I firstly just want to introduce to you the E2OT team and the volunteers. Like most great ventures nothing is done without input from valuable people promoting What was once an idea was made a reality.
the E2OT team ran the successful student to practitioner now what conference on 31st May 2013. whereby a 140 final year students and recent graduates, representing six different universities, arrived seeking support during the challenging transition from student to practitioner. The British association of occupational therapists (Also known as the BAOT) Northern and Yorkshire region generously funded the day with the University of Cumbria supplying the facilities forfree of charge.However, the BAOT did not stop there they were very generous to support our venture with mentoring in the form of lending us Robert Berry then chair who had successfully supported the previous 3 regional student conferences.
My time with you will consider: Highlighting what we already know of student to practitioner transition and the potential consequences of a challenging timeMY personal reflection of the journey from starting as a student to arriving at the now what stage in my process Which is reviewed through the kawa modelIn addition, actively reflecting on the E2OT idea and how this was formed Thus, indicating the purpose of the E2OT Moving on to the emerging2ot conference and reviewing the key messages from the day. Highlighting its feedback / statistics and conclusions. In addition announcing the E2OT next steps and lasting idea
The what we know: Transitions: Blair (2000) Notes a transitional period is frequently painful and can result in a varies of response. Adams et al, 1976) cited in Blair (2000) indicates a transition as a discontinuity in a person’s life space. An interruption of pattern of daily life. For example Moving from an educational institute to fighting it on your own. Therefore as a result the impact has been noted on self confidence and efficacy to carry out intended goals. Thus, inline with Morley, 2006; Tryssenaar and Perkins, 2001; Sutton and Griffin, 2000; Fourtune et al, 2013) who reckonise the transition period for newly qualified OTs to be fraught impacting ones confidence. Student to Practioner: To better understand the student to practitioner transition Tryssenaar and Perkins (2001) followed six students through their final two weeks of fieldwork placement (just prior to graduation) and through their first year of practice. The authors concluded that student’s professional development into a therapist involved four consecutive stages: transition, euphoria and angst, reality of practice, and adaptation. Whereby it is noted Anxiety about the transition from student to therapist is typical (Tryssenaar & Perkins, 2001). Students’ feelings of incompetence upon graduation are a recurring theme among the studiees that examined of student satisfaction with professional education and preparedness for practice. Although it has been noted Unfortunately, strategies to ease the transition from occupational therapy student to therapist are not well under- stood (Atkinson & Steward, 1997; Rugg, 1996; Tryssenaar & Perkins, 2001). in other considerations Morris and Farmer noted (1999) a competent and prepared new clinician cannot be predicted only by their academic performance during education. Practically, gray et al (2012) confirmed this noting new graduate OTs perspectives on work preparedness, professional development and work environment issues revled that only 8.5 % of new graduates reported feeling very well prepared for practice. within new Zealand and Australia in addition (Grey et al, 2012) Early research (Rugg, 1996) reported that some new graduate occupational therapists experience difficulty in early practice, due to a mismatch between their expecta- tions and experiences of practice. New occupational ther- apy graduates may have inflated expectations when entering the workforce, especially with regards to work environment, job demands, professional development and job satisfaction (Sutton & Griffin, 2000). For example, new graduates saw employers as demanding more evi- dence of initiative and autonomy than they had expected. Fortune et al, (2013)Furtherer more cited in fourtune et al (2013) Barnitt and Salmond (2000) uncovered differences between the experiences of new graduates, and the expectations of supervisors and employers. New therapists identified being unprepared for the pressures of the work environment, contributing to disillusionment, which the authors noted the impact to negatively effect retention within the profession and lead to health problems of recent graduates. Ultimately, as a result Seah et al, (2001) indicated a Successful transition is fundamental to becoming a competent practitioner. Competence is defined as having an ‘integration of knowledge, reasoning, personal qualities, skills, values and beliefs’ (OT AUSTRALIA, 1994). The development of competence is lifelong, requiring a blend ing of experience, education and supervision (Tryssenaar, 1999). However, Hollis et al (2007) notes Unfortunately, strategies to ease the transition from occupational therapy student to therapist are not well under- stood (Atkinson & Steward, 1997; Rugg, 1996; Tryssenaar & Perkins, 2001). Dispite its vital place within the transition of recent graduates of and essentially our contribution to the occupational therapy profession. If we as the profession cannot understand the transition and what is needed and were we are going wrong then what chance has students got entering the profession have? My advice is to ask the cohorts before the concequences of the ill transitioning Is to come about. The suspected consewueneces have been noted within the research as: So what are the potential consequences of this? And the impact on newly graduated occupational therapists?
