Mapping an Australian Occupational Therapy curriculum: Linking intended learning outcomes with entry‐level competency standards

Background

Curriculum mapping involves systematic charting of programme content against professional competencies. This process can reveal strengths, gaps and redundancies within educational programmes.

Methods

Curriculum mapping occurred using intended learning (ILOs) as documented in individual courses and linking them to units and elements within the occupational therapy minimum competency standards (ACSOT) and Miller's Framework of competency. Five occupational therapy academics and two impartial research assistants identified links between ILOs and units and elements of the ACSOT. Analysis of each course in the curriculum was completed by two reviewers. A systematic protocol was developed that enabled a transparent process and resolution of discrepancies between reviewers.

Results

There were many links (47% of total) between the documented curriculum and ACSOT Unit 1 Professional attitudes and behaviours. The other six units of the ACSOT had between 5% (Unit 7) and 16% links (Unit 3). No links were made between ILOs and the elements of evaluation (4.4), cessation (3.7) and quality assurance of services (7.3). Difficulties mapping ILOs to units and elements revealed inconsistencies in specificity and language in the ILOs and also ambiguities and gaps within the standards themselves. Mapping against Miller's framework showed a steady increase in performance expectations of students across the four years levels.

Conclusion

Curriculum mapping is recommended for critical reflection about content of occupational therapy programmes and to review pedagogical approaches. This process revealed strengths and weaknesses of the occupational therapy curriculum being mapped but also revealed insight into the current ACSOT that may inform future iterations.     

Identification of the Pregnant Woman Who Is Using Drugs: Implications for Perinatal and Neonatal Care

Neonatal abstinence syndrome (NAS) is a set of drug withdrawal symptoms that affect the central nervous, gastrointestinal, and respiratory systems in the newborn when separated from the placenta at birth. Maternal substance use of opioids, benzodiazepines, barbiturates, and alcohol can cause NAS. Universal drug screening via questioning pregnant women is recommended, but identification of drug use is incomplete with this method. This article provides resources for the identification and management of drug use during pregnancy for midwives who provide care not only during the prenatal period but also during the intrapartum and postpartum periods. The impact of drug use on newborns can be significant and may require pharmacologic assistance with the transition to extrauterine life. Challenges involved in caring for the woman who is using drugs during pregnancy include ordering toxicology screens on the newborn, alerting social services, and educating the woman about her newborn's progress. Several measures to comfort a newborn with NAS may help to enable a mother to provide the best care for her newborn.