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Brief Report
Issue Date: September 01, 2002
Published Online: May 05, 2014
Updated: June 13, 2018
Occupational Therapists’ Use and Perceptions of Written Client Education Materials
Renee Sharry; Kryss McKenna; Leigh Tooth
Author Affiliations
  • Renee Sharry, BOccThy (Hons), is Occupational Therapist, Royal Brisbane Hospital, Brisbane, Queensland, Australia. At the time of writing this article, she was Honours Student, Department of Occupational Therapy, University of Queensland, Brisbane, Queensland, Australia
  • Kryss McKenna, PhD, is Senior Lecturer, Department of Occupational Therapy, University of Queensland 4072, Brisbane, Queensland, Australia; k.mckenna@mailbox.uq.edu.au
  • Leigh Tooth, PhD, is NHMRC Research Fellow, School of Population Health, University of Queensland, Brisbane, Queensland, Australia
Article Information
Health and Wellness / Departments / Brief Report
Brief Report   |   September 01, 2002
Occupational Therapists’ Use and Perceptions of Written Client Education Materials
American Journal of Occupational Therapy, September/October 2002, Vol. 56, 573-576. https://doi.org/10.5014/ajot.56.5.573
American Journal of Occupational Therapy, September/October 2002, Vol. 56, 573-576. https://doi.org/10.5014/ajot.56.5.573
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Abstract

OBJECTIVE. The purpose of this study was to examine occupational therapists’ use and perceptions of written education materials for clients and the factors that therapists consider before distributing written materials to clients. This study also aimed to determine whether use and perceptions of these materials differed for older clients.

METHOD. A random sample of 50 occupational therapists from Queensland, Australia, working in adult physical disabilities settings was surveyed with a structured questionnaire. Data were analyzed descriptively and with nonparametric statistics.

RESULTS. Of 49 participants who used written materials, 54% had given them to more than half of their last 10 clients, regardless of the clients’ age. Written materials, most often information sheets developed by the participants themselves; handwritten notes; and pamphlets were principally used to reinforce verbal information. Clients’ cognitive abilities, primary language, communication skills, vision, and level of education most often were considered before distributing written materials. Although participants generally were positive about the content and effectiveness of materials, ratings were significantly less positive related to older clients.

CONCLUSION. Client education was a core treatment modality for participants in this study, with written media most commonly being used to supplement verbal education. Because participants were least positive about the effectiveness of written materials for older clients, further development of materials for this audience may be indicated.