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Supporting new graduate professional development: a clinical learning framework
Cate Fitzgerald1, Alis Moores, Allison Coleman
1Statewide Clinical Education and Training Program, Metro South Hospital and Health Service, Brisbane, Australia.
Australian Occupational Therapy Journal
|October 22, 2014
Summary
This study developed an Occupational Therapy Clinical Learning Framework (OTCLF) to support new graduate occupational therapists. The OTCLF aids in goal development and integrates with existing learning supports, enhancing professional growth.
Area of Science:
- Health Professions Education
- Occupational Therapy
- Clinical Practice
Background:
- New graduate occupational therapists require support for competent practice in complex healthcare settings.
- A clinical education program investigated methods to enhance new graduate learning and professional development.
Purpose of the Study:
- To investigate strategies supporting new graduate occupational therapists' clinical learning.
- To develop and pilot the Occupational Therapy Clinical Learning Framework (OTCLF).
Main Methods:
- Employed an insider action research approach over three cycles.
- Utilized qualitative research methods, including planning, action, critical observation, and reflection.
Main Results:
- Identified variations in current new graduate support practices.
- Developed the Occupational Therapy Clinical Learning Framework (OTCLF).
- OTCLF implementation showed contribution to learning goal development and compatibility with existing supports.
Conclusions:
- The OTCLF encourages reflection, goal setting, and engagement in learning strategies for new graduates.
- Preliminary evidence suggests the OTCLF can guide new graduate goal development with supervision.
- The framework has potential for adaptation in other allied health professions, promoting continuous workplace inquiry.
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