Novice occupational therapists: Navigating complex practice contexts in South Africa.
Adult
Cross-Sectional Studies
Curriculum
Female
Humans
Interpersonal Relations
Male
Mentors
/ statistics & numerical data
Occupational Therapists
/ statistics & numerical data
Occupational Therapy
/ education
Social Support
South Africa
Students, Health Occupations
/ psychology
Surveys and Questionnaires
Community Service
complex practice contexts
cultural competence
language barriers
novice
occupational therapy
rural practice
supervision
Journal
Australian occupational therapy journal
ISSN: 1440-1630
Titre abrégé: Aust Occup Ther J
Pays: Australia
ID NLM: 15420200R
Informations de publication
Date de publication:
08 2019
08 2019
Historique:
accepted:
13
12
2018
pubmed:
31
1
2019
medline:
28
8
2020
entrez:
31
1
2019
Statut:
ppublish
Résumé
The transition from student to occupational therapy practitioner is challenging. In South Africa, this transition is undertaken in rural and underserved areas, as graduate health professionals are deployed by the government for a year of compulsory Community Service. This study set out to establish the characteristics of these practice settings, the resources available for occupational therapy services, the availability and quality of supervision, and participants' perceived ability to communicate with their patients and negotiate cultural differences. A cross-sectional survey design was utilised and a questionnaire was sent to all occupational therapists completing Community Service in 2013 (N = 240). Data were analysed using Stata 12 and IBM SPSS Statistics 21.0. Frequencies and percentages were calculated for categorical variables and associations tested with Odds Ratios and the Pearson's Chi square test. Responses to open-ended questions were post-coded. A 44.3% (n = 103) response rate was achieved. Practice settings often provided few resources. Although most participants had supervisors (89.6%), many did not find supervision satisfactory (65.9%). Communication difficulties featured strongly (73.9%), but the majority of participants felt they possessed basic cultural competence. Participants worked within complex practice settings that were frequently resource-restricted with less than satisfactory supervision. Practice required cultural competence and an ability to work across language barriers. Undergraduate curricula need to be tailored to equip new graduates to navigate these contextual realities. Furthermore, human resourcing strategies need to be evaluated and effective supervision and support structures need to be developed.
Sections du résumé
BACKGROUND/AIM
The transition from student to occupational therapy practitioner is challenging. In South Africa, this transition is undertaken in rural and underserved areas, as graduate health professionals are deployed by the government for a year of compulsory Community Service. This study set out to establish the characteristics of these practice settings, the resources available for occupational therapy services, the availability and quality of supervision, and participants' perceived ability to communicate with their patients and negotiate cultural differences.
METHODS
A cross-sectional survey design was utilised and a questionnaire was sent to all occupational therapists completing Community Service in 2013 (N = 240). Data were analysed using Stata 12 and IBM SPSS Statistics 21.0. Frequencies and percentages were calculated for categorical variables and associations tested with Odds Ratios and the Pearson's Chi square test. Responses to open-ended questions were post-coded.
RESULTS
A 44.3% (n = 103) response rate was achieved. Practice settings often provided few resources. Although most participants had supervisors (89.6%), many did not find supervision satisfactory (65.9%). Communication difficulties featured strongly (73.9%), but the majority of participants felt they possessed basic cultural competence.
CONCLUSION
Participants worked within complex practice settings that were frequently resource-restricted with less than satisfactory supervision. Practice required cultural competence and an ability to work across language barriers. Undergraduate curricula need to be tailored to equip new graduates to navigate these contextual realities. Furthermore, human resourcing strategies need to be evaluated and effective supervision and support structures need to be developed.
Identifiants
pubmed: 30697768
doi: 10.1111/1440-1630.12564
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
469-481Subventions
Organisme : KW Johnstone Award
Pays : International
Organisme : University Research Committee, University of Cape Town
Pays : International
Organisme : Postgraduate Publication Incentive Fund, University of Cape Town
Pays : International
Informations de copyright
© 2019 Occupational Therapy Australia.
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