Increased anxiety high stress levels high expectations Resulting in lower job satisfaction and ultimately leaving the profession. Thus, is not to even mention the health implications of this. So were did this actually fit into my journey?
Lets review the top of my fountain. I firstly thought I knew what OT was? This was the novice days… the inicent mind as one might say. In the process of learning the theory the difference between occupation and activity became confusing for me. When attending my placement I strongly reckoned my OT had an appreciation for supplying the service users with equipment to support carrying out their occupations. However, there was no mention of actually seeing the service user engage within these occuaption’s a possible impact of the medical model? Time? Restrictions of resources? Is this providing OT? Are we providing Otwithout the psycho social component? At this point I questioned the theoretical perspective I sought from my recent learning was not proposed. It was indicated that in real life I would only be utalising 30% of my theory learnt within the ‘real ot world’. . However, Now I reflect… little did my placement realize but the theory I was seeking was demonstrated through their actions over there words. Although, this sent me to a ‘THE CONFUSED STAGE’ of understanding what OT is? I recognized there was no set line for practice and everyone had their own philosophy although, I felt this was driven stronly by others perception of OT than our core philosophical values of Occupational driven practice. So I sought my own philosophy, although, remaining mindful for my expectations of placement. I found this difficult to question others practice who have had years of experience within the field. I did however, find the light. Where I started to feel confident, although, didn’t think my final placement I had enough time to maintain this in my practice as it came and went so quickly. So it came to a point of NOW WHAT? Feeling confident, reckoning the implications of service, others expectations on my practice although im in the final week and I havent any time to put this fully into place. Thus holding relevance with Hodgetts et al, (2007) who notes Students of a bsc highlighted there confidence at the beginning of the course then toward the end didn’t feel this matched what we needed.
Why KAWA OVER OTHER models? Well the kawa has allowed me to metaphorically distinsh between the components and restrictions I also somewhat see the kawa as an activity analysis to review my knowledge and the impact on my ablity to occupationally perform to be an OT. The impact on our ability to occupationally perform in OT…., For me it was how all my boulders fit into my practice. Where would I use them.. This impacting on my self effacy and confidence to carry out my role. Notice the enviroment is rocky- Nothing is steady- this for me represents the fast moving pace of the National Health Service and economic state in any country. Now I think about it this picture needs a lot more rocks. Am I ready to be an OT?Maintain my own philosophy as encouraged by university. CLIENT CENTERED Occupation is a bolder/ worries of maintaing this focus with everything else to consider…….!!! As well as a branch… as T and Perkin (2001)s notes (2009) im in the process of euphoria and angst. Im excited by my knowledge but dreading not being able to use it. (an intense feeling of excitement and happiness A: a feeling of deep anxiety or dread ) Final placement: ‘Transition stage ... an eager “marking time” through the final placement.Theory to practice is also noted as a boulder and a branch…. I found that I in one placement which used a particular model, we were applying the theory to the client over the client to the theory. Is this holistic? Has this depicted to me how real theory is used to consider our professional worth? How is this impacting my occupational performance? I told her I don’t want to go into practice because all of the restraints im going to experiace. I just wanna be an OT without politics.
