From Student to Therapist: Exploring the First Year of Practice

Tryssenaar, Joyce; Perkins, Janice M

doi:10.5014/ajot.55.1.19

Cited by 107 publications

(198 citation statements)

References 17 publications

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“…Research examining the challenges associated with initial entry into the role of a certified AT is lacking; however, many investigators have addressed this transition in health care fields such as nursing [40][41][42][43] and physical therapy. [44][45][46][47] Similar to what the participants reported, many new nurses and physical therapists (PTs) felt overwhelmed as they encountered new challenges in their roles and had trouble balancing all their responsibilities. [46][47][48] Furthermore, they did not have adequate time to devote to each of their patients because they were responsible for so many.…”

Section: Initial Entry Into Rolementioning

confidence: 76%

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated. Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

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Section: Initial Entry Into Rolementioning

confidence: 76%

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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“…These were most obviously demonstrated through graduates' questioning of their ongoing capacity to be a part of the mental health practice community in an authentic way. It is widely recognised that commencing practice as an occupational therapist is a time of great professional development 39 , coupled with a sense of being overwhelmed 37 . Graduates need to be adaptable and flexible to change in order to successfully transfer into the world of professional practice.…”

Section: Discussionmentioning

confidence: 99%

“…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 .…”

Section: Background Literaturementioning

confidence: 99%

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

Wimpenny

Lewis

2015

S. Afr. j. occup. ther

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“…Graduates who had fewer opportunities for supervision and feedback reported being less confident in their abilities, more reluctant to seek advice, and feeling they had a more stressful transition overall. Feedback on performance influences self-perception of confidence and competency, and new occupational therapy graduates who did not receive feedback reported feelings of self-doubt [13,14].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2017

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Transition to practice can be identified as the change from the role of student to the role of practitioner. This period of transition is a time of intense professional and personal development. Typically, it can take anywhere between six months to two years before an entry-level therapist feels competent in the workplace. A number of factors affect the transition process, including role uncertainty, inadequate supervision, and an overall lack of confidence in clinical skills. This paper discusses a case example of a Job Club, provided by a Western Australian Occupational Therapy university program. The concept was initially set up to support students through the process of seeking and gaining employment. Over time, the club developed a broader scope based on the needs of attendees. This example illustrates the needs of students for greater support in this important transition, and lays the groundwork for formal research in future.

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From Student to Therapist: Exploring the First Year of Practice

Abstract: Recognizing the stages in the process of transition from student to therapist may assist in educational curriculum development and clinical support and supervision for new graduates. Educators need to continue to make education practice relevant while maintaining a theoretical perspective.

Cited by 107 publications

References 17 publications

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

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

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

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