Dr Samantha Ashby

Dr Samantha Ashby

Senior Lecturer

School of Health Sciences (Occupational Therapy)

Career Summary

Biography

Dr Samantha Ashby is a senior lecturer in occupational therapy in the School of Health Sciences. Her areas of research include investigating the strategies for improving the professional resilience in the mental health workforce, occupation-based practice in mental health, and the translation of theoretical knowledge into occupational therapy curricula and practice settings. She also has an interest in the ways in which practice education and other aspects of the curriculum impact on professional identity. She currently a Principle Investigator on a national Department of Health grant which is an Randomised Control Trial to review the use of simulation in occupational therapy curricula. 

Her research contributes to the health care industry through increasing understanding of the nexus between theory and practice and how this impacts on occupation-based practice, professional identity, professional resilience and retention in the workforce. This contributes to professionals’ clinical work by raising awareness of the strategies required to combat the impact of dominant discourses in practice for clinicians, managers and educators. Dr Ashby’s research on the inclusion of theoretical knowledge in curricula and its transfer into practice is central in the international debate on current OT practice and is cited by scholars working in this area and is included in 6 recent Research Higher Degree dissertations. 

Dr Ashby has a passion for undertaking research which can be translated into making improvements to service-users lives. Throughout her career she has gained extensive experience as an occupational therapist in senior and managerial roles in the health and social care industry across a range of practice areas including mental health, physical rehabilitation and occupational rehabilitation. She has worked as a senior academic at Coventry University and is currently a member of the occupational therapy discipline within the School of Health Sciences at the University of Newcastle. Dr Ashby provides workshops for clinicians for her professional peak body, OT Australia in the areas of Professional Resilience, and the Application of the Model of Human Occupation and Its Assessment Tools in Practice. She is also trainer for the Canadian Model of Occupational Performance and Engagement, and the Kawa Model. In 2016 utilising Health Education Training Institute training grants Dr Ashby provided 3 days consultancy on the use of Model of Human Occupation and the Kawa Model for the Occupational Therapy services of Justice Health NSW. She also  provided 3 days training in the use of the Model of Human Occupation and its assessment tools to a mental health service in NSW.

Since graduating as occupational therapist in 1987, Dr Ashby has continued her education while working as a clinician and educator and she holds a PhD in Occupational Therapy (University of Newcastle) her dissertation was titled “The theoretical knowledge used and valued by occupational therapists in mental health practice: Influences and applications”. In 1998 she completed a Research Masters in Occupational Therapy (University of Sydney) where she investigated the impact of chronic low back pain on occupational engagement and participation in the long-term unemployed population involved in a work-conditioning program. She also has a Post-Graduate Certificate in Teaching and Learning (Coventry University), a BSc (Hons) in Remedial Health Sciences (Coventry University) and a Diploma in Occupational Therapy (London School of Occupational Therapy  – now known as Brunel University). 

Dr Ashby's primary research areas focus on ways to improve the translation of research into the health and social care industry:

  • to improve professional resilience in the health and social care workforce
  • to understand the issues shaping professional identity of health professionals and its impact on inter professional team work and service provision in the mental health workforce
  • to explore the factors which shape the translation of different forms of knowledge into practice.
  • to further understand the efficacy of occupation-based practices through the utilisation  of occupation-focused models such as the Canadian Model of Occupational Performance and Engagement, Kawa Model, and the Model of Human Occupation.
  • to explore the efficacy of creative therapy in mental health practice
  • to understand the impact of enriched environments in stroke rehabilitation

Educational research

Within educational research she has received an ALTC grant which reviewed the use of IPAD technology and software to report and provide feedback to students following Observed Structured Clinical Examinations (eOSCES). With the same team she received a Health Education Training Institute grant which  investigated the utility of i-Pad technology in providing students with feedback during practice education. In 2011, she represented the University of Newcastle in an ALTC funded project which aimed to engage emerging OT academic leaders in a community of practice designed to build capacity in curriculum development and renewal.

Within occupational therapy her educational research has explored the factors which impact on the development of professional identity. She has published research into the integration of occupation-focused models into curricula in 5 countries, on the impact of practice educators on students' perceptions of the utility of discipline specific theories, and in the use of occupation-based practices.

2015-2017 she has been a principle investigator and the UON coordinator of an Australian RCT funded by Health Workforce Australia to explore  the utility of simulation in occupational therapy.

Teaching Expertise

Dr Ashby is committed to high quality education with the Bachelor of Occupational Therapy rated within the top 5% of programs at UoN. She  designed and taught the year one foundational courses from 2010 to 2016. These courses OCCT1110 Introduction to Occupational Therapy Theory and OCCT1201 Introduction to Occupational Therapy Practice Skills introduce students to the profession of occupational therapy through the use of case based learning and a two week practice education experience. Within the program she has coordinated Motor and Processing Skills, Everyday Living and Psychosocial and Mental Health Occupational Therapy. She currently is course coordinator for Motor and Processing Skills (OCCT2252), Everyday Living (OCCT2151), and Research and Design of an Occupational Therapy Program (OCCT4172). In addition she has taught into interprofessional courses on research methodology and an introduction to statistics for health professionals.