One question I do ask you to tink about, hearing of the back ground and the research of the transition and my personal reflection.. IS IT to far to say the students become a potental client of the occupational therapy profession WITHIN THE TRANSITIONAL STATUS? . Is this transition impacting our ablity to occupationally preform as an oT?Is it a PROFESSIONAL CRISIS STAGE.. Euphoria and Angst (T and Perkins)
As a result I kinda looked at an activity analysis approach toward discovering what were the resources I had to be able to ease the anxiety of going into practice and critiqued them against the current economic state and opportunities available. This led me to firstly talk about it. Mentoring and support from my peers. In addition Utilizing such tools as social media like Otalk to discover how experts think differently from me. Reckoned my learning and how I can enhance this. Thus inline with Burke and Deploy who notes novices need to observe converse with master clinictions and compare with them in order to become skilled. I then approached a team the e2ot team whereby we jointly discussed our worries, utalising PBL looked into the research and what is avaiblible. Without a doubt there is much support for the transition from student to practitioner theoretically, however, there is nothing practically. In addition, we questioned and critiqued the current NHS job oppertunies. With the agenda for change the perceptorshipprogramme is noted to be avaible to all those within the NHS when first starting. This however, is not always avaible to those going into the private and voluntary sector. A potential missing link?. Many resources to support this but practically there isnt anything…. So we did something about it. Our Guiding Principles: The coping mechanisms we established: agreeing with marymorley: Atransition was eased by access to mentors andsupport to enhance the person’s appreciation of what it is meant to be a therapist. , there are many factors relating to the first work experiences of new graduates that play a part in professional identity which can be supported by professional socailinterctionThe literature reinforces the need for strong role models in professional role development (Mary Morley) The coping strategiesidentified by theroy in studies of newly qualified occupational therapists include changing how they provide care, time management and attaining a work / life balance (Tryssenaar and Perkins 2001) and supervision (Leonard and Corr 1998).In accordance with THIS IS THE REASONINGSeahet al, (2011)‘Graduates have to adapt to changes to successfully transit into the world of professional practice (Tryssenaar & Perkins, 2001). An awareness of changes that will be experienced during the transition is necessary, Tranistional theory: (Blair, 2000). Activities include seeking information and sup- port, identifying new ways of living and making sense of circumstances.Adaptation allows the continuity of a sense of self as well as the re-creation of a sense of being in place (Rowles, 2003). Having this valued self-identity and being comfortable in the new environment contrib- ute to successful transition. A successful transitionis noted to practice asobserved when feelings of distress are replaced with wellbeing and mastery (Kralik et al., 2006).’
A process modelNicolson (1990) in thecontext of organisational research and work role transitions. This is a process model which recognises transitions as experiences through time with strategic changes in adjustment. It is a representation of four stages of transition: preparation, encounter, adjustment and stabilisation (see Fig. 2). These stages are guided by the three principles of recursion, disjunction and interdependence.Recursion: Everyone is on one or more transition cyclesand the movement is continuous. The possibility of change is ever present and states of readiness exist for future transition.Disjunction: Distinctive qualities are apparent at each point of the transition cycle which could require particular coping mechanisms, for example at the encounter stage; ways of managing stress may be required.Interdependence: This is a transactional phenomenon which acknowledges that change in one stage exerts a powerful influence over what happens at the next stage. Although, This is written from a particular perspective, that of workrole transitions, and is envisaged as a tool for personal development and increased reflectivity these are all been noted as vital attributes to the graduate transition as noted by Mary Morely. E2OT Learning Outcomes To broaden support networksShare information and learn the reality of practice Bridge the gap for the transitional period from student to practionerOpportunity to promote self leadership Structuring methods for self continuing professional development Identify theoretical perspective for practice from recently qualified occupational therapists As noted the slide indicates the transition period- and we have placed the coping stratergies into this model. But as noted in terms of the interdependance the stage supporting by the powerful infleunce of the coping stratergies will exert infulence of the next stage within transition. Manage expectations of students / graduates (Sutton and Griffin)
