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From student to therapist: Follow up of a first cohort of Bachelor of Occupational Therapy students
Author(s) -
Doherty Georgina,
Stagnitti Karen,
Schoo Adrian M. M.
Publication year - 2009
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/j.1440-1630.2008.00751.x
Subject(s) - bachelor , occupational therapy , workforce , likert scale , competence (human resources) , graduation (instrument) , curriculum , perception , mentorship , medical education , psychology , medicine , rating scale , family medicine , nursing , physical therapy , pedagogy , social psychology , developmental psychology , geometry , mathematics , archaeology , neuroscience , economics , history , economic growth
Aim: This study aimed to investigate the perception of graduate students on their preparation for practice, at 7 months post graduation.Method: Using an anonymous postal questionnaire, 18 respondents (58% response rate) provided data on the nature of current employment, the experience as a graduate therapist, and perceptions of their undergraduate experience in preparing them for practice.Results: Fifty percent of the respondents were practising in a rural environment. There was a significant positive relationship between respondents perception of their curriculum and fieldwork experiences and their preparation for practice ( rho = 0.52, p < 0.05, and rho = 0.55, p < 0.05, respectively). Of the fieldwork experiences, respondents rated block placements as more beneficial to practice than non‐traditional placements. However, a correlational analysis showed the non‐traditional placement was significantly related to preparation for practice ( rho = 0.54, p < 0.05). On a seven‐point Likert scale, respondents rated themselves from 5.2 to 5.7 for perceived self‐competence as a newly graduated practitioner with community‐based graduates having the higher rating. Confidence in clinical decision‐making was rated 5.0 to 5.6 with community‐based graduates having higher rating. Respondents reported a positive perception that the undergraduate program prepared them to enter the workforce and practise as an occupational therapist (mean ratings 5.5 to 6.2). Conclusion: Respondents felt adequately prepared to enter the occupational therapy profession and workforce. Strengths and weaknesses in their preparation are discussed as well as the need for further research.