Qualifications

  • PhD, University of Newcastle
  • Diploma of College of Occupational Therapists, College of Law
  • Master of Applied Science (Occupational Therapy), University of Sydney

Keywords

  • Healthy lifestyle advice: transfer of theory to practice
  • Introduction to occupational therapy theory and skills
  • Mental health practice
  • Motor and processing abilities
  • Professional Resilience
  • Program design and evaluation
  • Theory to practice
  • Use of theoretical knowledge in practice
  • • Development and maintenance of professional resilience and identity
  • • Practice knowledge in Occupational Therapy and curriculum design

Fields of Research

Code Description Percentage
110399 Clinical Sciences not elsewhere classified 25
130299 Curriculum and Pedagogy not elsewhere classified 25
110321 Rehabilitation and Therapy (excl. Physiotherapy) 50

Professional Experience

UON Appointment

Title Organisation / Department
Senior Lecturer University of Newcastle
School of Health Sciences
Australia

Academic appointment

Dates Title Organisation / Department
1/07/1997 - 1/09/2003 Senior Lecturer in Occupational Therapy Coventry University
School of Health and Social Sciences
Australia

Membership

Dates Title Organisation / Department
1/01/2011 -  Membership - Canadian Association of Occupational Therapists Canadian Association of Occupational Therapists
Australia
1/01/2010 -  Membership - Occupational Therapy Australia Occupational Therapy Australia
Australia

Teaching

Code Course Role Duration
OCCT1110 Introduction to Occupational Therapy
University of Newcastle - Faculty of Health and Medicine
This is a year one foundational course designed to provide new students with an understanding of occupational therapy, and the theories which underpin practice. It introduces students to the use of case-based working and to review their own occupational lives.
Lecturer in Occupational Therapy, School of Health Sciences 23/02/2010 - 19/08/2015
OCCT1201 Introduction to Occupational Therapy Practice Skills (
University of Newcastle - Faculty of Health and Medicine
This course introduces occupational therapy students to the skills needed in practice. It includes a 2 week introductory practice education experience in a health or social care industry placement. 
Course Co-odinator/Lecturer in Occupational Therapy 27/07/2010 - 19/08/2015
OCCT4172 Researching and Developing an Occupational Therapy Intervention
University of Newcastle - Faculty of Health and Medicine
This is a year 4 course designed to meet the AQF requirements for our Non-Classified Honours program. It allows a student to research and design an occupation-based intervention using evidence-based research. 
Lecturer in Occupational Therapy 24/02/2015 - 19/08/2015
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


(52 outputs)

Year Citation Altmetrics Link
2017 Ashby S, Gray M, Ryan S, James C, 'An exploratory study into the application of psychological theories and therapies in Australian mental health occupational therapy practice: Challenges to occupation-based practice', Australian Occupational Therapy Journal, 64 24-32 (2017) [C1]

© 2016 Occupational Therapy Australia Background: While legitimate practice tools have been the subject of debate within the profession, little attention has been paid to psychol... [more]

© 2016 Occupational Therapy Australia Background: While legitimate practice tools have been the subject of debate within the profession, little attention has been paid to psychological frames of reference (PFsOR). Hence, this article explores the ways psychological theories and therapies shape occupation-based practice in mental health settings. Methodology: Narrative inquiry methods and thematic analysis were used to explore the career stories of nine occupational therapists who had worked in mental health practice for more than five years. Findings: Respondents found it difficult to hold onto their occupational focus in the psychology-dominated world of mental health practice. The main themes to emerge were (i) tension between occupation and psychology; (ii) overwhelming pressures to adopt PFsOR; (iii) resistance to PFsOR; and (iv) using PFsOR to enhance professional repertoires. Findings pointed to the need to ensure PFsOR include occupational considerations for occupation-based practice in mental health. Conclusion: A occupation-based perspective means balancing PFsOR with occupation-based considerations, so service-user issues are holistically addressed. There is a need to critically review occupational therapists' use of PFsOR lest their most visible practical actions appear psychologically based rather than occupation based.

DOI 10.1111/1440-1630.12302
Co-authors Susan Ryan, Mel Gray, Carole James
2017 Imms C, Chu EMY, Guinea S, Sheppard L, Froude E, Carter R, et al., 'Effectiveness and cost-effectiveness of embedded simulation in occupational therapy clinical practice education: Study protocol for a randomised controlled trial', Trials, 18 (2017)

© 2017 The Author(s). Background: Clinical placements are a critical component of the training for health professionals such as occupational therapists. However, with growing stu... [more]

