Browsing by Author "Priest, Paige"

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    Occupational Therapy Interventions to Support Aging in Place: A Rapid Systematic Review
    (2020-05) Brown, Tori; Kidwell, Hannah; Priest, Paige; Sellers, Abbey; Serino, Anna; Spencer, Brooke; Chase, Anthony; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences
    This rapid systematic review discusses the evidence of 30 studies for the effectiveness of occupational therapy (OT) in supporting aging in place, or safely living in one’s home independently. Many older adults suffer from at least one disability, which can be a threat to both independence and safety. Further, falls and injuries raise healthcare costs, which can include nursing facility housing. The transition from living in one’s home to living in a long-term care facility dramatically impacts occupational participation and performance. Supporting aging in place increases safety, quality of life, and independence in one’s home environment. In order to support aging in place, we looked at the effectiveness of multiple occupational therapy interventions that targeted occupational performance and participation, quality of life, falls and hospital readmissions, and community mobility. Overall, we found strong evidence to support the effectiveness of these client centered occupational therapy interventions for improving aging in place in community dwelling older adults and preventing negative health outcomes.
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    Supporting the Needs of Adults with Intellectual and Developmental Disabilities: Educating Staff on Trauma-Informed Care at an Intermediate Care Facility
    (2022-05-02) Priest, Paige; Wasmuth, Sally; Department of Occupational Therapy, School of Health and Human Sciences; Sivado, Mary
    Individuals with intellectual disabilities are at a higher risk of experiencing trauma throughout their lives, which can alter their behaviors, experiences, perceptions, and interactions with others. The staff who care for and work with this population can often experience compassion fatigue and burnout, especially while dealing with their own past trauma experiences and expectations outside of the workplace. Trauma has the overarching ability to impact all individuals throughout their lifespan, thus limiting meaningful participation in desired occupations. This capstone project aimed to educate intermediate care facility staff on trauma-informed care to provide staff with the tools to better support and improve the quality of care for clients as well as reduce staff turnover and compassion fatigue. The capstone student created an evidence-based presentation about trauma-informed care to be implemented into the site’s orientation. Quasi-experimental research was utilized to measure the staff’s understanding of trauma-informed care and determine the effectiveness of the presentation in educating staff about trauma-informed care definitions and approaches relevant to the site’s clientele. The results propose that educating staff on trauma-informed care within orientation increases awareness and knowledge of trauma-informed care concepts and techniques. Recommendations for the organization and future research opportunities are provided.