Seahet al, (2011)Supervision may be provided by other members of a wider commu- nity of practice..T and Perkins (2001)Burke and DePoy (1991) suggested that novices need to observe master clinicians, converse with them, and compare them with each other in order to become skilled. Only by understanding expert practice can we clarify the developmental steps of mastery, excellence, and leadership and, therefore, inform curriculum development. So therefore,The topics discussed were:All workshops were run by newly qualified occupational therapists where they highlighted both the rewarding and challenging times they have been through whilst supporting delegates to build coping strategies to prepare them for their own transitions. Considering academia in OT (Zhora Anwar)Challenges of becoming newly qualified therapists (represented utilising the Kawa model, Iwama 2006) (Hazel Clerkin & Clarissa Sørlie) Using OT skills in a non traditional role (Sarah Simmons)Private practice and getting connected internationally, including networking (Gillian Gorry). The benefits of being online connected: OTALK Arranging speakers was enabled by the powerful nature of social media, conference Chair Michelle Perryman indicated that “from being introduced to the #OTalk Twitter chats on Tuesdays I met four of the conference speakers”.LEARNING STYES….. The live case studies other theoretical which enriched the learning of the delegates The Aims: To connect with recent graduate experts with one year of experience Building Coping strategies To take E2OT outside of the building making it global To maintain professional networking To establish how to maintain the Occupational Therapy Philosophy Tweeting: Maintaining professional networking
Robert key messages were to utilise our occupational therapy skills to grade the student to practitioner transition. Heindicated this will be a challenging time, however, the most rewarding aspect is enabling our clients, learn from your clients. Do not just try and gain feedback from the service because at the end of the day your most valued feedback is from your clients. Its working on whats most important to them… Its becoming and Occupational Therapist. Professor Matthew Molineux highlighted the importance of delivering ‘Occupational Occupational Therapy’, exploring the challenges of service provision and misrepresentation of the occupational therapy philosophy in practice. Matthewimplored graduates to consider the impact of service provision and social environments on the Occupational Therapy professional identity. In addition Matthew mentioned a subject very passionate to him.. ‘ taking over the occupational world’, Zorha Anwar: highlighted the challenges and rewards of academia. Noting to stay in contact with your mentors. Recognising the need for newly qualified Ots to bring the ideas and change the profession. She acknowledged new graduates to bring forth the new and up to date theory. Use this as an advantage. Take it further do research and fight for your place in the profession where vital changes are needed. Then most of all.. Write about it. Its about being entrepreneurial in your approach and wise whom to tie the knots with in garanteeing your successful transition. Thus, potentially supporting future study. Sarah Simmons: utilised skills in a Non Traditional role, Sarah indicated preparedness and supervision to be vital components for her transition This promoting her to building coping stratergies and consider utalising theoretical concepts within her practice and build on her continuing professional development.
Gillian Gorry: explored her her transition of locum work into private practice. Highlighting her insights in becoming globally connected to support her continuing professional development. Significantly providing a case study from an international occupational therapist ‘Dan Johnson’ who noted utilising a blog whilst volunteering was the best advice he had received, he generated contacts world wide supporting him to specialise within his chosen area. In addition Gill supported this as a challenging transition and not one to be taken likely. Although, highlighted the positives to consider how OT works world wide to further your reflection on practice to think ‘ am I carrying out the intended OT philosophy’? Gill supported and encouragedthe delegates to ask questions and the delegates all challenged these together in a group. set goalsClarissa Sorlie and HazelClerkin: developed a workshop to share their subjective experiences of becoming a newly qualified OT within Band 5 positions. There challenges were shared through the KAWA Model (Iwama 2006) indicating how their life flow had been affected and shared their coping strategies- highlighted as:- perceptorship and supervision reflection. Mindfulness. Maintain vales. To observe team dynamics. Maintain an occupational focus to direct your practice. Utilise external support. Assertiveness and disclose and share your worries to gain further insight. In addition Clarissa and Hazel utilised a butterfly and leaf theme whereby they asked each delegate to write their anxieties and worries down on their leaf and discuss which coping strategies they felt could assist them with this and note them on a butterly. Leslie Crichton explored ‘50 Top Tips for your First Job as an Occupational Therapist’. The tips covered the application and interview process and ranged from ‘completing a grammar and spelling check before submitting an application’ to ‘not flashing your knickers to the interview panel’! A very insightful presentation in the minds of the supervisors.
