Occupational Therapists' Perceptions of Their Undergraduate Preparation for the Workplace

The health care environment is undergoing rapid change. This has major implications for health science education programmes. The extent to which university education prepares graduates for the requirements of the workplace has become an important issue in the health science literature. The present study investigated the perceptions of 144 graduate occupational therapists regarding the adequacy of their undergraduate education at the University of Sydney in equipping them for the workplace.

The findings indicated that occupational therapy graduates perceived significant gaps between the knowledge and skills gained during their undergraduate course and those required in the workplace, particularly in the areas of communication with other health professionals and the general public, knowledge of the health industry and workplace management. This paper considers the implications of workplace requirements and expectations for the occupational therapy course curricula.

Working with Clients with Learning Disabilities and Multiple Physical Handicaps: A Comparison between Hospital and Community Based Therapists

This comparative study looked at hospital and community based occupational therapists who worked with clients with learning disabilities and multiple physical handicaps. The factors that were examined were the time spent by occupational therapists with this group, the interventions that were used, and the learning support that was needed for the therapists. Information was gathered from questionnaires and semistructured interviews. The results showed a distinct difference between the two groups of occupational therapists, with remedial activities being the focus in the hospital setting and functional activities in the community. Most of the respondents felt that they had not had either sufficient education at college or sufficient support when they started their service. A change in role from therapist to consultant was found in those working in the community and this group also placed more emphasis on keeping up to date with developments in this specialist field.

Organisational Change and Occupational Therapy

Major restructuring of health care services has meant changes in service delivery, organisational structures and work practices. There has been a significant impact on the roles and responsibilities required of health care professionals in the current health care environment. The literature reveals that this often brings about conflict between professional values and organisational values. Although many of the current changes in health care are compatible with the philosophy of occupational therapy, there are policy and organisational factors that have an impact on occupational therapy practice and service delivery.

In this article, the emerging characteristics of the contemporary health care environment are identified and the strengths and weaknesses of the profession in adapting to this environment are discussed. It is argued that the survival and growth of the profession are dependent on the extent to which it is able to capitalise on strengths, overcome weaknesses, articulate its overall purpose and function and redefine its role and scope of practice in order to meet changed societal and organisational demands.

Icelandic occupational therapists' attitudes towards educational issues

The purpose of this study was to assess the readiness of occupational therapists in Iceland to accept a professional as opposed to a technical view of the profession. Most Icelandic occupational therapists were educated in other countries, with little emphasis on liberal arts, sciences and research. The first Icelandic occupational therapy programme, a university-level programme, was founded in 1997. All Icelandic occupational therapists were surveyed. Eighty-seven questionnaires were sent out and 80 (92%) were returned and used for statistical analysis. The results of the study showed that Icelandic occupational therapists valued academic skills over technical skills, emphasizing occupational therapy theory unique to the profession and research to validate practice. More recognition among other health professionals was considered the most needed change in the profession. The results of the study showed that the clinicians' attitudes confirmed in general what is emphasized in the curriculum and in students' fieldwork. Further research is needed to explore whether the Icelandic occupational therapy profession succeeds in promoting research and recognition by other health professions.

Professional expertise of community-based occupational therapists

SUMMARY As the health care system changes, it is increasingly important to define the roles and contributions of individual professions. The goal of this study was to identify job roles, job skills, and professional expertise of community-based therapists. The Community Practice Project survey was mailed to 200 AOTA registered community-based therapists. There were 84 (42%) surveys returned. The results provided a profile of community-based therapists. Principal roles, job skills, and areas of professional expertise were identified. Educational preparation was assessed. Respondents reported that they were not prepared to use the skills of networking, consulting, and communication. They were not prepared in expertise areas such as community resources, self-directed learning, and client-centered approach to practice. Overall, therapists expressed satisfaction with work in community-based positions.

Interaction between patient and physiotherapist: a qualitative study reflecting the physiotherapist's perspective

BACKGROUND AND PURPOSE

The interaction between patient and physiotherapist (PT) is central in physiotherapeutic treatment. The purpose of this study was to investigate expert physiotherapists' perception of important factors influencing the quality of the interaction in physiotherapeutic treatment.

METHOD

Ten experienced PTs working in primary healthcare were interviewed twice, triangulating a sort of important events, an exemplar and a key informant interview. The data were transcribed, coded and analysed for main themes and categories according to the qualitative technique described by Shepard et al. (1993) and Merriam (1988).

RESULTS

Important factors in interaction could be divided into the 'Prerequisites dimension' and the 'Interaction dimension'. In the former, the most dominant theme was 'Internal prerequisites of the PT'. The most-cited category in this theme was 'Practical professional skills and patient experience'. In the latter, the themes 'Establishing contact', 'Ways of contact', 'Frames' and the 'Therapeutic process' emerged. Here, the most-cited categories were 'Establishing contact and confidence', having a 'Therapeutic role', 'Being sensitive and intuitive', 'Encountering', 'Listening' and 'Identification of patient resources'. These factors were seen as essential for promoting a positive patient outcome. Interaction skills were reinforced by reflection on patients' experiences.

CONCLUSIONS

Interaction skills of the expert PT were thought to enhance the resources of the patient and lead to a positive patient outcome. Within professional development more emphasis ought to be put on reinforcing the reflective process of the PT, for instance by the use of supervision by an experienced colleague.