© 2017 The Author(s). Background: Clinical placements are a critical component of the training for health professionals such as occupational therapists. However, with growing student enrolments in professional education courses and workload pressures on practitioners, it is increasingly difficult to find sufficient, suitable placements that satisfy program accreditation requirements. The professional accrediting body for occupational therapy in Australia allows up to 200 of the mandatory 1000 clinical placement hours to be completed via simulation activities, but evidence of effectiveness and efficiency for student learning outcomes is lacking. Increasingly placement providers charge a fee to host students, leading educators to consider whether providing an internal program might be a feasible alternative for a portion of placement hours. Economic analysis of the incremental costs and benefits of providing a traditional versus simulated placement is required to inform decision-making. Methods/design: This study is a pragmatic, non-inferiority, single-blind, multicentre, two-group randomised controlled trial (RCT) with an embedded economic analysis. The RCT will compare a block of 40 hours of simulated placement (intervention) with a 40-hour block of traditional placement (comparator), with a focus on student learning outcomes and delivery costs. Six universities will instigate the educational intervention within their respective occupational therapy courses, randomly assigning their cohort of students (1:1 allocation) to the simulated or traditional clinical placements. The primary outcome is achievement of professional behaviours (e.g. communication, clinical reasoning) as assessed by a post-placement written examination. Secondary outcomes include proportions passing the placement assessed using the Student Practice Evaluation Form-Revised, changes in student confidence pre-/post-placement, student and educator evaluation of the placement experience and cost-effectiveness of simulated versus traditional clinical placements. Comprehensive cost data will be collected for both the simulated and traditional placement programs at each site for economic evaluation. Discussion: Use of simulation in health-related fields like occupational therapy is common, but these activities usually relate to brief opportunities for isolated skill development. The simulated clinical placement evaluated in this trial is less common because it encapsulates a 5-day block of integrated activities, designed and delivered in a manner intended to emulate best-practice placement experiences. The planned study is rare due to inclusion of an economic analysis that aims to provide valuable information about the relationship between costs and outcomes across participating sites. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12616001339448. Registered 26 September 2016.

DOI 10.1186/s13063-017-2087-0
2016 Merchant J, Kitsos G, Ashby S, Kitsos A, Hubbard IJ, 'Occupational Therapy and Physiotherapy in Acute Stroke: Do Rural Patients Receive Less Therapy?', Stroke Research and Treatment, 2016 1-5 (2016) [C1]
DOI 10.1155/2016/1582706
Co-authors Isobel Hubbard
2016 Ashby SE, Snodgrass SH, Rivett DA, Russell T, 'Factors shaping e-feedback utilization following electronic Objective Structured Clinical Examinations', Nursing and Health Sciences, 18 362-369 (2016) [C1]

© 2016 John Wiley & Sons Australia, Ltd The development of student-practitioners' practical clinical skills is essential in health professional education. Objective Structured ... [more]

© 2016 John Wiley & Sons Australia, Ltd The development of student-practitioners' practical clinical skills is essential in health professional education. Objective Structured Clinical Examinations are central to the assessment of students performing clinical procedures on simulated patients (actors). While feedback is considered core to learning providing timely, individualised student OSCE feedback is difficult. This study explored the perceptions of students about the multiple factors which shape the utility of e-feedback following an electronic Objective Structured Clinical Examinations, which utilized iPad and specialised software. The e-feedback was trialled in four courses within occupational therapy and physiotherapy pre-professional programs with a cohort of 204 students. Evaluation of student perceptions about feedback was collected using two surveys and eight focus groups. This data showed three factors shaped perceptions of the utility of e- Objective Structured Clinical Examinations feedback: 1) timely accessibility within one day of the assessment, 2) feedback demonstrating examiners' academic literacy and 3) feedback orientated to ways of improving future performance of clinical skills. The study found training in the provision of feedback using IPads and software is needed for examiners to ensure e-feedback meets students' needs for specific, future-oriented e-feedback and institutional requirements for justification of grades.

DOI 10.1111/nhs.12279
Citations Web of Science - 1
Co-authors Darren Rivett, Suzanne Snodgrass
2016 Ashby SE, Adler J, Herbert L, 'An exploratory international study into occupational therapy students' perceptions of professional identity', Australian Occupational Therapy Journal, 63 233-243 (2016) [C1]

© 2016 Occupational Therapy Australia Background/aim: The successful development and maintenance of professional identity is associated with professional development and retentio... [more]

© 2016 Occupational Therapy Australia Background/aim: The successful development and maintenance of professional identity is associated with professional development and retention in the health workforce. This paper explores students' perspectives on the ways pre-entry experiences and curricula content shape professional identity. Methods: An online cross-sectional survey was sent to students enrolled in the final year of entry-level programmes in five countries. Descriptive statistical analyses of data were completed. Results: The results reflect the perceptions of 319 respondents from five countries. Respondents identified professional education (98%) and professional socialisation during placement (92%) as curricula components with the greatest influence on professional identity formation. Discipline-specific knowledge such as, occupation-focussed models and occupational science were ranked lower than these aspects of practice. The students' length of programme and level of entry-level programme did not impact on these results. Conclusion: When designing curricula educators need to be mindful that students perceive practice education and professional socialisation have the greatest affect on professional identity formation. The findings reinforce the need for curricula to provide students with a range of practice experiences, which allow the observation and application of occupation-based practices. It highlights a need for educators to provide university-based curricula activities, which better prepare students for a potential dissonance between explicit occupation-based curricula and observed practice education experiences. The study indicates the need for further research into the role curricula content, and in particular practice education, plays in the multidimensional formation of professional development within entry-level programmes.

