Offers an overview of how and when OT practitioners communicate with others about instruction.

1. Communicating
about Instruction
OTD715: PRACTITIONER AS EDUCATOR

2. Topics Addressed in this Video
►Why?
►When?
►How?

3. Why Should You
Communicate about
Instruction?
► Recruitment and interest-building
► Increase motivation
► Ethics and occupational justice
► Transparency
► With clients
► With administrators
► Opportunity for education and advocacy
► About OT’s role/domain

4. When Should You Communicate
about Instruction?
Planning
•Necessary logistics
•Seeking funding or approval
•Gauging interest/need
Preparatio
n
•Asking for referrals
•Promoting opportunities
Delivery
•Informed consent

5. How Should You Communicate
about Instruction?
►Know your audience and setting
►Strive for accessible design for all
This Photo by Unknown Author is licensed under CC BY

6. Know Your Audience
► If different from learners, conduct a separate analysis
► Determine what they need to know
► Consider timing
► How far ahead?
► Explore and use a variety of formats
► Verbal announcement
► Flyers
► E-mail
► Videos
► Some opportunities will be “required” depending on format
► Abstract synopsis, speaker profile, etc. This Photo by Unknown Author is
licensed under CC BY-NC-ND

7. Communicating with Administrators
(Osborne, 2018)
► Think about business and finance
► Use business language
► “Return on investment”
► ”Profit and loss”
► Create a business plan
► Purpose and goals
► Target audience
► Needed resources
► Funding sources
► Measure outcomes

8. Communicating with Colleagues
► Recruiting participation vs. asking for referrals
► Timing is important
► Speak to benefits for them (or their clients)
► Make their jobs easier
► Prepare an overview
► Be prepared to share details as needed
► Anticipate questions

9. Communicating with Clients and
Caregivers (Voluntary Instruction)
► Identify challenges or needs and how this can address
them
► Consider multiple modes
► Design with redundancy (lots of opportunities to
consider and remind)
► Graphics can be eye-catching
► But ensure their relevance
► Use plain language
► Leave room for ambivalence
► Invite questions or trial session
Mangionekd, CC BY-SA 4.0
<https://creativecommons.org/licens
es/by-sa/4.0>, via Wikimedia
Commons

10. Communicating with Clients and
Caregivers (Required Instruction)
► Be trauma-informed and culturally-safe
► Clearly express your purpose (and objectives)
► Elicit their understanding of the problem: Kleinman’s 8
questions (Kleinman et al., 1978)
► Talk about challenges/problems using person’s own
words
► Link to treatment goals and valued occupations,
roles, etc.
► Recognize and acknowledge ambivalence or
disinterest

11. References
►Osborne, H. (2018). Health literacy from A
to Z (2nd ed.). Aviva Publishing.