Recently graduated occupational therapists' perspectives on the influence of role-emerging fieldwork on practice

Abstract

The purpose of this study was to explore, from the perspective of recent graduates, reasons for undertaking role-emerging fieldwork, the role-emerging fieldwork experience and the impact of role-emerging fieldwork on practice. Using interpretive description seven practicing therapists who had completed role-emerging fieldwork participated in semi-structured interviews. Thematic analysis led to the development of three themes “Right for me”, “Different learning: learned differently”, and “Shaping my OT lens”. Participants chose role-emerging because of interest, opportunities role-emerging afforded and program requirements. Role-emerging versus non-role-emerging fieldwork were described as very different experiences. Participants recounted increased performance expectations, increased independence, and development of unique skills within the role-emerging environment. Participants believed role-emerging fieldwork supported their transition to practice, helped shape where they sought employment and continued to impact their future employment plans. Implications are discussed for the profession of occupational therapy and the occupational therapy program that was the focus of this research.