DOI 10.1111/1440-1630.12271
2016 Melman S, Ashby SE, James C, 'Supervision in Practice Education and Transition to Practice: Student and New Graduate Perceptions', INTERNET JOURNAL OF ALLIED HEALTH SCIENCES AND PRACTICE, 14 (2016) [C1]
Co-authors Carole James
2016 Snodgrass SJ, Rivett D, Farrell S, Ball K, Ashby SE, Johnston CL, et al., 'Clinical Educator and Student Perceptions of iPad T Technology to Enhance Clinical Supervision: The Electronically-Facilitated Feedback Initiative (EFFI)', INTERNET JOURNAL OF ALLIED HEALTH SCIENCES AND PRACTICE, 14 (2016) [C1]
Co-authors Suzanne Snodgrass, Darren Rivett, Cath Johnston
2016 Snodgrass SJ, Guest M, Kable AK, James C, Ashby SE, Plotnikoff RC, Collins CE, 'Weight Management Advice for Clients with Overweight or Obesity: Allied Health Professional Survey.', Healthcare (Basel), 4 (2016) [C1]
DOI 10.3390/healthcare4040085
Co-authors Ron Plotnikoff, Suzanne Snodgrass, Carole James, Clare Collins, Ashley Kable
2015 Ashby SE, 'Possibilities for the future: Doing well together as change agents', OT Insight, 36 14 (2015) [C2]
2015 Macdonald-Wicks LK, Gallagher LM, Snodgrass SJ, Guest M, Kable A, James C, et al., 'Difference in perceived knowledge, confidence and attitudes between dietitians and other health professionals in the provision of weight management advice', Nutrition and Dietetics, 72 114-121 (2015) [C1]

© 2014 Dietitians Association of Australia. Aim: The aim of this analysis is to establish if dietitians have the knowledge, skills and attitude to provide support to other health... [more]

© 2014 Dietitians Association of Australia. Aim: The aim of this analysis is to establish if dietitians have the knowledge, skills and attitude to provide support to other health professional (HP) groups in the provision of weight management advice to overweight/obese patients. Methods: A secondary data analysis of a cross-sectional survey of HPs was undertaken to perform a gap analysis with regard to practices, knowledge, confidence and attitudes in the provision of weight management advice. Survey responses and additional measures (practice, knowledge, confidence and attitude scores) were compared between dietitians and other HPs. Descriptive statistics were undertaken, and differences between group ¿ < sup > 2 < /sup > tests were performed for nominal data and the Wilcoxon rank sum test for ordinal and non-parametric data. Results: About 100% of dietitians had received initial weight management training and 85% had participated in professional development training, compared with 18 and 19% of HPs, respectively, although 70% believed it was within their scope of practice to provide evidence-based advice. Dietitian respondents achieved a higher median score (maximum 10) in the following areas (practice = 6.5, knowledge = 8.0, confidence = 8.3) when compared with HP respondents (practice = 4.2, knowledge = 7.0, confidence = 5.4). The median attitude score for both groups was 6.0. Conclusions: HPs are receptive to providing evidence-based weight loss messages to overweight/obese clients in their current practice. However, weight management traini ng is required to enhance HPs' knowledge and skills in order to increase confidence and improve practice skills. Dietitians can assist HPs to ensure that clear, consistent, evidence-based messages are delivered to overweight clients throughout the health-care system.

DOI 10.1111/1747-0080.12115
Citations Scopus - 1Web of Science - 1
Co-authors Suzanne Snodgrass, Carole James, Lesley Wicks, Clare Collins, Ashley Kable, Ron Plotnikoff
2015 Kable A, James C, Snodgrass S, Plotnikoff R, Guest M, Ashby S, et al., 'Nurse provision of healthy lifestyle advice to people who are overweight or obese', Nursing and Health Sciences, 17 451-459 (2015) [C1]

© 2015 Wiley Publishing Asia Pty Ltd. A cross-sectional survey was conducted in a regional area in Australia to measure nurses' perceptions, practices, and knowledge in regard to... [more]

© 2015 Wiley Publishing Asia Pty Ltd. A cross-sectional survey was conducted in a regional area in Australia to measure nurses' perceptions, practices, and knowledge in regard to providing healthy lifestyle advice to people who are overweight or obese. Responses were compared between geographic regions. Participation was voluntary and anonymous. Of the 79 nurse participants, 68% considered that provision of healthy lifestyle advice was within their scope of practice. Only 28% reported frequently estimating body mass index in the practice setting. Nurses often recommended increasing activity levels (44%), but recommended reducing daily caloric intake less often (25%). Nurses' knowledge about weight management was variable and the proportion of correct answers to knowledge items ranged from 33-99%. Nurses have many opportunities to deliver healthy lifestyle advice in a range of practice settings. The variation in practices and knowledge of nurses indicates a need for improved healthy lifestyle education for undergraduate and practicing nurses.