Delegates: Q1- The E2OT conference has motivated me in my preparation for the transition from student to practitioner.62% strongly agreed 38% agreedQ2- the information provided in the delegate pack was appropriate 55% strongly agreed 38% agreed5% neither agreed or disagreedQ3- The choice of E2OT speakers was appropriate 63% strongly agreed37% agreed5% neither agreed or disagreed Q4- The E2OT conference environment was appropriate to my needs66% strongly agreed 31% agreed 2% neither agreed or disagreed Q5- The amount of information provided by the E2OT speakers was appropriate62 % strongly agreed 38 % agreed Q6- organization of the conference was efficient 85% strongly agreed15% agreed Q7- The amount of information provided by the workshop were appropriate 54% strongly 42% agreed 5% neither agreed or disagreed Team Being in the team has motivated my transition. We have a 100% strongly agreeHowever, the amount of time and effort was under estimated. Working out at 67% agreeing and 17 % strongly agreeing Learning skills to apply to my future profession was 100% stongly agreeing Speakers Timely manor 100% strongly agreeThe learning outcomes needed to be clearer with 71% strongly agreeing and 29 % agreeing Input expected was 100% strongly agreeing The conference appropriate to their needs? 100% strongly agreeing Organization and team approachability was 100% strongly agreed. NEED TO PUT IN QUOTES IN HERE INSTEAD.
Throughout the event, delegates and speakers were asked to take to Twitter in a personal capacity to involve and open up the ‘student to practitioner’ discussions to the wider Occupational Therapy community. The conference hashtag #e2ot was registered with Symplur. Between 29th May and 3rd June it was analysed that a total of 874tweets 81 participants were shared. This served to create significant awareness of the ideas shared by the Emerging2OT conference and speakers. Feedback came from tweeters globally with responses from the USA, Australia, New Zealand, Uganda and many more. It is intended that the ‘grabbed’ tweets from this period will be utilised as evaluative feedback for future publication. The Emerging2OT team reminded all delegates to refer to the HCPC standards for online support. Additionally, the Emerging2OT conference was recognised via social media by Michael Iwama who congratulated the speakers on utilising the Kawa Model, “I would like to turn the spot light onto a couple of people that I think are part of that emerging group of leaders, that should make us all feel really optimistic about our future as a profession. Clarissa Sorlie (KAWA workshop facilitator) and Michelle Perryman who with her capable, hard working team, organised and ran the smashingly successful Emerging2OT Student to Practioner conference for OT students in the UK, Clarissa and Michelle (and colleagues) may your rivers flow powerfully and beautifully!”
Edcuators: if you havent already, give your students the opportunity to express their uncertainties before its to late. We require to be viewed as: DOING, BEING. BECOMING THEN BELONGING…………within your own profession. Vice chair Catherine Murphy indicated that “We hope that the success of this conference will encourage other students to devise future conferences, and that these delegates will motivate other students and graduates to network and create learning opportunities to support each other.”
My Sign out as chair of E2OT.
E2OT Virtual Exchange Presentation
The Emerging2OT Team
Regional Student Conference
Supported by the BAOT Northern and Yorkshire Region
Student to Practitioner :
The what we know
The Potential Consequence
The E2OT Reflection
Student To Practitioner : Now what?
The Key Messages
The Feedback / Stats and Conclusions
The Next Steps
The What We Know
The Transition period for newly qualified OT’s is a fraught
time (Morley, 2006; Tryssenaar and Perkins, 2001; Sutton and Griffin, 2000; Fourtune et al, 2013)
Studies revealed that new graduate OTs in Australia and New
Zealand generally felt at least somewhat prepared for
practice. However, very few of them felt very well prepared.
