https://www.um.edu.mt/library/oar/handle/123456789/140790 2026-05-01T05:27:32Z https://www.um.edu.mt/library/oar/handle/123456789/145600 Title: Evaluation of a novel client-centred therapeutic device for improving functional hand skills in children with cerebral palsy Abstract: Aim: This study sought to investigate how Digiclap contributes to the functional hand skills required for the engagement of children with cerebral palsy (CP) in their daily life occupations. Digiclap is an innovative smart device that uses augmented reality (AR) to support habilitation of children with CP. It was produced through Project ‘SMARTCLAP’ within the University of Malta. Research Design and Method: A Mixed Methods Case Study design was employed, involving six children aged 6 to 12 years diagnosed with CP, their caregivers, and three senior paediatric occupational therapists. The children participated in a maximum of eight sessions using Digiclap, with caregivers attending each session alongside them. Following the sessions, caregivers completed a perspective questionnaire and participated in a one-on-one semi-structured interview. Some of the children filled a child’s feedback form. Occupational therapists attended a block of sessions and took part in a focus group. Data collected included the children’s game scores, caregivers’ and occupational therapists’ perspectives, and additional feedback from the children themselves. Results: Digiclap was perceived by the participants as a beneficial, therapeutic, and innovative device. It served as a source of encouragement for children in carrying out upper limb related games and also as a motivator in therapy sessions. The limitations related to using Digiclap centred around the limited sensory feedback it provided to the users, the restricted number of games, and issues with connectivity and the wearable parts such as the finger rings. Digiclap can be used as an adjunct to occupational therapy sessions; however, feedback from stakeholders indicates that its effective use requires the guidance of an occupational therapist. The use of AR in Digiclap was perceived to have mixed benefits by the occupational therapists and the caregivers alike. Conclusion: The findings in this study indicate that a smart device like Digiclap can positively impact the children with CP, with the potential to enhance traditional occupational therapy sessions. Increasing the range of available games as well as more multisensory feedback (visual, audio, and rewards) in the game playing is desirable for better participation of the children when using the device. Digiclap can be further personalised to meet the specific needs of children within an occupational therapy programme. Technical issues with the device limited the collection of participant performance data and hindered the ability to demonstrate changes in function. Future research is crucial to ensure that this promising and potentially revolutionary device continues to evolve and improve the lives of many individuals. Description: M.Sc.(Melit.) 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/141240 Title: Exploring the knowledge and application of sensory-based strategies in schools Abstract: Introduction: Children spend much of their day at school seated, which may limit sensory input essential for attention and regulation. Occupational therapists often recommend sensory-based strategies to support student engagement through targeted sensory input (Griffin OT, 2021). However, due to the limited availability of therapists, consistent use of these strategies in schools may prove challenging. Educators are well-positioned to apply these strategies but may require further support to do so effectively (Benson et al., 2018). In Malta, where school-based occupational therapy services are still developing, there is limited knowledge about how educators understand and apply these strategies. Methods: This study employed a descriptive quantitative research design using an online questionnaire developed by the researcher based on the survey instrument by Benson et al. (2018). The questionnaire was disseminated to educators, including teachers, classroom learning support educators, and learning support educators, through intermediaries. Participants were invited to provide information on their knowledge and use of sensory-based strategies and their perceived benefits and challenges associated with these strategies. The questionnaire also explored participants' experiences with collaboration and training involving occupational therapists. Results: A total of forty-four educators participated in this research. Results showed that most educators reported a moderate familiarity with sensory-based strategies. Participants commonly applied these classroom strategies to support attention, regulation, and overall sensory needs, primarily using visual, tactile, and auditory strategies. Although participants acknowledged the clear benefits of sensory-based strategies, they also noted key challenges. While collaboration with other professionals was evident, collaboration with occupational therapists was not widespread. Similarly, attendance at occupational therapist-led training sessions appeared limited but was noted as impactful. Discussion: The findings of this study emphasise that despite the frequent use of sensory- based strategies, more targeted training and support are needed to enhance educators' understanding and effective implementation. This reflects international concerns regarding educators' confidence and a deeper understanding of sensory needs. Given the limited human resources for occupational therapy, recommendations for practice focused on scalable professional development for educators could support capacity building and strengthen interdisciplinary collaboration. Addressing barriers such as limited access to resources and appropriate spaces is also important to support more inclusive classroom environments for students. Description: B.Sc. (Hons)(Melit.) 