DOI 10.1111/nhs.12214
Co-authors Carole James, Ron Plotnikoff, Ashley Kable, Christopher Oldmeadow, Suzanne Snodgrass, Clare Collins
2015 Ashby S, Gray M, Ryan S, James C, 'Maintaining occupation-based practice in Australian mental health practice: A critical stance', British Journal of Occupational Therapy, 78 431-439 (2015) [C1]
DOI 10.1177/0308022614564168
Citations Scopus - 2Web of Science - 2
Co-authors Mel Gray, Carole James, Susan Ryan
2015 Ashby SE, James C, Gray M, 'Practice implications of using psychological frames of reference in mental health practice', Australian Occupational Therapy Journal (2015) [E3]
Co-authors Carole James, Mel Gray
2015 Ashby SE, James C, Gray M, 'The challenge of maintaining occupation-based practice in Australian mental health practice: Resisting dominant discourses', Australian Occupational Therapy Journal (2015) [E3]
Co-authors Carole James, Mel Gray
2015 Lupton B, James C, Ashby SE, Haracz K, 'An investigation into mental health consumers' experience of a community street soccer program: Preliminary findings from a grounded theory study', Australian Occupational Therapy Journal (2015) [E3]
Co-authors Carole James, Kirsti Haracz
2015 Adler J, Ashby SE, 'An international study of occupational therapy students¿ professional identity formation', Australian Occupational Therapy Journal (2015) [E3]
2015 Herbert L, Ashby SE, 'An exploratory study into the formation of professional identity during an occupational therapy entry-level program', Australian Occupational Therapy Journal (2015) [E3]
2015 Colman ZE, Johnston CL, Ashby S, Mackney JH, 'Experiences of fatigue following critical illness: a mixed methods study', Physiotherapy (2015) [E3]
DOI 10.1016/j.physio.2015.03.442
Co-authors Jennifer Mackney, Cath Johnston
2015 Snodgrass SJ, Ball K, Rivett DA, Ashby SE, Johnston CL, Nguyen K, Russell T, 'The electronically facilitated feedback initiative: enhancing student feedback during clinical supervision using iPad technology', Physiotherapy (2015) [E3]
DOI 10.1016/j.physio.2015.03.1366
Co-authors Darren Rivett, Cath Johnston, Suzanne Snodgrass
2015 Ashby SE, Colman Z, Johnston C, Mackney J, 'Experiences of fatigue following critical illness: a mixed methods study', Connect Physiotherapy Conference 2015: Conference E-book and Program (2015) [O1]
Co-authors Jennifer Mackney, Cath Johnston
2014 Snodgrass SJ, Carter AE, Guest M, Collins CE, James C, Kable AK, et al., 'Weight management including dietary and physical activity advice provided by Australian physiotherapists: a pilot cross-sectional survey.', Physiother Theory Pract, 30 409-420 (2014) [C1]
DOI 10.3109/09593985.2013.877112
Citations Scopus - 5Web of Science - 6
Co-authors Ron Plotnikoff, Ashley Kable, Clare Collins, Carole James, Suzanne Snodgrass
2014 Towns E, Ashby S, 'The influence of practice educators on occupational therapy students' understanding of the practical applications of theoretical knowledge: A phenomenological study into student experiences of practice education', Australian Occupational Therapy Journal, 61 344-352 (2014) [C1]

© 2014 Occupational Therapy Australia. Background/aim: Practice education is a compulsory component of all entry-level programmes in the health professions. It is used as a teach... [more]

© 2014 Occupational Therapy Australia. Background/aim: Practice education is a compulsory component of all entry-level programmes in the health professions. It is used as a teaching strategy to connect theoretical knowledge, such as occupation-focussed models with practice. The study aimed to explore students' perceptions about the influence of practice educators on their understanding of the use of occupation-focussed models in practice. Methods: Using a phenomenological approach, semi-structured interviews gained an understanding of six participants' experiences of their practice education. Interview transcripts were analysed thematically. Findings: Three themes emerged from participants' experiences of practice education. 'Explaining the theory-practice nexus' referred to participants' difficulties in distinguishing between different forms of theoretical knowledge, it described educators struggle to fulfil the dual roles of educator and practitioner' when articulating the theoretical knowledge underpinning practice. This often led participants taking an active role in their own learning. 'Experiencing dissonance between university-based studies and the real-world' described the difference between the importance university studies placed on theory in comparison to practice. 'Creating a positive mindset for the use of theoretical knowledge in practice for future practice' illustrated strategies used by some practice educators to articulate the use of theoretical knowledge. Conclusions: The study highlighted practice educators role in shaping students' perceptions of theoretical knowledge use in professional reasoning. The increased recognition of practice educators on the implicit curricula creates an onus on the university sector to provide discussion and information exchanges to increase educators' opportunities to develop, update and increase their skills in describing and using theoretical knowledge to underpin practice.

DOI 10.1111/1440-1630.12134
Citations Scopus - 6Web of Science - 6
2014 Snodgrass SJ, Ashby SE, Rivett DA, Russell T, 'Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives', AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 30 152-166 (2014) [C1]
Citations Scopus - 1Web of Science - 3
Co-authors Suzanne Snodgrass, Darren Rivett
2014 Snodgrass SM, Ashby SE, Onyango L, Russell T, Rivett DA, 'Electronic practical skills assessments in the health professions: a review', The Internet Journal of Allied Health Sciences and Practice, 12 1-10 (2014) [C1]
Co-authors Darren Rivett, Suzanne Snodgrass
2014 James CL, Ashby S, Melman S, 'The role of supervision in transitioning into occupational therapy practice', NSW & ACT Conference - Occupational Therapy 2014 (2014) [E3]
Co-authors Carole James
2014 Lupton B, James CL, Ashby S, Haracz K, 'An investigation into mental health participants¿ experience of a community street soccer program: A grounded theory study', NSW & ACT Conference - Occupational Therapy: A life practice (2014) [E3]
Co-authors Carole James, Kirsti Haracz
2014 Williams N, Haracz K, Robson E, Roach I, Edwards E, James CL, Ashby S, 'Mental health service-users¿ perspectives of support in an IPS supported employment program. A qualitative study', NSW & ACT Conference - Occupational Therapy: A life practice (2014) [E3]
Co-authors Carole James, Kirsti Haracz
2014 Ashby SE, Ryan S, James C, 'The influence of psychological theories on occupation-based practices in mental health - A socio-ecological analysis', 16th International Congress of the World Federation of Occupational Therapists. Abstracts (2014)
Co-authors Carole James, Susan Ryan
2014 Ashby SE, Ryan S, James C, 'Prioritising Professional Resilience In Mental Health Practice - Introducing the PRIOrity Model', 16th International Congress of the World Federation of Occupational Therapists. Abstracts (2014) [E3]
Co-authors Carole James, Susan Ryan
2013 Ashby SE, Ryan S, Gray M, James C, 'Factors that influence the professional resilience of occupational therapists in mental health practice', AUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, 60 110-119 (2013) [C1]
DOI 10.1111/1440-1630.12012
Citations Scopus - 18Web of Science - 19
Co-authors Susan Ryan, Mel Gray, Carole James
2013 Lang J, James C, Ashby S, Plotnifkoff R, Guest M, Kable A, et al., 'The provision of weight management advice: An investigation into occupational therapy practice', Australian Occupational Therapy Journal, 60 387-394 (2013) [C1]

