Final year professional portfolio courses support graduate readiness

Background: Graduates of occupational therapy programs must leave University with competencies (ACSOT 2010) and maintain those competencies in a period of major reform. University of South Australia (UniSA) offers two final... [ view full abstract ]

Background:
Graduates of occupational therapy programs must leave University with competencies (ACSOT 2010) and maintain those competencies in a period of major reform. University of South Australia (UniSA) offers two final year courses that focus on graduate preparedness.

Educational Philosophy:
UniSA curriculum is underpinned by adult learning, social constructivist philosophy, occupational therapy practice approaches (e.g. AOTA 2014; Townsend 2002) and occupational science. Students are seen as agentic learners and doers.

Educational approach(es) used:
Fourth year students complete three nine week placements whilst concurrently completing Professional Portfolio (PP). PP includes reflective practice; self-evaluation and goal setting; action planning and applying measures of competence; critical analysis of practice issues and ethical practice. Learning is via flipped activity; online; intensives; and culminates in a two day student led Capstone Conference.

Evaluation:
Students are satisfied with relevance of learning activities and value events such as careers expo. In 2015 employers reported graduates commence as competent practitioners able to seek evidence, reflect and apply clinical reasoning. Graduates are perceived as high quality, highly employable, competent and safe to work in a broad range of practice areas. Graduates, with 18 months to 2 years workforce experience, identify the strengths of their program was the occupational therapy practice models they now implemented.

Application to Education and /or practice:
Occupational therapy programs should prepare graduates for contemporary practice in rapidly changing environments. Courses that are underpinned with a sound pedagogy to address reflection on practice and lifelong learning enable students to transition to being a competent occupational therapist.