All of the categories of data

The individual
“Better suited for some types of OT’s than others”

Confidence
Attitude
Previous experience
Personality
Willingness to learn/interested
Teachable
Reflective
Analytical -think out of the square
Anxiety
Maturity

Support
“With appropriate support...”
“We make it suitable”

Formal
-Supervision
-In-services
-Rotation programme
-Orientation programme
-Clinical supervision
-Peer review group
-New Grad learning programme
-Observing & active supervision
-Overlap - one OT leaving/one coming
-Young department - not so good

Informal
- Buddy
- Other disciplines
- Team
- OT department staff
- Interdisciplinary
- Peer support
- Morning/afternoon tea/lunch room/office
- Daily basis

Prioritisation

How to
What’s important?
Learnt rapidly
Deal with things thrown at you that morning
Factors to determine which one to see first
Getting information to
Gaining confidence

Referrals

Appropriate
Take responsibility
Prescribed to do…
Dealing with
Pace/volume

Reasoning/decision-making

Scope to develop strong clinical reasoning
Develop ability to think quickly on feet
Become conditioned
Unsure of
Opportunity to have reasoning backed up by other professions
Struggle bridging gap between theory and practice
Pressure to make speedy decisions

Occupational focused OT

Use OT skills in an acute setting
Not just there to be part of the discharge process
Short time-frame - can still do valuable OT work
Using OT process
Cannot develop long term relationships

Grounding/Preparation
“good way to prepare a new grad for virtually anything they might do”

Sets them up
Range of experience in a wide variety of clinical settings
Builds on core skills
Manage in any other area
Good place to consolidate their learning
Help consolidate
Good grounding
Basic occ ther skills
Opportunity to do a lot
Nuts and bolts
Simple occ ther skills

Medical Team

Call on at last minute
No idea what an OT does
Inappropriate referrals
Prescribe what an OT should do
Politics/personality types
Dealing with

Knowledge

Treatment options,
Resources
Manual handling
Standardised assessments - cognistat
What’s available?
Conditions, what should I be doing
Can teach
Training

Communication

Asking the right questions
Good at listening
If they don’t understand
Ability to talk
Speaking to people
Get the right information
Confidence
Coping & Managing

Appropriate/lots of support in place - manage challenges & cope
Taking on responsibility

Safety

Clinical
-Knowing the boundaries
-How much they can do with their level of expertise/competence
-Working at level of experience/competence

Cultural