Background/aim: Obesity affects more than half the Australian population and has become epidemic throughout the world. Little is known regarding occupational therapy interventions... [more]

Background/aim: Obesity affects more than half the Australian population and has become epidemic throughout the world. Little is known regarding occupational therapy interventions with clients who are overweight or obese. This study aimed to identify occupational therapy practice in relation to the provision of weight management. This was part of a larger study investigating health professional practice. Methods: A cross-sectional study design using a self-administered, purpose-designed survey was employed to identify the current practices of occupational therapists working in a regional area of New South Wales, Australia. Participants were recruited via email or mail as publically available. Results: Fifty-one occupational therapists anonymously completed the survey. Results revealed that 53% (n = 26) of respondents did not consider weight management to be within their scope of practice or their workplace role description. The most common intervention was the provision of physical activity advice (65.2%; n = 30). Dietary advice was provided by 20.8% (n = 10), while 77% (n = 32) referred onto dietitian services. During entry-level occupational therapy education, only 7.8% (n = 4) had received weight management advice education. Completion of postgraduate professional development training in this area was reported by 14% (n = 7) of respondents. Conclusion: This study provides insight into the current practices of Australian occupational therapists in relation to the provision of weight management advice. This research displays a need to acknowledge both a generic and a discipline-specific role for the provision of healthy lifestyle interventions. This may be achieved through better access to education during entry-level programmes and in the workplace. © 2013 Occupational Therapy Australia.

