Introduction: The aim of this study was to understand the experiential learning that occurred on an alternative practice education placement and the impact on entry-level competency development, personal growth, and future practice for the student. Method: A quantitative content-analysis research design was used to analyse the reflective practice journals of 14 students undertaking a project-style practice education placement. 346 meaning units were sorted into three predetermined content areas – personal growth, entry-level competency, and influence on future practice – then further coded and grouped into subcategories. Frequencies and relative proportions across content areas, subcategories, and reflection points were calculated. Findings: Sixteen subcategories were combined into seven categories: life's like that; about me; achievement; occupational therapy process; communication and partnerships; professional practice behaviours and responsibilities; and potentials of practice. 57% of all meaning units related to entry-level competencies. Changes in reflections over time suggested a developing understanding of this occupational therapy role and of newly emerging practice areas, as well as an expanded vision of career possibilities. Conclusions: Findings of this study have implications for occupational therapy educators when designing and choosing alternative practice education placements to achieve entry-level competencies, future practice choice, and personal growth outcomes for students.

Introduction The ability to reflect on practice and context is an essential professional behaviour required by occupational therapists and included within practice guidelines and standards. Research has demonstrated the benefits of reflection within specialist areas of practice. However, there is a lack of research into reflection within, and across, work place practice. The aim of this study was to understand how occupational therapists define, conceptualise and engage in reflection in practice. Methods Occupational therapists (N = 112) participated in a cross sectional study, which utilised a self‐administered, purpose designed survey distributed via the Occupational Therapy Australia (OTA), e‐bulletin. Data were summarised using frequency and percentage distributions, mean and standard deviation, and Pearson's r correlation coefficients was used to measure relationships between variables. Results There was a high level of interest and engagement in self‐reflection, and a positive relationship between ‘years since graduation’ and ‘level of engagement in self‐reflection’. Respondents strongly agreed that the purpose of reflection was to learn from experiences and that it was key to being a self‐directed learner. They disagreed that its purpose was ‘to describe and record my new learning’ and that ‘reflective practice is no different to clinical reasoning’. The highest ranked barrier was workplace demands, and participant knowledge of reflection theories was low. Conclusions These participants were interested in and valued reflection‐in‐practice; however, workplace demands on time may explain low engagement in reflective journaling. Participants indicated low knowledge of reflection theories, and they identified this as a barrier. Their purposes for engaging in reflection were generally consistent with the professional standards pertaining to reflection. In the preferred definition, reflection was associated with contextual and systemic factors, concepts central to an occupational justice perspective. The findings of this study will contribute to developing an expansive understanding of reflection applicable to occupational therapy professional practice.

Introduction The occupational therapy profession has an essential role to play in healthy ageing that includes enabling participation, a construct that according to The International Classification of Functioning, Disability and Health (ICF), incorporates an environmental context. Environmental barriers and enablers of participation in community‐situated activities for people over the age of 65 have been identified. To support practice, occupational therapists require assessments with demonstrated content validity including comprehensive coverage of the construct. The purpose of this scoping review study was to investigate what instruments are available to assess community participation for people over the age of 65 that included environmental factors. Methods A scoping review of the literature was conducted, utilising the Joanna Briggs Institute (JBI) scoping review methodology. The evidence source was review articles and inclusion criteria were that they reviewed instruments to assess participation that could be used for people over the age of 65. Items extracted from included instruments were evaluated against a preset list of community‐participation and environment categories that had been developed from the ICF. Results Twenty‐three review studies met inclusion criteria and from these 240 instruments were extracted. Twenty instruments were retained after exclusions and from these, 540 instrument items were extracted. Of these, 280 (47%) were coded as community‐participation, and only 20 (3.4%) as environment items. Fourteen of the instruments included no environment items. Conclusions No instrument was identified that comprehensively assessed community participation including the related environmental factors. Such an instrument is required to enable occupational therapy practitioners to support healthy ageing. The development of such an instrument will strengthen the profession's capacity to develop new ways of delivering services to older adults in line with emerging ways that aged care will be delivered and to advance its essential role in healthy ageing.

Introduction Despite advances in technology, handwriting still remains an important part of the school curriculum. Especially during the early years of schooling, handwriting difficulties have been shown to negatively affect academic success. Consequently, occupational therapists rely on sound psychometric tools to assess a child's visual motor abilities and implement appropriate strategies to facilitate their handwriting outcomes. The Hartley Knows Writing Shapes Assessment Version 2 (HKWSA‐V2) evaluates knowledge of writing shapes, ability to replicate writing shapes and knowledge of handwriting concepts used in the Hartley Knows Writing Program (HKWP). The current study describes the initial development and psychometric evaluation of the HKWSA‐V2. Method Typically developing children (N = 50) between 4 and 8 years old, completed two visual motor assessments: the HKWSA‐V2 and the Beery Buktenica Developmental Test of Visual Motor Integration 6th Ed. (Beery VMI). Guided by the COnsensus‐based standards for the Selection of health Measurement INstruments, statistical analysis was conducted using various non‐parametric tests to assess the internal consistency, construct, and criterion validity of the HKWSA‐V2. Results The internal consistency of the HKWSA‐V2 ranged between adequate and excellent (Cronbach's α = 0.61–0.88). Construct validity as hypothesised, was supported with strong correlations found between groups of children who had and had not been involved in the HKWP. Statistically significant differences were also found in HKWSA‐V2 scores based on the child's chronological age (r = .51, p < .01; r = .34, p < .05) and year level (p = .00). Criterion validity was substantiated with moderate to strong correlations found between all HKWSA‐V2 scales and subscales and the Beery VMI subscales (ρ = 0.06–0.53). Conclusion Evaluation of the tool provides promising initial psychometric findings. The tool allows professionals and clinicians to evaluate a child's visual motor abilities according to concepts learnt within the HKWP. Further development of the HKWSA‐V2 is warranted.

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