Dr PH (2007) LaTrobe . Thesis titled: Skills and abilities for contemporary occupational therapy practice: Implications for Education
Thesis Summary
The health care environment in Australia is undergoing rapid change associated with a shift from institutional to community care, increasing numbers of older people with chronic illnesses and extraordinary advances in medical and information technologies. These changes are creating staff shortages and a health system that is business-oriented and widely experienced as uncertain. Within this context, professional preparation programmes are required to graduate beginning practitioners who can confidently and competently respond to the current and future changes facing consumers and providers of health services.
This qualitative study adopted a social constructivist methodology and used in-depth interviews and focus groups to examine the perspectives of six employers of occupational therapists, nine experienced occupational therapists, and eight new graduates, concerning the skills and abilities required for contemporary occupational therapy practice. Participants were drawn from both long-standing occupational therapy roles and new, role-emerging settings.
The study findings identified two major themes. First, the participants asserted that beginning occupational therapists now require advanced professional competencies such as high-level communication skills, skills in time management, planning and organisation, and self-management strategies including the ability to direct their practice, a sense of personal agency and the ability to be flexible and adaptable in the workplace. Secondly, new graduates reported experiencing considerable challenges including difficulty in using occupational therapy theory to inform practice and a struggle to cope with the demands of their roles.
This study argues for the need for occupational therapy educators to consider learning and teaching approaches that support the development of advanced level, professional competencies and strengthen student confidence in the use of theory to inform practice. In particular, the use of a process-oriented approach to learning, and the alignment of curricula elements such as curricula content, instructional design, learner tasks, instructor roles and assessment activities are proposed as a means of supporting graduates to meet the demands of an ever-changing health environment.
Publications
Brown, L., & Kennedy-Jones, M. (2005). Roles of clinical educators: Manager. In M. Rose & D. Best (Eds.), Transforming practice through clinical education, professional supervision and mentoring . London : Elsevier.
Kennedy-Jones, M. (2005). Collaborative practice in supervision: Contract learning. In M. Rose & D. Best (Eds.), Transforming practice through clinical education, professional supervision and mentoring . London : Elsevier.
Kennedy-Jones, M., Cooper, J., & Fossey, E. (2004). Developing a worker role: Stories of four people with a mental illness. Australian Occupational Therapy Journal, accepted for publication August 2004 .
Willis, E., Smith, S., & Kennedy-Jones, M. (2003). Review of multiple site and mode, course and subject offerings . Melbourne : Faculty of Health Sciences La Trobe University
Joyce, S., & Kennedy-Jones, M. (2003). Transitional Employment: A retrospective study of member participation and vocational outcomes for clients with a serious mental illness. Paper presented at the OT AUSTRALIA, Melbourne.
Kennedy-Jones, M. (2003). Contextual pressure on allied health professional practice. Paper presented at the ANZAME: The Association for Health Professional Education "A Question of Quality", Melbourne.
Cooper, J., & Kennedy-Jones, M. (2002). Development of a worker role: Stories of four people with a mental illness. Paper presented at the World Federation of Occupational Therapists, Stockholm .
Learning and Teaching Areas
- Occupational therapy theory
- Occupational therapy and mental health
- Fieldwork education
- Curriculum development
- Supervision of fieldwork educators
Professional Activities (eg. Professional associations and committees)
• Member OT Australia
• Member, Accredited Occupational Therapy programme ( Acc OT)
• Academic course co-ordinator, Advancing Clinical Education www.advancingclinicaleducation.com.au
A continuing education programme for allied health professionals undertaking clinical supervision of students. The course is presented by academic and clinical allied health staff from La Trobe, Monash and Deakin universities. |
