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Editors

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Editor
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The Journal of Occupational Therapy Education (JOTE) is an open access, double-blind peer reviewed journal devoted solely to publishing research and other relevant information related to occupational therapy and occupational science education.

The Journal of Occupational Therapy Education (JOTE) is the proud recipient of the 2022 APEX Award for Publication Excellence in the category of Electronic Magazines, Journals & Tabloids. See the award winners here: APEXAwards.com

To submit to JOTE, see Instructions for Authors for a description of the types of manuscripts we accept.

If you are interested in becoming a reviewer for JOTE, please email your name, educational research interests/ expertise, and CV or resume to jote@eku.edu.

See the Aims and Scope for a complete coverage of the journal.

Current Issue: Volume 7, Issue 2 (2023)

Original Research

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Exploring Professional Behavior Development in Entry-Level Occupational Therapy Students
Courtney J. Taylor, Kate G. Barlow, and Christine Helfrich

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Validating the Assessing Student Competence and Knowledge of Social Determinants of Health (ASCK-SDH) Instrument
Whitney Lucas Molitor, Moses N. Ikiugu, Leah M. Stade, and Jana L. Wardian

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Stress, Mindfulness and Occupational Engagement: A Pilot Study of the HOME Protocol
Laura Gerig, Patricia Henton, Megan Butterweck, Jory Swider, Laura Cameron, Kaylee Marihugh, and Kathryn Close

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Effects of Mental Health First Aid Course: Knowledge, Confidence, and Stigma Among Occupational Therapy Students
Jennifer L. Ostrowski, Sarah Sampson, Erin McGoldrick, Courtney Karabin, and Kyra Shields

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The Great Escape: A Novel Approach to Collaborative Learning (Pilot)
K. Megan Carpenter, Anthony D. Cunningham, Laura Smith, and Kelly Krigbaum

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Perceptions of Skill Development Among Occupational Therapy Students Who Participated in Virtual Fieldwork: A Qualitative Descriptive Study
Spencer G. Morris, Kasia Smith, Benjamin Poirier, Shay L. Riker, Ellen Herlache-Pretzer, Stacey Webster, and Jean Prast

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Collaborative Fieldwork Supervision Model Supports Identified by Occupational Therapy Fieldwork Educators
Oaklee Rogers, Debra J. Hanson, Cherie Graves, Tamara Turner, and Marilyn G. Klug

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Assessment of an Online Learning Module to Promote Fieldwork Educator Preparedness: A Pilot Study
Breanna J. Chycinski, Casey E. Humphrey, and Camille Skubik-Peplaski

Educational Innovations