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Recent occupational therapy graduates understand occupation broadly, recognizing its complexity beyond simple activities. Flexible views of occupation enhance professional identity and resilience in practice settings.

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Area of Science:

  • Occupational Therapy
  • Professional Identity
  • Health Sciences Education

Background:

  • Occupational therapists often face challenges with professional identity, which a strong occupational perspective can mitigate.
  • Occupational therapy curricula play a vital role in shaping this perspective.
  • Recent graduates offer unique insights, bridging academic learning with real-world practice.

Purpose of the Study:

  • To explore how recent graduates from Canadian master's programs in occupational therapy perceive the concept of occupation.
  • To understand the nuances of 'occupation' as understood by newly qualified occupational therapists.

Main Methods:

  • Interpretive descriptive approach utilizing constructivist principles.
  • Purposive sampling of 13 English-speaking graduates from Canadian entry-level occupational therapy master's programs (2017-2019).
  • Semi-structured interviews analyzed through reflexive thematic analysis, incorporating reflexivity and member-checking.

Main Results:

  • Four key themes emerged: occupation as more than 'doing,' its broad and context-dependent nature, the challenges in understanding and articulating occupation, and strategies for navigating these difficulties.
  • Participants highlighted the abstract and multifaceted nature of occupation.
  • The study identified difficulties graduates face in defining and applying the concept of occupation in practice.

Conclusions:

  • Graduate experiences echo existing literature on the complexities of defining occupation.
  • Flexible and critical understandings of occupation are crucial for applying an occupational perspective effectively.
  • These understandings support occupational therapists' professional resilience and identity across diverse practice environments.