DEVELOPMENT OF THE CURRENT OCCUPATIONAL PERFORMANCE MODEL
The process of model development from 1986 proceeded through four stages. The methods employed to develop the model and the product of each of the four stages of development are outlined in Table 2.
| STAGE | METHODS USED | OUTPUT |
|---|---|---|
| ONE(1989-1990) | Literature review for purposes of building a curriculum model that would explain OT practice | A conceptualisation of elements of OT practice as a simple two level model. Three constructs:
|
| TWO(1990-1991) | Field testing the two level model in the practice area of neurology and adult rehabilitation | Occupational Performance conceptualised as a three level model Five constructs:
|
| THREE(1991-1992) | Field testing the three level model in acute care, paediatrics; adult rehab. | Occup. Performance conceptualised as four level model. Six constructs:
Development of philosophy and assumptions. |
| FOUR(1992-1994) | Field testing the 6 constructs in adult rehab; community practice paediatrics; psychiatry OT administration | Occupational Performance conceptualised as a four level model Eight constructs:
|
| FIVE(1994-1996) | Ongoing field testing; Consolidation, refinement and testing of the constructs in practice. | Confirmation of the application of the model to practice through written examples provided by occupational therapists.Formal dissemination & publication. |
Table 2: Stages of Development of Constructs of Occupational performance.
METHODS USED TO DEVELOP MODEL CONSTRUCTS
Multiple methods were employed to develop and test the constructs housed within the present model. Literature review was used during Stage One of the process, and additional literature reviews were conducted to find support for constructs that emerged during later stages of model development. As new constructs were developed, a process of field-testing occurred to determine their relevance and importance within various areas of practice. To develop and field test constructs, descriptions of occupational therapy from individual therapists were gathered through multiple half-day, two-day and four-day continuing professional education courses and workshops. These sessions were structured to explore the constructs fundamental to various forms of occupational therapy intervention. Brief descriptions of how these methods were used at each stage of the model building process as well as the outcome are outlined below.