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Background/aim The successful development and maintenance of professional identity is associated with professional development and retention in the health workforce. This paper explores students' perspectives on the ways pre-entry experiences and curricula content shape professional identity. Methods An online cross-sectional survey was sent to students enrolled in the final year of entry-level programmes in five countries. Descriptive statistical analyses of data were completed. Results The results reflect the perceptions of 319 respondents from five countries. Respondents identified professional education (98%) and professional socialisation during placement (92%) as curricula components with the greatest influence on professional identity formation. Discipline-specific knowledge such as, occupation-focussed models and occupational science were ranked lower than these aspects of practice. The students' length of programme and level of entry-level programme did not impact on these results. Conclusion When designing curricula educators need to be mindful that students perceive practice education and professional socialisation have the greatest affect on professional identity formation. The findings reinforce the need for curricula to provide students with a range of practice experiences, which allow the observation and application of occupation-based practices. It highlights a need for educators to provide university-based curricula activities, which better prepare students for a potential dissonance between explicit occupation-based curricula and observed practice education experiences. The study indicates the need for further research into the role curricula content, and in particular practice education, plays in the multidimensional formation of professional development within entry-level programmes. [ABSTRACT FROM AUTHOR]

Background A dramatic increase in the prevalence of autism spectrum disorders and increased funding to support children with autism spectrum disorders have added to the demand for occupational therapy services. This study explored current practices and future learning priorities of Queensland occupational therapists who work in this field. Method A survey in relation to occupational therapy services for people with autism spectrum disorders was distributed to all registered Queensland occupational therapists ( N = 2547). The development of the survey was informed by a series of focus groups comprising occupational therapy clinicians, supervisors and academics. The survey covered demographics, caseload composition, collaboration, context/setting, service-delivery models, information gathering, goal setting, interventions, perceived challenges and confidence, use of evidence, and experience of professional development and support, and future learning priorities. Results Of 818 surveys returned, 235 respondents provided services to clients with autism spectrum disorders, with young children being more likely to receive a service than adolescents or adults. A pervasive focus on sensory processing was apparent in relation to assessment, intervention, and key areas of knowledge. Around half the respondents indicated that they lacked confidence at least some of the time. Autism spectrum disorders-specific experience was a significant predictor of confidence. Many therapists reported challenges in finding useful information in the literature and reliance on conferences or workshops as their main source of evidence. Commonly identified learning priorities included new developments in the field, early intervention, school support, sensory processing and clinical reasoning. Conclusion This research highlights the need for comprehensive autism spectrum disorders-specific, face-to-face training focusing on evidence-based and occupation-centred practices. [ABSTRACT FROM AUTHOR]

Background/aim Early intervention and the development of integrated coordinated services in schools has created a greater need for effective collaboration between health and education professionals. The present study aimed to explore South Australian occupational therapists' perceptions and experiences of collaboration with school teachers in providing services to kindergarten and school-aged children. Methods A survey was employed to capture the perceptions and experiences of 45 occupational therapists, working with kindergarten and school-aged children in South Australia. Descriptive exploratory statistical analysis of the data obtained was performed using SPSS version 17, followed by thematic analysis for extended text responses to compile and identify predominant themes. Results The results indicated a high level of consensus among participants for what constitutes collaborative practice, low levels of implementation indicated that differences exist between perceptions and experiences of best practice. Participants showed ambivalence about the success of, and satisfaction with, their own collaborative practice. Conclusions The present study has confirmed consistency with existing literature that the best practice principles for collaboration are not implemented in the field. The findings have implications for current practice to address the challenges of collaborative work. Further research into the efficacy of collaboration and investigation of appropriate models and systems, which support collaboration is proposed to facilitate best practice in South Australia. [ABSTRACT FROM AUTHOR]