Developing occupational therapists' capabilities for decision-making capacity assessments: how does a support role...

Area of Science:

• Healthcare Education
• Occupational Therapy
• Workplace Learning Theory

Background:

• Healthcare practitioner development is crucial but challenging due to unpredictable practice and heavy workloads.
• Traditional professional development often occurs outside clinical practice, limiting authentic learning experiences.
• Integrating capability development within daily practice is highly valued but remains a significant challenge for educators.

Purpose of the Study:

• To explore occupational therapists' perspectives on how a dedicated support role enhances their capability in decision-making capacity assessments.
• To understand the mechanisms through which workplace learning, facilitated by a support role, impacts professional skill development.

Main Methods:

• A qualitative interview study was conducted with 12 occupational therapists.
• Purposive sampling ensured relevant participant selection.
• Thematic analysis was applied to interview transcripts, guided by workplace learning theory.

Main Results:

• Participants reported that the dedicated support role facilitated learning in three key areas: structuring the learning journey, providing tailored guidance, and fostering a supportive environment.
• Authentic workplace learning opportunities were highly valued by participants.
• The support role was instrumental in developing the capability to conduct decision-making capacity assessments.

Conclusions:

• Dedicated support roles can effectively facilitate the development of complex healthcare capabilities, such as decision-making capacity assessment, through authentic practice-based learning.
• This model shows promise for enhancing professional development within healthcare settings.
• Further research is needed to assess the sustainability and transferability of this support role model to other capabilities and contexts.