DOI 10.1111/1440-1630.12073
Citations Scopus - 1Web of Science - 1
Co-authors Ashley Kable, Carole James, Suzanne Snodgrass, Ron Plotnikoff, Clare Collins
2013 Lang J, James C, Ashby S, Kable A, Guest M, Snodgrass S, et al., 'An Investigation into Current Occupational Therapy Practice in the Provision of Weight Management Advice', Australian Occupational Therapy Journal (2013) [E3]
Co-authors Suzanne Snodgrass, Ron Plotnikoff, Carole James, Clare Collins, Ashley Kable
2013 Towns E, Ashby SE, 'Exploring the influence of practice educators on students¿ understanding about the use of occupation-focused models in practice', Australian Occupational Therapy Journal: Special Issue: Occupational Therapy Australia, 25th National Conference and Exhibition (2013)
2013 Snodgrass SJ, Ball K, Rivett DA, Ashby SE, Johnston CL, Nguyen K, Russell T, 'Using technology to enhance clinical supervision: The Electronically-Facilitated Feedback Initiative (EFFI)', Hunter and Coast Interdisciplinary Clinical Training Network Local Project Forum. Abstract Book (2013) [E3]
Co-authors Darren Rivett, Cath Johnston, Suzanne Snodgrass
2013 Snodgrass SJ, Ball K, Rivett DA, Ashby SE, Johnston CL, Nguyen K, Russell T, 'Using technology to enhance clinical supervision: The Electronically-Facilitated Feedback Initiative (EFFI)', Journal of Physiotherapy eSupplement 2013 APA Conference Abstracts (2013) [E3]
Co-authors Suzanne Snodgrass, Cath Johnston, Darren Rivett
2013 James C, Ashby S, Ryan S, Agillias K, 'Developing and Maintaining the professional resilience of occupational therapists in mental health practice', Special Issue: Occupational Therapy Australia (2013) [E3]
DOI 10.1111/1440-1630.12060
Co-authors Kylie Agllias, Carole James, Susan Ryan
2013 Ashby S, Snodgrass S, Russell T, Rivett DA, 'Using new technology in education - turning osces into e-osces using ipad and specialised software', Australian Occupational Therapy Journal, Special Issue: Occupational Therapy Australia, 25th National Conference and Exhibition (2013) [E3]
DOI 10.1111/1440-1630.12061
Co-authors Darren Rivett, Suzanne Snodgrass
2013 Williamson A, White JH, Ashby S, Sweetapple A, Hambridge J, Pollack M, 'Carers experiences of transitioning to a caring role and experience of participation in a cognitive behavioural therapy group (CBT): A narrative inquiry', INTERNATIONAL JOURNAL OF STROKE (2013) [E3]
2013 Snodgrass S, Russell T, Rivett D, Ashby S, McLachlan L, Studdert CL, 'The eOSCE: advancing technology to improve students' learning and assessment reliability', Office of Learning and Teaching (OLT), 38 (2013) [R1]
Co-authors Suzanne Snodgrass, Darren Rivett
2012 Ashby SE, Fitzgerald M, Raine S, 'The impact of chronic low back pain on leisure participation: Implications for occupational therapy', British Journal of Occupational Therapy, 75 503-508 (2012) [C1]
Citations Scopus - 3Web of Science - 2
2012 Ashby SE, James CL, Plotnikoff RC, Collins CE, Guest M, Kable AK, Snodgrass SJ, 'Survey of Australian practitioners' provision of healthy lifestyle advice to clients who are obese', Nursing & Health Sciences, 14 189-196 (2012) [C1]
DOI 10.1111/j.1442-2018.2012.00677.x
Citations Scopus - 13Web of Science - 11
Co-authors Ashley Kable, Clare Collins, Suzanne Snodgrass, Carole James, Ron Plotnikoff
2012 Snodgrass SJ, Russel T, Ashby SE, Rivett DA, 'New tricks using new technology ¿ turning OSCEs into e-OSCEs using iPad and specialised software', Australian Physiotherapy Association National Business and Leadership Symposium (2012) [E3]
Co-authors Suzanne Snodgrass, Darren Rivett
2012 Ashby SE, Gray MM, Ryan SE, 'Professional resilience for occupational therapists in psycho-social practice', Canadian Association of Occupational Therapy Conference (2012) [E3]
Co-authors Mel Gray, Susan Ryan
2011 O'Toole G, Ashby SE, Fussell MC, 'Dementia and occupation analysis', Occupation Analysis in Practice, Wiley-Blackwell, Chichester, West Sussex 163-176 (2011) [B2]
Co-authors Gjyn Otoole
2011 Ashby SE, Cordier R, Rodger S, 'Good Practice Guide 6: Managing yourself as a curriculum leader and change agent and managing your team', Good Practice Guides and Causes To Support Curriculum Development and Renewal in Occupational Therapy, Australian Learning and Teaching Council, Strawberry Hills, NSW 25-32 (2011)
2011 Collins CE, Snodgrass SN, Kable AK, James CL, Ashby SE, Plotnikoff RC, 'The Community Healthy Adults Project: A survey of health professionals knowledge and practice in client weight management', 2011 Annual Meeting of the International Society for Behavioral Nutrition and Physical Activity (ISBNPA) eProceedings (2011) [E3]
Co-authors Ron Plotnikoff, Ashley Kable, Carole James, Suzanne Snodgrass, Clare Collins
2011 Ashby SE, 'Exploring how occupational therapists use theoretical knowledge in mental health practice', COT Annual Conference. Abstracts (2011) [E3]
2011 Ashby SE, 'Exploring the theoretical knowledge used in mental health practice', COT Annual Conference. Abstracts (2011) [E3]
2010 Ashby SE, Richards K, James CL, 'The effect of fear of movement on the lives of people with chronic low back pain', International journal of Therapy and Rehabilitation, 17 232-243 (2010) [C1]
DOI 10.12968/ijtr.2010.17.5.47842
Citations Scopus - 5
Co-authors Carole James
2010 Ashby SE, Chandler B, 'An exploratory study of the occupation-focused models included in occupational therapy professional education programmes', British Journal of Occupational Therapy, 73 616-624 (2010) [C1]
DOI 10.4276/030802210X12918167234325
Citations Scopus - 13Web of Science - 12
2010 Ashby SE, 'The theoretical knowledge valued and used by experienced occupational therapists working in mental health practice', 15th World Federation of Occupational Therapists Conference (2010) [E3]
2010 Ashby SE, 'Professional journeys in mental health: developing professional resilience', 2010 World Federation of Occupational Therapists 15th Congress: Sharing the World of Occupation from Latin America (2010) [E3]
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Grants and Funding

Summary

Number of grants 17
Total funding $400,716

Click on a grant title below to expand the full details for that specific grant.


20164 grants / $15,000

Enhancing occupational therapy outcomes and documentation$4,500

Funding body: Nepean and Blue Mountains Local Health Area

Funding body Nepean and Blue Mountains Local Health Area
Project Team Doctor Samantha Ashby
Scheme Research Project
Role Lead
Funding Start 2016
Funding Finish 2016
GNo G1601090
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

Interprofessional learning to support criteria led discharge for the mental health inpatient allied health team$4,500

Funding body: Nepean and Blue Mountains Local Health Area

Funding body Nepean and Blue Mountains Local Health Area
Project Team Doctor Samantha Ashby
Scheme Research Project
Role Lead
Funding Start 2016
Funding Finish 2016
GNo G1601091
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

Theory to Practice Workshops - Justic Health and Forensic Services, NSW$3,600

Provision of workshops for occupational therapy staff employed by Justice Health and Forensic Services in the application of the KAWA Model, and the Model of Human Occupation into practice.

