Supporting (re) Entry to Professional Practice: The SEPP Project

Baptiste, Susan; Blais, P. Clifford; Brenchley, Christine L.; Sauvé, Dorianne; McMahon, Patricia; Rangachari, Usha

doi:10.2182/cjot.2010.77.3.3

Cited by 7 publications

(15 citation statements)

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“…Mentors in 14 of the studies were occupational therapy professionals or occupational therapy students (e.g. Copley & Nelson, 2012;Milner & Bossers, 2005); mentors in two studies were clients or family members (Arenson et al, 2015;Whitman, Perrin, & Kundson-Buresh, 2002); in two studies mentors were interdisciplinary health professionals (Baptiste et al, 2010;McEwen et al, 2005). From all studies, three mechanisms of mentoring emerged (see Table 2): strategies (n = 15), plan (n = 16) and support (n = 16).…”

Section: Approachesmentioning

confidence: 99%

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Scoping review of mentoring research in the occupational therapy literature, 2002–2018

Doyle

Lachter

Jacobs

2019

Aus Occup Therapy J

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Introduction Mentoring affords personalised learning for professional growth. Research across disciplines has shown mentoring to positively affect behaviour, attitude, motivation, job performance, organisational commitment, and career productivity and success. This study was conducted to provide an overview of research focussed on mentoring practices and related outcomes specific to the occupational therapy profession. Methods This study follows Arksey and O’Malley’s five main scoping review stages. PubMed, Embase, CINAHL, PsycINFO, Web of Science, ERIC, Social Services Abstract, ScienceDirect and ProQuest databases were searched for mentoring practices in the occupational therapy profession. Inclusion criteria were: empirical studies of mentoring provided to occupational therapy students, practitioners, faculty and researchers, published in English between January 2002 and December 2018. Studies of mentoring provided to occupational therapy clients were excluded. Data were extracted for quantitative information about study characteristics and qualitative information about mentoring processes and outcomes. Results Of 1313 retrieved resources, 20 empirical studies were selected for analysis. In these studies, occupational therapy entry‐level students, post‐professional students, educators, researchers and clinicians were mentored in education, research and clinical areas of practice. Mentoring definitions, rationale, approaches and measurement methods were varied. Mentoring processes and relationships were facilitated by mechanisms of creating a plan, using mentoring strategies and providing support. Common defining terms, mechanisms and outcomes of mentoring were extracted and categorised into: support, learning, process and relationship. Mentoring outcomes were related to knowledge acquisition and translation, professional behaviours, increased productivity and professional networking. Conclusion This scoping review presented commonalities of mentoring definitions, mechanisms and outcomes in empirically studied mentoring experiences and programmes in the occupational therapy profession. Methodological gaps in this research emphasise the need for occupational therapy practitioners and researchers to continue researching mentoring experiences by integrating theoretical frameworks, uniform definitions, rigorous design and standardised measures to evaluate the effectiveness of mentoring.

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Section: Approachesmentioning

confidence: 99%

“…Arenson et al (2015) x x x Ashburner et al (2015) x Baptiste et al (2010) x x x x x Barnes and Parish (2017) x x Bucey and Provident (2018) x x x x x x Copley and Nelson (2012) x Falzarano and Zipp (2012) x…”

Section: Pnmentioning

confidence: 99%

Scoping review of mentoring research in the occupational therapy literature, 2002–2018

Doyle

Lachter

Jacobs

2019

Aus Occup Therapy J

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“…To reduce costs and resources, the assessment could be administered electronically. However, the debriefing of the results to determine supports needs to occur with a colleague, as this interaction is highly valued by IEOTs (Baptiste et al, 2010). These colleagues could be part of the profession's transition support program, offered by an educational institution, regulatory organisation or professional association subsidised through government funding.…”

Section: Discussionmentioning

confidence: 99%

“…Factors that facilitate transition to Canadian practice include proactive planning through information seeking, developing and utilising a social/professional network and coming from a country similar to Canada (Baptiste et al, 2010;Mulholland et al, 2013;von Zweck et al, 2007). IEOTs require support to facilitate their transition to practice in a new country.…”

Section: Acculturation In Canadamentioning

confidence: 99%

Internationally educated occupational therapists transitioning to practice in Canada: A qualitative study

Dhillon

Dix

Baptiste

et al. 2018

Aus Occup Therapy J

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ment-Occupation (PEO) model provided a framework to contextualise this theme. Conclusion: IEOTs will benefit from individualised learning needs assessments and education plans to address their specific needs. At an international level, the occupational therapy profession must engage in dialogue about the differences between education programs and the resulting implications for the profession. More research is also needed to understand the experiences of IEOTs who withdraw from or do not engage in formal supports.KEY WORDS foreign professional personnel, immigration, occupational therapy.

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“…Allied health literature suggests that it is important to clearly define the supervision process from the beginning by negotiating a supervision contract to establish ground rules for frequency, duration, and location of sessions as well as the style and content of supervision and clarity regarding how and when the work of the supervisee will be reviewed and evaluated (Baptiste et al, 2010;Bernard & Goodyear, 2004;Hawkins & Shohet, 2006;Sweeney, Webley, & Treacher, 2001). Additionally, literature suggests that cultural differences can be opportunities for growth if they are addressed carefully in the supervision process (Tlanusta Garrett et al, 2001).…”

Section: Coming To Canadamentioning

confidence: 99%

Exploring the integration of internationally educated occupational therapists into the workforce

Mulholland¹,

Dietrich²,

Bressler³

et al. 2013

Can J Occup Ther

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Supporting (re) Entry to Professional Practice: The SEPP Project

Abstract: Project outcomes have wide applications across many health professions.

Cited by 7 publications

References 0 publications

Scoping review of mentoring research in the occupational therapy literature, 2002–2018

Scoping review of mentoring research in the occupational therapy literature, 2002–2018

Internationally educated occupational therapists transitioning to practice in Canada: A qualitative study

Exploring the integration of internationally educated occupational therapists into the workforce

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