This qualitative study explored the experience of professional transition from student to practitioner among six Canadian occupational therapists in the first year of their career, with a focus on how beginning practitioners learn about doing practice. A sociocultural theory of learning provided the framework to understand the role of context and activity in learning. Data collection consisted of two semi-structured interviews and a series of journal entries. An initial interview was conducted with each participant beginning in their third to fifth month of practice to discover their perception of transition, their learning needs, and the role of collaborative interactions in supporting their learning. Each participant then maintained a journal of their experience of transition and their learning experiences for one month A second interview was held with the participants in their eighth to tenth month of practice, which focussed on their change in knowledge and skills.
The transitional experiences of the research participants revealed that the support of colleagues and peers was critical to their learning and eased their adjustment to practice. They preferred to learn from an experienced occupational therapist, and the availability of this support influenced the new practitioners' choice of their first job. In their initial months of practice they struggled with their lack of practical experience, responsibilities of client care, challenges to client-centred practice and competing work demands. Their relationship with clients was particularly valuable to the participants' learning and professional identity.
Mentoring and implementing practical learning experiences in the university curriculum were suggested as strategies for easing the transition from student to therapist. The role of client interaction as a valuable source of learning was also recognized.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/26404 |
| Date | January 2003 |
| Creators | Toal-Sullivan, Darene |
| Contributors | Graves, Barbara, |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 124 p. |
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