Background: Profound changes in municipal health services, are calling for new models for community-based occupational therapy services. Objective: The aim of the study is to explore how Norwegian occupational therapists position themselves in relation to the tasks delivered. Method: Focus group interviews were conducted with ten community-based occupational therapists. Systematic text condensation was then used in the data analysis. Results: Norwegian occupational therapists description of professional practices can be constructed into four ideal types; being ‘the all-rounder’, ‘the provider of assistive device’, ‘the fire extinguisher’, or ‘the innovator’. The ideal types can help us understand more of the content and dilemmas that community-based occupational therapists encountered in their daily practice, and the priorities they make during these encounters. Conclusions and Significance: Community-based occupational therapists positioned themselves in different ways, and some of these positions were considered to be more favourable than others. The therapists struggled between ‘traditional’ occupational therapy tasks and new ways of delivering occupational therapy services. The study reveals similarities and differences between rural and urban occupational therapy practice. The ideal types can help community-based therapists to reflect on their own practice and empower them to be more in keeping with the OT’s objectives and preferences.

Including students with disabilities in higher education is a global political objective and is considered a human right. However, many students do not feel included and hesitate to ask for the help they need to succeed in their education. This study aims to investigate the processes of requesting accommodation for students with disabilities in higher education from the perspectives of both students and support providers. Six co-creation workshops were held, with a total of 46 participants from various backgrounds relevant to exploring pathways for students with disabilities in higher education and into the workforce. The audio recordings of the workshops were analyzed using a constructivist grounded theory approach to identify and explore processes. Three interconnected processes were identified: determining whether to disclose, asking for accommodations, and studying disability. The analysis showed that these processes could be time-consuming and riddled with barriers, and they did not always result in granted accommodations. Some students ended up using their study time to research their disability and potential accommodations instead of studying their subject matter. To eliminate barriers and promote disclosure, universities should ensure a universally designed education and that staff have the necessary knowledge to assist students in obtaining accommodations.

Background: Ongoing changes in healthcare delivery systems in Norway increasingly require community-based services, and the changes will likely affect the working conditions and opportunities for occupational therapists. Aim: To characterize occupational therapy in community-based practice in Norway. Material and methods: A cross-sectional, descriptive survey design was applied using a questionnaire related to personal and organizational characteristics. Participants (n = 561) were recruited among community-working occupational therapists in Norway registered as members of Ergoterapeutene. Data were analyzed with descriptive statistics. Results: The majority of the participants was female and had an average of 16.5 years of professional experience. They reported to spend about half of their working hours on direct work with clients. For many, work with assistive technology was a main task, accounting for approximately half their working hours. Only a small proportion worked in municipalities that had merged with others, but for a larger proportion (27%) a merger had been decided and was in preparation. Conclusion: This study established some basic information regarding Norwegian community-based occupational therapy and the municipalities where occupational therapists work. Significance: With this study serving as a baseline, we may be able to track how changes will affect community-based occupational therapy practice in the near future.

Engagement in meaningful occupation is important to health and well-being. People living with dementia are challenged in engagement due to consequences of their disease and environmental barriers. In Europe, there is increasing interest in addressing these challenges by transforming care services into dementia-friendly contexts such as dementia towns. It is unclear, however, how engagement in occupation occurs within a dementia town. This study applies a narrative, ethnographic approach to explore how people with moderate dementia engage in occupation in the context of a Danish dementia town, and how meaning is related. Data were generated and analysed based on the “narrative in action” approach. We produced in-depth knowledge of engagement and meaning through participant observations by following nine persons for an extended period while they participated in occupations in the everyday life of the dementia town. The narrative analysis revealed an overarching narrative of “moments of meaning – possibilities for engagement” that illustrated the thin line between potential engagement and deprivation from occupation. The stories that emerged in the analysis showed how people with dementia enacted meaning through occupation. Meaningful engagement seemed to be a way for people with dementia to connect to self, others, and place. The enacted narratives display the significance for people with dementia of being able to enact their story and thus create meaning from everyday life situations. However, the process of being engaged in occupation depended on co-creation with others, who supported the enactment process by drawing on the person’s occupational biography.

Succeeding at university can be a complex matter, and the barriers are manifold for students with disabilities (SwDs). Accommodations are available for those with needs, but these alone do not meet the political goals of inclusive educations. Student ambassadors act as experienced representatives on campuses, supporting others and gaining individual benefits themselves. Approaches building on SwDs’ experiences and capacities can be a means to overcome the complex barriers often faced throughout education. This scoping review aimed to map research on student ambassador interventions for SwDs in higher education and identify the interventions’ key concepts. The result will inform an ambassador intervention in higher education. Six electronic databases were searched for peer-reviewed articles of any design published between 2010 and December 2020. Six studies met the inclusion criteria. A thematic synthesis resulted in three key concepts: peer guidance and supportive relationships; building strategies and transferable skills; and advocating for change. However, no program utilises exclusively students with disabilities in ambassador roles. The results indicate a lack of research as well as awareness on the unexplored potential of actively involving SwDs in ambassador roles.