Identifying Core Competencies for Prefieldwork Occupational Therapy Students in Adult Therapy: A Delphi Study With...

Area of Science:

• Occupational therapy education
• Clinical skills development
• Healthcare professional training

Background:

• Prefieldwork students face challenges transitioning from academic learning to clinical practice.
• Existing competency frameworks primarily focus on postgraduate levels, leaving prefieldwork needs underexplored.
• This study addresses the gap in understanding essential competencies for students entering clinical settings.

Purpose of the Study:

• To identify and define core competencies crucial for prefieldwork occupational therapy students in adult therapy settings.
• To inform curriculum development and enhance clinical preparation for future practitioners.
• To establish a foundation for competency-based education in early-stage occupational therapy training.

Main Methods:

• A two-phase study design combining focus group discussions and a modified Delphi method.
• Focus groups included clinical supervisors, faculty, and students to identify initial competency domains.
• Delphi method with clinical supervisors (n=22, n=20) achieved consensus on competency inclusion and definitions, using thematic coding and statistical analysis.

Main Results:

• Focus groups revealed challenges in splinting, assessment, and professional communication.
• Delphi survey identified five emerging competencies: reflection, coping strategies, resource linking, multiple perspectives, and local-global awareness.
• Five competencies were grouped into interpersonal adaptation, contextual cognition, and system navigation; management competency lacked consensus.

Conclusions:

• Critical competency gaps exist in prefieldwork occupational therapy education, necessitating structured interventions.
• Curricula should integrate reflection, coping strategies, and resource linking via reflective journaling and stress management.
• The role of local-global awareness requires further clarification, while management competency was deemed inappropriate.