Funding body: HETI (Health Education and Training Institute)

Funding body HETI (Health Education and Training Institute)
Project Team

Samantha Ashby, Kath Jones

Scheme Training Grant
Role Lead
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Other Public Sector - State
Category 2OPS
UON N

SHS 2016 Strategic Pilot Grant$2,400

Funding body: Faculty of Health and Medicine Pilot Grant University of Newcastle

Funding body Faculty of Health and Medicine Pilot Grant University of Newcastle
Scheme UON Faculty of Health and Medicine Pilot Grant
Role Lead
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Internal
Category INTE
UON N

20152 grants / $17,486

Embedding Simulation in Clinical Training in Occupational Therapy Project$15,591

Funding body: Department of Health

Funding body Department of Health
Project Team Professor Christine Imms, Doctor Samantha Ashby
Scheme Project Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1501213
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

6th Asia Pacific Occupational Therapy Congress, Rotorua New Zealand, 14-17 September 2015$1,895

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Samantha Ashby
Scheme Travel Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1500803
Type Of Funding Internal
Category INTE
UON Y

20141 grants / $1,156

Australia and New Zealand Allied Health Practice Education Conference, Southport Australia, 7-10 July 2014$1,156

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Samantha Ashby
Scheme Travel Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400602
Type Of Funding Internal
Category INTE
UON Y

20132 grants / $34,467

Using technology to enhance clinical supervision: The Electronically-Facilitated Feedback Initiative (EEFI)$33,322

Funding body: HETI (Health Education and Training Institute)

Funding body HETI (Health Education and Training Institute)
Project Team Associate Professor Suzanne Snodgrass, Professor Darren Rivett, Doctor Samantha Ashby, Doctor Catherine Johnston, Mr Kim Nguyen, Dr Trevor Russell
Scheme NSW ICTN Local Project Fund
Role Investigator
Funding Start 2013
Funding Finish 2013
GNo G1201150
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

25th Occupational Therapy Australia, Adelaide 24-26 July 2013$1,145

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Samantha Ashby
Scheme Travel Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300767
Type Of Funding Internal
Category INTE
UON Y

20121 grants / $1,500

Canadian Associate of Occupational Therapy Annual Conference, Quebec City, Quebec, Canada, 6 - 9 June 2012$1,500

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Samantha Ashby
Scheme Travel Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1200418
Type Of Funding Internal
Category INTE
UON Y

20112 grants / $21,500

Adult lifestyle incentives for vitality and energy (ALIVE): Supporting health professionals to assist clients with weight management through lifestyle changes$20,000

Funding body: Hunter Medical Research Institute

Funding body Hunter Medical Research Institute
Project Team Associate Professor Suzanne Snodgrass, Professor Clare Collins, Associate Professor Carole James, Associate Professor Ashley Kable, Doctor Maya Guest, Doctor Samantha Ashby, Professor Ronald Plotnikoff, Doctor Patrick McElduff
Scheme Project Grant
Role Investigator
Funding Start 2011
Funding Finish 2011
GNo G1001025
Type Of Funding Contract - Aust Non Government
Category 3AFC
UON Y

College of Occupational Therapists 35th Annual Conferences and Exhibition, Brighton, Sussex, UK, 29/6/2011 - 1/7/2011$1,500

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Samantha Ashby
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100357
Type Of Funding Internal
Category INTE
UON Y

20103 grants / $303,582

The eOSCE: Advancing technology to improve students learning and assessment reliability$220,000

Funding body: Australian Learning and Teaching Council

Funding body Australian Learning and Teaching Council
Project Team Associate Professor Suzanne Snodgrass, Professor Darren Rivett, Doctor Imelda Burgman, Doctor Samantha Ashby
Scheme Research Grant
Role Investigator
Funding Start 2010
Funding Finish 2011
GNo G1000787
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

ERF Teaching Relief - Ashby, Findlay and MacDonald-Wicks.$82,082

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Darren Rivett, Doctor Samantha Ashby, Doctor Naomi Findlay, Doctor Lesley MacDonald-Wicks
Scheme Equity Research Fellowship
Role Investigator
Funding Start 2010
Funding Finish 2010
GNo G0900097
Type Of Funding Internal
Category INTE
UON Y

World Congress of Occupational Therapists, Santiago, Chile, 3 - 5 May 2010$1,500

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Samantha Ashby
Scheme Travel Grant
Role Lead
Funding Start 2010
Funding Finish 2010
GNo G1000095
Type Of Funding Internal
Category INTE
UON Y

20081 grants / $1,025

Occupational Therapy Australia National Conference & Exhibition 2008, Melbourne, 11/9/2008 - 13/9/2008$1,025

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Samantha Ashby
Scheme Travel Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189321
Type Of Funding Internal
Category INTE
UON Y

20071 grants / $5,000

New Staff Grant 2007$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Samantha Ashby
Scheme New Staff Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187832
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed0
Current3

Total current UON EFTSL

Masters0.53
PhD0.15

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2017 Masters A Mixed Method Study to Explore the Efficacy and Utilisation of Functional Mobility Equipment and its Impact on Independence for People with Grade II and III Obesity M Philosophy (Occupat Therapy), Faculty of Health and Medicine, The University of Newcastle Co-Supervisor
2016 Masters An Evaluation of the Effectiveness of the Arts in Recovery Program, Consumer and Clinician Perspectives M Philosophy (Occupat Therapy), Faculty of Health and Medicine, The University of Newcastle Principal Supervisor
2014 PhD An Investigation into Mental Health Consumers' Experience of Participation in a Community Soccer Program PhD (Occupational Therapy), Faculty of Health and Medicine, The University of Newcastle Co-Supervisor
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Dr Samantha Ashby

Position

Senior Lecturer
School of Health Sciences
Faculty of Health and Medicine

Focus area

Occupational Therapy

Contact Details

Email samantha.ashby@newcastle.edu.au
Phone (02) 4921 6341
Fax (02) 4921 7053

Office

Room HA54A
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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