(Gray et al, 2012)
Occupational Therapy profession is diverse, nothing can
prepare newly qualified OTs for the experience ahead.
A successful transition is fundamental to becoming a
competent practitioner (Seah et al, 2011)
The Potential Consequence of
(Grey et al, 2012)
High stress levels
(Nayar et al, 2013)
Lower job satisfaction
(Sutton and Griffin, 2000)
Leaving the profession
(Sutton and Griffin, 2000)
be an OT
OK got it.
Hold up so
what is OT?
Service / Self
tasks and people
Confidence in coping
enjoyment in sense
Personal change, role
(Nicolson N, 1990 Tasks and goals through the transition cycle )
Emerging 2 OT
‘To unite current
support each other
• Transitions are specifically a challenging and vital time within the
student to practitioner journey and has many implications.
• Expectations V’s Reality students require the opportunity to be
adequately prepared not just theoretically but practically.
• Engage in your OT community and stay in touch with your peers.
What you are going through is a guarantee that another has
• I propose for students to consider doing an activity analysis for
your up and coming future profession. What are your coping
The Next Steps
Sharing the evaluation with the OT
community (OTNews August / September)
The 2nd Annual Emerging2OT Conference
Facebook: Emerging2OT (Students4OT)
Tryseenaar, J., and Perkins, J. (2001) ‘From student to Therapist: Exploring the first year of practice’. American journal of
Occupational Therapy 55, 19-27
Morley, M. (2006) ‘Moving from student to New Practitioner: the Transitional Experience’. British Journal of
Occupational Therapy. 69 (5)
Sutton, G. and Griffin, M. (2000) ‘Transition from Student to Practitioner: the Role of Expectations, Values and
Personality’. British Journal of Occupational Therapy 63 (8)
Blair, S. (2000) ‘The Centrality of Occupation during life Transitions’. British Journal of Occupational Therapy 63 (5)
Nayar, S. Gray, M and Blijleven H. (2013) ‘The competency of New Zealand new graduate occupational therapists:
Perceived strengths and weaknesses’, Australian Occupational Therapy Journal 60 189-196
Rodger, S., Fitzgerald, C., Davila, W., Milliar, F. and Allison, H. (2011) ‘What makes a quality occupational therapy
practice placement? Students; and practice educators’ perspectives.’ Australian Occupational Therapy Journal. 58 195202
Gray, M. Clarke, M. Penman, M. Smith, J. Bell, J. Thomas, Y. and Trevan-Hawke, J. (2012) ‘ New graduate occupational
therapists feels of preparedness for practice in Australia and Aotearoa/ New Zealand.’ Australian Occupational Therapy
Journal. 59 445-455
Nayar, S. Gray, M. and Blijlevens, H. (2013) ‘The competency of New Zealand and new graduate occupational
therapists: Perceived strengths and weaknesses’. Australian Occupational Therapy Journal 60, 189-196
Seah, C. Mackenzie, L and Gamble, J. (2011) ‘Transition of graduates of the master of occupational therapy to practice’.
Australian Occupational Therapy journal 58, 103-110
Doherty, G. and Stagnitti, K. and Schoo, A. (2009) ‘From student to therapist: follow up of a first cohort of bachelor of
occupational therapy students’ Australian Occupational Therapy Journal. 56, 341-349
Fortune, T. Ruan, S. and Adamson, L. (2013) ‘ Transition to practice in super complex environments: are occupational
therapy graduates adequately prepared?’. Australian Occupational Therapy Jornal 60, 217-220
Hollis, V. Triska, O. Dennis, S. Madill, H. Taylo, E. (2007) Occupational Therapy Students’ and Graduates’ satisfaction
with professional education and preparedness for practice. Canadian Journal of Occupational Therapy 74 (3)
The Thank You’s
OT4OT: Virtual Exchange Team
BAOT Northern and Yorkshire Regional Committee
University of Cumbria
Dr. Karen Morris
Robert Berry (Mentor)
Clarissa Sorlie (Mentor)
Professor Matthew Molineux
Taken by Clarissa Sorlie