A profile of Australian occupational therapy academic workforce job satisfaction

The Need for Occupational Therapy Evidence-Based Education

Knowledge of evidence-based-education principles is essential for occupational therapy academics and fieldwork supervisors to ensure the teaching and learning methods and strategies being used are informed, targeted, cost effective, contemporary, and worthwhile. This paper defines evidence-based-education is and how it can be applied in the context of occupational therapy student academic and fieldwork education. The factors that impact occupational therapy evidence-based education in the university sector are introduced which have the potential to ensure that students obtain a quality, meaningful, value-for-money, and high impact education in both academic and fieldwork environments. It is recommended that university faculty and fieldwork supervisors use, create, support, and disseminate evidence-based-education related findings with continued debate and investigation are recommended.

Job satisfaction among occupational therapists working in Riyadh, Saudi Arabia

BACKGROUND: Job satisfaction is a critical factor that must be considered in every profession. It is important for both the employees and the institutions they work for. OBJECTIVES: The aim of this study was to identify the level of job satisfaction of occupational therapists working in Riyadh, Saudi Arabia. METHODS: This is a cross sectional descriptive study. A validated job satisfaction questionnaire composed of 44 items was distributed and collected from licensed occupational therapists working in 4 hospitals in Saudi Arabia, with at least one year of experience in direct patient care. The sampling was a non-probability purposive sampling. RESULTS: A total of 48 occupational therapists responded to the questionnaire, most of which reported high overall satisfaction level. Occupational therapists showed satisfaction with coworkers, care provided to clients, and autonomy. On the other hand, occupational therapists showed dissatisfaction with salary compared to the work efforts, lack of reimbursement for continuing education, and lack of opportunities for career advancement. CONCLUSION: The overall level of satisfaction of the occupational therapists was high. Efforts must be directed towards maintaining this level of satisfaction. Human resources are encouraged to support areas of satisfaction and find solutions to areas of dissatisfaction.

Australian occupational therapy academic workforce: An examination of retention, work-engagement, and role overload issues

BACKGROUND

The quality of the academic workforce is influenced by multi-level interactionist factors yet there is limited research into these influencing factors.

AIM

To investigate relationships between individual characteristics of Australian occupational therapy academics and work-related variables.

METHOD

An exploratory cross-sectional online survey collected demographic data and used standardized scales including the Turnover Intention Scale, 9-item Utrecht Work Engagement Scale, Work-Life Balance Scale, Role Overload Scale and Self-Defined Burnout Scale. Data were analysed using descriptive and inferential statistics.

RESULTS

Academics who were more than five years in their current academic level were: significantly more likely to consider leaving their job; more often frustrated when not given opportunity to achieve their work-related goals; and less engaged. Those who had worked in higher education for longer than ten years were more likely to report role overload while participants working in higher education for less than five years were less likely to report burnout.

CONCLUSIONS AND SIGNIFICANCE

To meet current and future demand for Australian occupational therapists, an engaged and supported academic workforce is needed. These findings suggest the need for attention to mentoring and career development particularly for those in academic levels longer than five years to increase work engagement and retention.