The Potential Benefits of ‘Clinical Induction’ in Occupational Therapy

Fleming, Anne; Tullis, Alison

doi:10.1177/030802269605900405

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…Problems created by staff shortages provide a practical reason to focus on the satisfaction of occupational therapists. Much of the literature in this area has originated from the USA, Canada and the UK, reflecting the staff shortage evident in these countries (American Hospital Association 1989, Greensmith and Blumfield 1989, Whiting 1990, Burley de Wesley and Clemson 1992, Salvatori et al 1992, Fleming and Tullis 1996, Rigby 1996.…”

Section: Staff Shortagesmentioning

confidence: 99%

Transition from Student to Practitioner: The Role of Expectations, Values and Personality

Sutton¹,

Griffin²

2000

British Journal of Occupational Therapy

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Research into occupational therapy job satisfaction has been driven largely by concerns regarding recruitment and retention. There is a need to develop more robust theoretically sound methodologies for the investigation of job satisfaction within the profession. This article presents the initial findings of a national longitudinal study of Australian occupational therapists. The respondents (n=295) were investigated immediately prior to graduation with respect to their expectations about working as an occupational therapist, their work values and their work preferences. A personality profile was also administered. The findings indicate that students hold inflated expectations about their first job and retain traditional occupational therapy work values. Demographic and personality profiles reflect those of the international student body and can assist in the prediction of student expectations.

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Section: Staff Shortagesmentioning

confidence: 99%

Transition from Student to Practitioner: The Role of Expectations, Values and Personality

Sutton¹,

Griffin²

2000

British Journal of Occupational Therapy

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“…High quality induction programmes within the workplace were essential for all new staff, including new graduates, according to Fleming and Tullis (1996). They further maintained that these induction programmes needed to be comprehensive and flexible enough to meet the needs of individual staff members.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this study, the new graduates identified orientation programmes as important and provided one aspect of the knowledge required for the successful transition from student to graduate. Other research has identified orientation as fundamental to adjusting to a new job (Parker 1991, Fleming andTullis 1996).…”

Section: Knowledge and Skillsmentioning

confidence: 99%

New Graduates: Perceptions of Their First Occupational Therapy Position

Hummell¹,

Koelmeyer²

1999

British Journal of Occupational Therapy

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The study investigated the perceptions of 74 occupational therapists 6 months after graduating from the University of Sydney. Australia. regarding their first occupational therapy position. using a self-administered posted questionnaire. The findings provide a profile of these graduates. the majority of whom were female. aged between 20 and 24 years and employed in the public health system in the Sydney metropolitan area. Over three-quarters were provided with an orientation programme at the workplace and were satisfied with their initial job. although they perceived it as stressful. Two-thirds received support and supervision from senior occupational therapists; however. one-third did not. The provision of support/supervision from a senior colleague was of critical importance to the successful transition from student to graduate. The primary recommendation is that all new graduates have access to support/supervision from skilled occupational therapists and other colleagues on a regular basis.

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“…Novice occupational therapy practitioners have also been identified to require: (i) suggestions for managing the transition from student to therapist (Tyssenaar & Perkins, 1999); (ii) specially designed supervision (Jacobs, 1994; Smith, Eason, Barker, Burke‐Martin & Morris, 1994; American Occupational Therapy Association (AOTA), 1995); (iii) special training for particular practice areas (Dewire, White, Kanny & Glass, 1996; Hinojosa et al ., 1994), entry level certification based on aspects of current practice (Dunn & Cada, 1998); (iv) entry level role delineation (AOTA, 1990, 1995); and (v) special induction programs (Fleming & Tullis, 1996). In a busy acute care hospital department, these new graduate needs can have an impact on other staff because acute caseloads have been identified as particularly challenging for therapists with little experience (Freda, 1998).…”

Section: Literature Reviewmentioning

confidence: 99%

New graduate therapists in acute care hospitals: Priorities, problems and strategies for departmental action

Cusick

McIntosh

Santiago

2004

Aus Occup Therapy J

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This study presents findings from an action research study of occupational therapists working in one acute care university-affiliated hospital department to ascertain their views regarding new graduates (NG). The aim of the study was to inform decisions regarding the development of NG support strategies to enhance organisational effectiveness. Twenty-four department participants identified 56 issues they perceived were important for NG. These were in four areas: (i) retention of NG staff; (ii) NG function in clinical roles; (iii) NG function in the occupational therapy department; and (iv) whose problem was it (NG themselves or staff already in the department that NGs join). A delphi survey was then conducted with 27 participants to identify which of the 56 issues were priorities. Fifteen issues of importance were identified and examples of departmental strategies, which were developed in response to these priorities, are described. Recommendations for application of action research approach as a change strategy in occupational therapy departments and further suggestions for research are made.

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The Potential Benefits of ‘Clinical Induction’ in Occupational Therapy

Cited by 3 publications

References 14 publications

Transition from Student to Practitioner: The Role of Expectations, Values and Personality

Transition from Student to Practitioner: The Role of Expectations, Values and Personality

New Graduates: Perceptions of Their First Occupational Therapy Position

New graduate therapists in acute care hospitals: Priorities, problems and strategies for departmental action

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