Improving understanding of functional cognition within less traditional areas of occupational therapy practice
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Cognition is a vast facet of the occupational therapy (OT) process that impacts overall quality of life and independence in patients experiencing deficits. Functional cognition is defined as the utilization of complex thinking skills in everyday functional activities that individuals want and need to participate in. Functional cognition is a well-researched and evidence-based approach to occupational therapy interventions, yet its usage remains limited. An accumulation of research suggests that using functional cognitive assessments and interventions leads to the most generalizable and realistic outcomes attributable to everyday life. There is proof that functional cognition properties are the most effective, yet barriers such as accessibility and adequate diagnosis remain. There is no research suggesting the importance of functional cognition within educational occupational therapy programs, indicating a need for growth within content to ensure student feel equipped in practice. This capstone experience hopes to improve knowledge associated with the topic of functional cognition within less traditional areas of occupational therapy practice. Traditional areas of OT practice would include schools, clinics, hospitals, and many more that are more regularly pursued. The distinctive areas of OT practice that will be focused upon within this capstone experience include research and education. The accumulation of functional cognition content will contribute to both professional and personal growth as I transition into a new graduate occupational therapist. Through my participation and presence in less traditional settings like education and research, I have accumulated skills associated with the realm of functional cognition that I can apply in multiple facets of my life. It is evident through my project that I am equipped to facilitate and educate individuals on functional cognition in my future practice to mitigate the apparent gap in traditional areas of practice.
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