Expectations and stress in junior occupational therapists: 1

Rugg, Sue

doi:10.12968/bjtr.2002.9.12.13692

Cited by 3 publications

(1 citation statement)

References 39 publications

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“…The participants' expectations of practice were somewhat different from the experience of practice, similar to previous research findings (Allen and Cruickshank 1977, Rugg 1996, Adamson et al 1998, Tryssenaar and Perkins 2001, Rugg 2002. All the participants perceived a gap between the skills taught in university and those actually required for practice.…”

Section: Occupational Therapy Knowledge and Skillssupporting

confidence: 67%

New Graduates' Experiences of Learning to Practise Occupational Therapy

Toal-Sullivan¹

2006

British Journal of Occupational Therapy

139

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This article presents findings from a qualitative study of six occupational therapists in the first year of their career, with a focus on the experience of transition and how beginning practitioners learn about doing practice. An initial interview was conducted with each participant in the third to fifth months of practice. The participants then maintained a journal for one month. A second interview was held with each participant in the eighth to tenth months of practice, which explored the learning experiences documented in the journals and changes in knowledge and skills since beginning practice. The transitional experiences of the participants revealed that they were challenged by their limited practical experience, the responsibilities of client care, system issues and role uncertainty. The support of colleagues and peers was critical to their learning and eased their adjustment from student to occupational therapist. The relationship with clients was particularly valuable to the participants' learning and professional identity. Recommendations to bridge academic and clinical settings and ease the transition from student to therapist are proposed.

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Section: Occupational Therapy Knowledge and Skillssupporting

confidence: 67%

New Graduates' Experiences of Learning to Practise Occupational Therapy

Toal-Sullivan¹

2006

British Journal of Occupational Therapy

139

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Stressful expectations of junior occupational therapists: 2

Rugg

2003

British Journal of Therapy and Rehabilitation

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The Perspectives of Fieldwork Educators Regarding Level II Fieldwork Students

Hanson

2011

Occupational Therapy In Health Care

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Ten occupational therapists employed in pediatric and adult rehabilitation settings participated in focus groups to discuss their perceptions of the benefits and drawbacks in working with occupational therapy students. Participants identified professional values, opportunities for continued professional development, recruitment of future employees, and pride in learning experiences available as incentives for working with students. Fieldwork educators who had supervised students lacking foundational communication, problem-solving, and clinical skills were cautious about accepting future Level II students. Time constraints and lack of preparation for the educator role were perceived as barriers to working with students. Fieldwork educators expected the academic institution to provide efficient support, including training for the educator role, information regarding the expectations of the academic program, and ongoing communication over the fieldwork experience. Strategies for strengthening the ties between academic programs and fieldwork sites were explored.

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Expectations and stress in junior occupational therapists: 1

Cited by 3 publications

References 39 publications

New Graduates' Experiences of Learning to Practise Occupational Therapy

New Graduates' Experiences of Learning to Practise Occupational Therapy

Stressful expectations of junior occupational therapists: 2

The Perspectives of Fieldwork Educators Regarding Level II Fieldwork Students

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