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Experiences of and support for the transition to practice of newly graduated occupational therapists undertaking a hospital graduate Program
Author(s) -
Turpin Merrill,
Fitzgerald Cate,
Copley Jodie,
Laracy Sue,
Lewis Beverly
Publication year - 2021
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1111/1440-1630.12693
Subject(s) - occupational therapy , medical education , perception , professional development , medicine , psychology , nursing , neuroscience , physical therapy
Newly graduated occupational therapists face well‐documented difficulties as they embark on professional practice. Occupational therapy departments need to ensure that new graduates conduct their roles appropriately while developing experience and building clinical and professional skills. This study aimed to explore the experiences of new graduates at a major Australian metropolitan hospital occupational therapy department, the support provided to them and their perceptions of this support. Methods The research design was Interpretive Description. Semi‐structured interviews of approximately 60 min were undertaken with seven occupational therapists, their team leader and the Departmental Head. The two research questions were as follows: What were the graduates’ experiences of their first year in practice? What support was provided to graduates and what were their perceptions of this? Results New graduates perceived the transition to practice as overwhelming, particularly regarding their caseload responsibility. During the first few months, work tasks took them longer and they felt stressed and anxious. They received a range of support and education, both inter‐professional and discipline specific. Their occupational therapy team leader and clinical senior provided tailored support, guidance and reassurance. Guided questioning facilitated development of new graduates' clinical reasoning and professional skills. Reflection helped them to identify and address learning goals relating to occupational therapy professional competencies. New graduates valued having a consistent caseload and a supportive workplace was highly valued. Conclusion New graduates initially feel overwhelmed by being responsible for their decisions. However, they can benefit from tailored supervision and guided questioning to help develop clinical reasoning and professional skills, formal and informal support from experienced occupational therapists and their inter‐professional teams and time to increase skill with their caseload. Engagement in a professional community of practice is important.