New graduate occupational therapists experience of showering assessments: A phenomological study

Abstract

The findings of this study suggest that additional experiential, 'hands on', learning is needed in university curriculum for new graduates to develop practical clinical skills, particularly as practice placements have become more diverse. Similarly there is a need for organisations to provide orientation activities and mentoring for new graduates as they transition from student to therapist.

A qualitative meta-synthesis about challenges experienced in occupational therapy practice

“… 1: Ashby et al., 2013a; 2: Brice, 2001; 3: Chaffey et al., 2010; 4: Elliot et al., 2002; 5: Finlay, 2001; 6: Freeman et al., 2009; 7: Glenn and Gilbert-hunt, 2012; 8: Gray and McPherson, 2005; 9: Hasselkus and Dickie, 1994; 10: Kinn and Aas, 2009; 11: Lee and Mackenzie, 2003; 12: Lloyd et al., 2007; 13: Lohman et al., 2003; 14: Morley, 2009; 15: Robertson, 2012; 16: Robertson and Griffiths, 2009; 17: Rosa and Hasselkus, 2005; 18: Scheirton et al., 2003; 19: Seah et al., 2011; 20: Sweeney et al., 2001a; 21: Toal-Sullivan, 2006; 22: Tryssenaar, 1999; 23: Wilding and Whiteford, 2009; 24: Wood et al., 2013.…”

“…Even though occupational therapists appeared to value actively involving clients in the occupational therapy process (client-centredness), the workplace did not always enable this (Chaffey et al., 2010; Finlay, 2001; Freeman et al., 2009; Hasselkus and Dickie, 1994). For example, workplaces had obligations to meet insurance requirements (Rosa and Hasselkus, 2005), manage risk (Glenn and Gilbert-Hunt, 2012) and appropriately manage time spent on intervention (Toal-Sullivan, 2006). Some occupational therapists were fearful of being identified as frauds because, even though they attempted to humanise people through avoidance of stereotyping, they were not always able to practise in what they regarded as client-centred and holistic ways (Finlay, 2001):I know what I should be doing and it's a far cry from what I am doing.…”

“…Meeting accountability obligations was described as complex, challenging and chaotic (Freeman et al., 2009), and was a source of anxiety and stress (Brice, 2001; Glenn and Gilbert-Hunt, 2012; Lloyd et al., 2007; Toal-Sullivan, 2006). The vulnerability of clients and the litigious nature of health care heightened the need to operate in ethically responsible ways.…”

Using Technology Enhanced Learning to Promote the Acquisition of Practical Skills in Occupational Therapy

“…New graduates report lacking confidence in carrying out practical tasks that they have not adequately experienced in the classroom (Glenn & Gilbert-Hunt, 2012) and safe equipment prescription is paramount. Without the opportunity to make and correct mistakes being afforded in the classroom, students can struggle to establish appropriate situations in which they can learn about equipment.…”

“…Like all practical skills, it takes time and repetition to learn adaptive equipment use, which may not be available in the clinical setting. While many students are exposed to this essential skill during their practice placements, the increasing diversity of placement opportunities means that there is less conformity in what all students can expect to experience on placement (Glenn & Gilbert-Hunt, 2012;Murray, Turpin, Edwards, & Jones, 2015). It can no longer be guaranteed that students will Published by Encompass, 2019 experience the opportunity to become proficient in equipment fitting before national registration.…”