Occupational Therapy News OTnews February 2019_Joomag | Page 45

STUDENT EDUCATION FEATURE
clients, often vulnerable due to having significant changes in their
ability to carry out meaningful daily functioning activities.
I learnt that occupational therapy assessments of daily living
within a stroke setting often used coffee making, due to its strong
cultural identity with the ‘Fika’ – a Swedish concept where time
is taking out of the day to share a cup of coffee or tea and a little
something to eat with friends and/or colleagues.
I was challenged to work within the given resources and to
think outside the box. In my case, my limited capacity to speak
Swedish led me to depend more on activity. The outcome was
beautiful. While I admit that I was frustrated with myself, it actually
allowed me to better empathise with stroke survivors, who often
had changes in their ability to communicate verbally.
I was reminded that communication is not limited to vocal
sounds, that even a simple smile and facial expression could
make a person’s day a little brighter and that, as occupational
therapists, we have the privilege of using a tool that can be
translated into every language across the world – activity. It unites Getting involved practically in unfamiliar tasks broadened
my perspective of healthcare. Instead of only focusing on
the occupational therapy aspects, I now take a more holistic
approach to care.
I learnt that building on each other’s strengths is crucial in
having an effective team, as each person plays a part in the whole
patient journey.
The final five weeks were spent exploring the role of
occupational therapy in psychiatry, in the community setting and
closed-care ward.
My supervisors taught me new techniques and interventions to
overcome any obstacles. I would never have discovered first-hand
how aqua aerobics and yoga could improve stress and low mood
levels, how a ‘let’s get organised’ group encouraging healthy daily
routine, how confidence-building a craft group could be, and how
craft could be used to assist and empower clients to express
themselves and their feelings.
Erasmus not only allowed a wealth of professional development
us regardless of nationality.
The second opportunity consisted of 13 weeks in Linköping,
a smaller city in southern Sweden. Instead of working solely on
one ward, this part of the journey exposed me to many more
occupational therapy settings.
First, I had the privilege of spending five weeks learning about
the role a multi-disciplinary team has in supporting people with
often misunderstood chronic pain conditions.
Various seminars and workshops, facilitated by key researchers
in the field, led to an increased understanding of the physical,
emotional and psychological impact such conditions can impose
on an individual’s wellbeing. This theoretical knowledge was
essential before learning its application in practice.
It was eye-opening to learn about interventions I had not as
yet discovered, such as acceptance and commitment therapy,
aerobics and mindfulness.
While participating in an aerobics group session, it was evident
how much of a positive impact this had to their wellbeing –
laughter, exercise and sense of mutual understanding, in a safe
non-judgmental environment.
The next setting surpassed all my expectations. I spent two
weeks working on a student-led medical and geriatric emergency
ward. Yes, a student-led ward, something I did not know existed.
Here, a group of students, consisting of one occupational
therapist, one physiotherapist, one doctor, and two nurses were
responsible for promoting health by preventing and treating
diseases and disabilities in older adults with the aid of supervisors
when required.
During the two weeks, I participated in a wide range of
activities, such as observing and assisting with activities of daily
living (washing, dressing and personal care), aiding transfers,
mobilising, adapting a wheelchair, communicating within team
rounds, learning how to document nutrition, interviewing patients
with my limited Swedish, dressing a wound, serving food, and
journal writing, reflecting and sharing ideas within the team. opportunities, but exposed me to the wonderful Swedish culture,
and the learning experiences were not limited to the working days.
Attending a weekly language café at a local church became an
enjoyable process, where I gained a deeper appreciation of the
Swedish accent.
Long-lasting friendships were cultivated from a range of
ethnicities, and perhaps more poignantly, I gained insight from
former refugees about their journey to Sweden; the occupational
barriers beyond their control that had changed their typical day-
to-day activities.
I was humbled when a family wanted to cook traditional Afghan
soup for 300 church goers out of their own limited financial
resources, to thank Swedes for their support in integrating them
to the culture.
While participating with these people in the kitchen, I too felt a
sense of belonging, and it highlighted the importance that a sense
of community has on any individual’s wellbeing.
This occupational engagement was a wonderful way
of connecting and led to the development of long-lasting
friendships.
To conclude, I would like to ask you a few questions. If you
are really honest with yourself, what stops you from taking
an opportunity? Whatever it is, press the ‘rewind’ button and
think about the overwhelming ‘positives’ that opportunities
provide. And, have you given yourself permission to take new
opportunities?
Erasmus exposed me to so many life lessons. Embracing the
opportunity to undertake a practice placement overseas was
personally and professionally rewarding. The memories created
will be treasured for the rest of my life and I am glad I embraced
these opportunities.
Hannah Barker is now working in a diverse and emerging role
as a trainee careers advisor with Careers Wales in Cardiff. Email:
[e-mail].
OTnews February 2019 45