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Related Experiment Videos

School-based practice: acquiring the knowledge and skills.

Sharon Brandenburger-Shasby1

  • 1Eastern Kentucky University, Richmond, Kentucky 40475, USA. sharon.shasby@eku.edu

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|February 15, 2005
PubMed
Summary

Most occupational therapists in school-based practice feel unprepared based on entry-level education alone. Continuing education and mentoring are key to better preparation for school-based practice (SBP).

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Area of Science:

  • Occupational Therapy
  • Pediatric Healthcare
  • Educational Psychology

Background:

  • School-based practice is a growing area for occupational therapists.
  • Entry-level education may not adequately prepare therapists for the unique demands of school settings.
  • Understanding therapist perceptions is crucial for improving training and support.

Purpose of the Study:

  • To assess occupational therapists' perceived preparedness for school-based practice (SBP).
  • To identify factors influencing preparedness, such as experience and education.
  • To inform professional development and training initiatives.

Main Methods:

  • A descriptive study using the Survey of School-Based Practice.
  • Mailed surveys to 1,102 randomly selected occupational therapists in SBP across the US.

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  • Analyzed 450 returned surveys (41% response rate) based on experience levels.

    • Main Results:

    • The majority of occupational therapists perceive themselves as poorly prepared for SBP based on entry-level education.
    • Significant differences exist in continuing education needs related to experience level in SBP.
    • Continuing education and mentoring were most frequently cited as beneficial for SBP preparation.

    Conclusions:

    • Entry-level occupational therapy education requires enhancement to better prepare practitioners for school-based settings.
    • Ongoing professional development, particularly continuing education and mentorship, is vital for effective SBP.
    • The findings highlight a need for improved support systems and training for occupational therapists in schools.