Introduction/rationale: Undergraduate education, continuing professional development and experience reﬂections all play a role in forming and enhancing competency for paediatric occupational therapy practice. There is minimal published evidence on the skills required for paediatric occupational therapy at new graduate and advanced levels, with evidence primarily American and over a decade old. Objectives: This study explored the skills and knowledge perceived by occupational therapists as required for paediatric practice. Method: In this two phase study, phase one involved analysis of six months of paediatric occupational therapy job advertisements to develop an initial list of skill and knowledge requirements. In the subsequent phase, paediatric occupational therapists took part in a Delphi study to reﬁne and rank these skill and knowledge requirements as essential, desirable or not required for new graduate and advanced practice. Results or practice implications : A list of 84 skill and knowledge requirements was developed. Distinguishing features of advanced practice were identiﬁed, such as an ability to provide consultative advice, independently manage a caseload and well-developed observational skills. Conclusion: The mixed method approach combined industry and professional perspectives of key skills and knowledge requirements for paediatric occupational therapy practice. These ﬁndings may guide the future development of competency standards, professional development or advanced practice frameworks.
26th Occupational Therapy Australia (OTA) National Conference and Exhibition: Changes, Challenges, Choices, Melbourne, Australia 1-3 July 2015
Australian Occupational Therapy Journal / Vol. 62, Supplement 1, pp.134