Introduction: The World Federation of Occupational Therapists sets minimum standards for entry-level occupational therapy education to ensure graduates are practice-ready. However, research suggests that newly qualified occupational therapists (NQOTs) vary in their readiness for practice.
Objectives: The overarching aim of this research is to explore the practice readiness of NQOTs in the United Kingdom, considering perspectives from various stakeholders including NQOTs, university lecturers, placement educators, and workplace managers. This presentation specifically examines the role of placements in preparing NQOTs for professional practice.
Methods: A qualitative interpretive description approach was used to explore diverse perspectives on practice readiness. Purposive sampling recruited eight NQOTs for a focus group discussion conducted via MS Teams, recorded, transcribed, and analysed using constant comparative analysis. Reflexive journaling ensured transparency.
Results: Placements were universally valued as the most impactful part of training. Some participants felt “lucky enough” to get quality placements which eased their transition to practice, while others felt unprepared due to limited ward-based placements or remote placements. Many felt that they learned significantly more during placements compared to university-based learning. Some even suggested that the degree should include more placement time and less theory. Disparities in placement opportunities, being “sheltered” from real challenges during placements, and a disconnect between theory and practice were other key concerns.
Conclusion: Placements are essential for building confidence and competence in NQOTs. Appropriate balancing of theory and practice based education, addressing inconsistencies in placement quality and ensuring exposure to key practice areas are critical to improving practice readiness of NQOTs.