, L. (2007). Politics and complexity in intercultural fieldwork: The Vietnam experience. Australian Occupational Therapy Journal, 54, 74-83. Whiteford, G., & St-clair, V. W. (2002). Being prepared for diversity in practice: occupational therapy students ’ perceptions of valuable intercultural learning experiences. Australian Occupational Therapy Journal, 65(3),129-137. CURRICULAR THEMES Faith-Based Advocacy Clinical Excellence Entrepreneurial Leadership Phase 1 • Exploration of existing literature • Identify ACOTE standards regarding international fieldwork opportunities Phase 2 • Collaborate with Study Abroad department • Identify international opportunities • Gain an in-depth understanding of cultural competence Phase 3 • Experiential Component in Guatemala • Create Student Pre-travel Manual Phase 4 • Create potential student activities • Dissemination of project with academic fieldwork coordinator MISSION My mission is to demonstrate faith-based advocacy by exploring international educational opportunities for future Belmont OTD students. This will provide client-centered, occupation-based services to a population in need, as well as allow future students the potential to develop a deeper sense of cultural awareness and understanding. Barker et al (2010) Personal and professional development Thinking outside the box/Confidence Adaptability Cultural sensivity Haro et al (2014) Active Ingredients: confidence • Creativity • Cultural Sensitivity • Problem Solving OT roles: • Communication • Client-centered practice Competitive Edge Simonelis et al (2011) Collaborative Learning Cultural Negotiations Thinking on my own Humbert et al (2012) Connectedness Cultural awarness Complexity Whiteford et al (2007) Client-Centered practice Learning through doing Doing Callister & Harmer (2006) Cultural competence Interpersonal connections Commitment to making a difference Personal and professional development McAllister et al (2006) Aspirations and expectations of the intercultural experience Culture Shock Awareness and overcoming stereotypes Intercultural communication issues and strategies Figure 3. Common themes within existing literature discussing the perceived benefits of international fieldwork placements. Figure 2. Residency Timeline Figure 1 GUATEMALA MISSION TRIP 2015 Belmont occupational and physical therapy students were given the opportunity to participate in a therapy based mission trip to Guatemala over the 2015 Spring Break. Four clinicians and 21 students collaborated together while working with children with various complex medical conditions. The team was able to immerse themselves within the Guatemalan culture while visiting a variety of different settings including schools, orphanages, homes, an adaptive tennis center, and a Church. Students creativity soared by utilizing limited resources in various ways to meet the specific needs of the individual. The experience challenged students to think outside of the box, and put the foundational skills learned in the classroom to work in a diverse environment. Interprofessional development also occurred due to the occupational and physical therapy students need to use each others skillsets to provide optimal care. Students groups always had a representation from both disciplines to ensure all needs were met. The team provided donations including clothing, therapy supplies, toys, and candy to a variety of schools, homes and orphanages. The trip was an unbelievable experience which resulted in my personal and professional development. CONTENT WITHIN MANUAL AOTA Guide for planning IFP ACOTE Standards for Fieldwork Memorandum of understanding Going Global, Live Beyond, and World Relief overview Passport 101 Travelers Insurance options Recommended Packing List Spanish to English cheat sheet Recommended Vaccinations Mission trips available through Belmont Optional culturally relevant assignments