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/141239 Title: Exploring the perceptions of patients after attending the occupational therapy-led cancer-related fatigue management program Abstract: Background: Exercise is currently recommended as the first-line intervention for improving physical endurance to combat cancer-related fatigue. An emerging intervention is psychoeducation, which promotes self-management. Though its efficacy has yet to be determined, empirical research has utilized fatigue intensity and quality of life outcomes to determine whether psychoeducation has been successful. However, these outcome measures disregard whether patients have made functional gains in their everyday lives, and the current literature has overlooked participation outcomes in cancer-related fatigue. Aim: This study aimed to fill a gap in the literature regarding whether a group-based psychoeducation intervention run by occupational therapists for cancer-related fatigue had an impact on occupational participation. Additionally, the purpose of this research was to understand the perceptions of participants who attended for future program development. Methods: This study adopted a phenomenological qualitative research design to capture the lived experiences of participants through a semi-structured interview guided by the Canadian Model of Occupational Performance and Engagement (CMOP-E). To ensure rich, detailed data, the Functional Assessment of Chronic Illness Therapy – Fatigue (FACIT-F) was utilized as a pre-interview reflective exercise. Through purposive sampling, six participants who attended the cancer-related fatigue management program run by the occupational therapists at Sir Anthony Mamo Oncology Centre (SAMOC) agreed to participate in this study. Findings: The perceptions and impact on participation following attendance in psychoeducation sessions comprised of five overarching themes: occupational deprivation, perceived occupational impact, perceptions of the occupational therapy program, program limitations, and group effect. The findings suggest that the participants generally held positive perceptions of the program, which meaningfully contributed to their participation in their daily routines. Concerns have been raised regarding the timeliness of this intervention and systematic barriers limiting referrals to occupational therapy. Discussion: A recognized gap in the literature was addressed, and the findings indicate that psychoeducational interventions, run by occupational therapists who utilized occupation-based interventions, positively impacted patients’ occupational participation. Furthermore, it reinforces the position of occupational therapy as a supportive oncology service in the context of cancer-related fatigue. However, the occupational therapy profession needs to address the lack of participation outcomes in research related to cancer-related fatigue. Description: B.Sc. (Hons)(Melit.) 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/141238 Title: Exploring the experience of rehabilitation in clients who have sustained a wrist fracture of the dominant side Abstract: Background: The dominant hand plays a significant role in performing most daily tasks, and injuries to it tend to result in greater functional challenges than those involving the non-dominant hand (Wollstein et al., 2021). Aims: This study aimed to examine the rehabilitation process experienced by individuals recovering from wrist fractures in their dominant hand. It also aimed to explore the challenges participants faced in occupational performance and any changes they experienced in work, self-care and leisure activities following the injury. Method: A qualitative research design was adopted for this study. Participants were recruited through purposive sampling and had to meet the inclusion criteria of being aged 18 or over, having sustained a wrist fracture in their dominant hand and receiving occupational therapy at the outpatient hand rehabilitation services. Data was gathered through semi-structured interviews with six individuals, which were conducted upon their discharge from OT services. This data was then analysed using Braun and Clarke’s (2006) thematic analysis. Findings: Five main themes were identified: ‘Disruptions of Occupations and Daily Routines’, ‘Physical Changes’, ‘Emotional Aspects: Frustration and Acceptance of Change’, ‘Experience of Rehabilitation and Perceived Effects of Therapy and ‘Social Support and Participation’. Within these themes, participants described difficulties in work, self-care and leisure, along with physical symptoms such as pain, swelling, and limited movement. Many adapted to these challenges, although some reported lasting limitations. Furthermore, participants initially expressed frustration, which gradually shifted toward acceptance of their limitations. Therapy was generally viewed as helpful in improving function, and social support played a crucial role in maintaining participation during recovery. Discussion: The findings highlight how a wrist fracture in the dominant hand can disrupt occupational roles and daily routines, significantly affecting occupational performance. This can lead to increased reliance on others, which may have a greater impact on individuals who cannot rely on ongoing assistance. The physical, emotional and functional challenges experienced by participants emphasise the importance of continuing client-centred care in occupational therapy. These findings also underscore the value of providing continued support after discharge for individuals experiencing ongoing challenges, though the feasibility of such follow-up care may be shaped by practical limitations, such as resource availability and service capacity. Description: B.Sc. (Hons)(Melit.) 2025-01-01T00:00:00Z