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2 Research Title Developing professional identity in occupational therapy: a phenomenological study of newly qualified staff and their experiences in the preceptorship period.

3 Research Aims The overall aim of research is to explore the experiences of newly qualified occupational therapy staff with reference to professional identity and the role of the preceptorship year in developing this.

4 Research Questions How do newly qualified staff, who have recently been through preceptorship, experience the preceptorship process? In what ways is the preceptorship process perceived as having any influence on the development of professional identity?

5 Why this topic?

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10 Time Frame Ethics and R and D approval August December 2014 Literature review August to December 2014 Data collection and analysis January to December 2015 Methodology write up January to December 2015 Write up of results, discussion and conclusion January to December 2016 Daft thesis for submission January 2017 Proposed time for Viva Spring 2017

11 What do we already know?

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13 Mosey : A pluralistic approach to professional identity 1985 Creek: Occupational therapy defined as a complex intervention 2003 Philosophical assumptions Code of ethics Body of knowledge Domain of concern Aspects of practice Legitimate tools Linking structures (frames of reference) Models (ill defined) Practice (knowledge and skills) Professional experience Professional values and beliefs People Health occupation Roles responsibilities and duties concepts Domain of concern The OT Process goals and desired outcomes Legitimate tools assessment, Treatment outcome Theory, frame of reference models Skills Professional thinking client centred practice research Evidence based practice Audit cpd Lack of common vocabulary External influences

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15 Hermeneutic Phenomenology Van Manen researching the lived experience Absolute truth is less important that the experience Seek understanding Real people real situations Phenomenological engagement is personal engagement

16 Data Collection and Analysis Van Manen Purposive sampling Interview using grand tour question Thematic analysis: emerging themes and a priori coding

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18 Findings

19 Preceptorship is part of a continuum that moves people forward from student to qualified and from qualified to competent. preceptorship as part of a journey of development.

20 values and philosophy thinking like an OT its how we are trainined knowledge and skill roles occuaptional therapy compered to other professions socialisation language professional non professional develops over time CPD evidence based practice training professional identity components recognised in the research data.

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22 Practice Within the context of occupational therapy we can agree that professional identity is socially constructed and changeable.. Within this it is clear that as the identity of occupational therapist becomes stronger the identity of student must get weaker. Preceptorship is part of a continuum that moves people forward from student to qualified and from qualified to competent practitioner. The journey of development starts at a point before people have signed up for the training, at that stage of preformed ideas. In this research a number of the participants described talking to occupational therapists about their jobs before signing up to become a member of the profession. This implies that it is the personal responsibility of each individual occupational therapist to promote themselves and the profession whenever possible, as it would appear that by individuals endorsing occupational therapy as a career, others have been attracted into the profession.

23 .. At no other time in a therapist s career do they have the amount of dedicated time to focus on development. This time should be supported by experienced therapists This includes role modelling and learning from peers. There are some areas of preceptorship that can be considered as essential to the journey and continued growth of the individual in terms of development of confidence and skills. The participants defined these as being, reflective practice, goal setting, appropriate training, role modelling and mentorship,

24 Research Are there differences in the professional identities of occupational therapy staff that work in different aspects of health care? Do we have sub groups? How, if at all is professional identity impacted on by being seen as AHP rather than OT? How is occupational therapy perceived by other professions and does this relate to positive professional identity? Are there gender issues that need to be considered in occupational therapy education or practice? How do we teach emotional resilience? Articulation of our role still appears to be an issue, do we need to consider ourselves as a bilingual profession, and would this help or hinder issues of professionalism? Preceptorship plus

25 Education Within the research data there is a perceived inconsistency in how preceptorship is delivered, the quality of the preceptors and the use of the paper work. There is a need for choice in the role. It would therefore be recommended that staff should make an active choice about becoming a preceptor. It is clear from that data that there should be training for the preceptor about the preceptorship process and what is expected; this training should also include information about the use of the paperwork. The need for quality and consistency is highlighted in this research

26 For the preceptee any training given in the preceptorship year should be occupational therapy specific and aim to increase professional knowledge and skills. The data showed that this professional training was highly valued by newly qualified staff as they aimed to consolidate their professional knowledge and identity. P4 described this as helping: get the foundations really robust.

27 Policy All preceptors should have received appropriate training, prior to taking on a preceptee. Although movement of staff cannot always be avoided, as best practice newly qualified staff in the preceptorship year should not rotate posts until preceptorship is complete. The split preceptorship post cannot be regarded as intrinsically negative, however neither can this research support it as a positive experience. If preceptorship has to be split for some reason, the same preceptor should be retained if possible; if not a formal handover should be considered.

28 The data shows that clarity of role is an area that some of the participants found difficult. Therefore placement of newly qualified staff should be carefully considered and be in appropriate teams that give priority to occupational therapy specific work rather than generic working. There is an issue around the need for formal support, as staff often do not work directly alongside other qualified staff. Supportive groups or communities of practice therefore should be reinstated in order to support newly qualified occupational therapy staff, and new preceptors. These formal preceptorship groups should be profession specific in order to allow social learning and role modelling within the bounds of the profession.

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