Implementation and Evaluation of Online Life Skills Training Modules for Therapy Assistant Students at a Canadian College

Candi Raudebaugh; Marcia Finlayson; Kathleen Norman; Sally Stewart

doi:10.29173/isotl791

Authors

Candi Raudebaugh Red Deer Polytechnic https://orcid.org/0000-0003-1265-8566
Marcia Finlayson Queen's University https://orcid.org/0000-0002-1774-4810
Kathleen Norman Queen's University https://orcid.org/0000-0001-7409-7704
Sally Stewart University of British Columbia, Okanagan Campus

DOI:

https://doi.org/10.29173/isotl791

Keywords:

college student life skills, life skills training, therapy assistant education, independent living skills, online learning modules

Abstract

Like all college students, therapy assistant students may face challenges in daily living skills, such as money management, time management, and healthy meal preparation, which may negatively impact their academic and practicum success. Therapy assistant students face the added challenge of working on life skills with clients, and, as a result, students’ own life skills may affect their success in clinical encounters. Few life skills training programs exist for post-secondary students, and we were unable to find any for therapy assistant students.

This study is the third phase of a larger research project that developed, implemented, and evaluated life skills training modules for therapy assistant students. Life skills training modules were offered online to therapy assistant students at a Canadian college to explore whether life skills training increased students’ knowledge, self-rated competence in occupations, and self-efficacy related to personal life skills. Findings revealed that students’ knowledge quiz scores significantly improved, and students rated the modules positively in respect to learning and satisfaction. No significant change was detected in students’ Occupational Self Assessment (OSA) scores. Online life skills training modules may be beneficial for therapy assistant students to increase their knowledge about life skills and meet identified needs.

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Author Biographies

Marcia Finlayson, Queen's University

Dr. Marcia Finlayson is Professor, School of Rehabilitation Therapy at Queen’s University in Kingston, Ontario. Her research focuses on self-management and health services utilization among people with multiple sclerosis, primarily using mixed methods approaches. She supervises doctoral students in rehabilitation science, aging and health, and rehabilitation and health leadership programs at Queen’s.

Kathleen Norman, Queen's University

Dr. Kathleen Norman, PT, PhD, is Professor and Associate Director (Research and Post-Professional Programs) in the School of Rehabilitation Therapy at Queen's University in Kingston, Ontario, Canada. Her research has spanned neuroscience, rehabilitation, physical therapist education and regulatory matters, and health services.

Sally Stewart, University of British Columbia, Okanagan Campus

Dr. Sally Stewart is an Associate Professor of Teaching in the School of Health and Exercise Sciences at UBC Okanagan. Her educational leadership research focuses on student wellbeing and academic success specifically through development of credit course offerings in student health and wellbeing, and faculty training to implement classroom wellbeing practices.

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