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Skills and knowledge required for paediatric occupational therapy practice in Australia
Abstract   Peer reviewed

Skills and knowledge required for paediatric occupational therapy practice in Australia

Elizabeth Edgar and Kieran Broome
Australian occupational therapy journal, Vol.62(Supplement 1), p.134
Occupational Therapy Australia (OTA) National Conference and Exhibition: Changes, Challenges, Choices, 26th (Melbourne, Australia, 01-Jul-2015–03-Jul-2015)
2015
DOI: https://doi.org/10.1111/1440-1630.12212_2
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https://doi.org/10.1111/1440-1630.12212_2View
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Abstract

Clinical Sciences Public Health and Health Services paediatric occupational therapy undergraduate education
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.

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