This model of enhanced multidisciplinary inpatient care has provided sustainable efficiency gains for the hospital and improved patient outcomes.

Introduction Newly graduated occupational therapists face well‐documented difficulties as they embark on professional practice. Occupational therapy departments need to ensure that new graduates conduct their roles appropriately while developing experience and building clinical and professional skills. This study aimed to explore the experiences of new graduates at a major Australian metropolitan hospital occupational therapy department, the support provided to them and their perceptions of this support. Methods The research design was Interpretive Description. Semi‐structured interviews of approximately 60 min were undertaken with seven occupational therapists, their team leader and the Departmental Head. The two research questions were as follows: What were the graduates’ experiences of their first year in practice? What support was provided to graduates and what were their perceptions of this? Results New graduates perceived the transition to practice as overwhelming, particularly regarding their caseload responsibility. During the first few months, work tasks took them longer and they felt stressed and anxious. They received a range of support and education, both inter‐professional and discipline specific. Their occupational therapy team leader and clinical senior provided tailored support, guidance and reassurance. Guided questioning facilitated development of new graduates' clinical reasoning and professional skills. Reflection helped them to identify and address learning goals relating to occupational therapy professional competencies. New graduates valued having a consistent caseload and a supportive workplace was highly valued. Conclusion New graduates initially feel overwhelmed by being responsible for their decisions. However, they can benefit from tailored supervision and guided questioning to help develop clinical reasoning and professional skills, formal and informal support from experienced occupational therapists and their inter‐professional teams and time to increase skill with their caseload. Engagement in a professional community of practice is important.

Resilient safety culture is characterized by continuous improvements to safety performance and the capacity to have foresight, recognizing and anticipating the changing shape of safety risks in complex sociotechnical systems. This study aims to conceptualize resilient safety culture in the construction environment by integrating resilience engineering principles into the concept of safety culture. To fulfill this research aim, a correlational research design was used. Data were collected using questionnaire surveys targeting construction project managers involved in the delivery of 78 recently completed building projects in Vietnam. The structural equation modeling (SEM) technique with partial least-squares estimation (PLS) was used to analyze the data. The results confirmed 3 dimensions (i.e., psychological resilience, behavioral resilience, and contextual resilience) with 24 measurable scale items to assess safety culture with respect to resilience. The study also revealed that psychological resilience has a weaker impact on accident prevention under higher contextual resilience and behavioral resilience levels. Theoretically, this study provides the theoretical development and empirical evidence to clarify the concept of resilient safety culture in terms of definition, purpose, and value in the context of construction projects. In practical terms, the study suggests that project hazards, unexpected events, and the risk tolerance of construction workers should be addressed to achieve consistently high safety performance. It also offers construction organizations a framework of safety practices to assess their capabilities in managing on-site safety risks.

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