The Perceptions of Four Novice Occupational Therapists' Preparedness and Ability to Perform Occupation-Based Practice in Pediatric Practice

Abstract

Although occupation-based practice (OBP) is considered best practice within the occupational therapy profession, practitioners continue to have a difficult time actively implementing OBP into treatment. The Accreditation Council for Occupational Therapy Education (ACOTE) standards necessitate the implementation of OBP. Within the literature, there are gaps in the research investigating novice therapists’ perceptions of incorporating OBP in practice, especially in the United States. Since children and youth is a rapidly growing area of practice, this study focused on investigating how novice therapists are implementing OBP in pediatric settings. This qualitative study therefore investigated the perceptions of four novice pediatric occupational therapists’ preparedness and ability to perform OBP in practice. By following a qualitative methodology, the following four themes emerged from the data: My academic program introduced me to the principles of OBP, but specific types of learning activities solidified my understanding; I generally know what OBP is, and it is important; but can be difficult to describe succinctly to others; The type of setting where I work influences how occupation-based I can be during intervention; and While I have every intention of providing OBP, the cultural environment of the workplace influences my progress. These findings can add an in-depth understanding of the four participants’ experiences as they relate to this profession-wide call to action.