Occupational Therapy Students' and Graduates' Satisfaction with Professional Education and Preparedness for Practice

Abstract

The results of this evaluation may have important implications for educational programs, students, graduates, fieldwork supervisors, and employers.

Preparation for an uncertain world: Professional agency and durability in the practice preparation of mental health in occupational therapy

“…This has been most notably experienced within community mental health teams where consensus regarding the optimal type of casework for occupational therapists has not been reached 26,30 . Consequently graduates need to project a strong professional identity, demonstrate skills in evidence-based practice, critical thinking and resilience 31,32 . Further, the accepted understanding of the role of occupational therapy practice must be widened to encompass the diversity of what the profession has to offer 33 .…”

“…Whilst there has been little focus on mental health occupational therapy practice preparation, a number of studies have taken a broader curriculum view 31,34,35,36,37,38,39 . Such studies, whilst addressing a range of practice and education themes, typically reveal that new graduates grapple with low confidence when entering the working world 31 . They have difficulty making the shift from student to graduate and the need for support structures to be put in place is evident 36 .…”

“…They have difficulty making the shift from student to graduate and the need for support structures to be put in place is evident 36 . Further, graduates have reported feeling inadequately prepared in the area of practical techniques and experience a large gap between their own perceived level of competence and perceived unrealistic expectations of themselves 31 . It is evident that it takes time for graduates to feel competent and gain professional confidence, including clarifying their professional role, and being clear of their responsibility when working within a team.…”

“…Graduates rely heavily on theory to guide their practice and their interactions with other members of the multi-disciplinary team 31,38 . While practice education was seen to be the most beneficial aspect of the curriculum in preparing graduates for practice, the literature points to improved educational strategies to integrate theory into practice 38 .…”

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

“…Professional identity, in particular, has been found to affect overall job satisfaction which, in turn, impacts on the retention of therapists within the occupational therapy profession [10]. A study of seventy-four occupational therapists from the United Kingdom found that many new graduates place an emphasis on profession-specific supervision as a means of building their professional skills and identity [11].…”