Contextual Factors That Have an Impact on the Transitional Experience of Newly Qualified Occupational Therapists

Abstract

Reference: Morley M (2009) Contextual factors that have an impact on the transitional experience of newly qualified occupational therapists. ■ New practitioners experience high levels of autonomy within an interprofessional context. ■ Strategies that ease transitional challenges include co-working, role modelling and informal support.■ Preceptorship offers a formalised approach to promote professional identity and learning.What the study has added The study provides new knowledge relating to the working conditions of new practitioners. Adaptation to practice may be supported by a preceptorship programme, underpinned by theories of situated learning and communities of practice. ReferencesAdamson BJ, Hunt AE, Harris LM, Hummel J (1998) Occupational therapists' perceptions of their undergraduate preparation for the workplace.

Job Club: A Program to Assist Occupational Therapy Students’ Transition to Practice

“…The transition period typically spans from a student's final academic year to the end of his/her first year of practice. This period has been identified as a challenging and stressful time and often involves the re-defining of the self through a process of intense professional and personal growth [1][2][3][4]. The tension of translating classroom education to the working environment is particularly evident during this period and issues that may arise include a lack of role clarity, a perception of insufficient supervision, and a lack of confidence in professional skills [3,4].…”

“…There is limited discussion in the literature of specific strategies that may be employed to assist graduates in their transition to practice [1][2][3][4]. The purpose of this paper is to raise awareness of occupational therapy graduates' need for support through this transition period, and to describe be less stressful than student life [3,4].…”

“…The purpose of this paper is to raise awareness of occupational therapy graduates' need for support through this transition period, and to describe be less stressful than student life [3,4]. These studies also provide support for the concept of 'Reality Shock' and underline the need to find ways to support graduates through this transition period [6].…”

“…Support may be provided via preceptorship, effective professional and informal supervision, continuing professional development schedules, regular feedback opportunities and specific transition to practice support programs. The combination of these strategies has been shown to facilitate successful transition to practice for occupational therapy graduates [3,7,11].…”

“…Role confusion is a frequently identified issue occurring during the process of transition to practitioner [3,4]. Supervision not only provides the opportunity to receive feedback but also provides a role model for the new graduate.…”