Practice readiness of newly qualified occupational therapists in the United Kingdom: a multi-stakeholder qualitative study
Author(s)
Type
Journal Article
Abstract
Introduction:
Around 3000 occupational therapists graduate annually in the United Kingdom, but evidence shows variability in their readiness for practice. This study explored multi-stakeholder perspectives on the practice readiness of newly qualified occupational therapists in the United Kingdom.
Method:
A qualitative research design with an interpretive description approach was employed. Four focus groups were conducted separately with newly qualified occupational therapists (n = 8), occupational therapy practitioners (n = 9), practice educators (n = 8) and university lecturers (n = 4). Discussions were transcribed, thematically analysed and integrated through constant comparative analysis and the researchers’ disciplinary knowledge. Revision of findings with participants enhanced credibility.
Results:
Three themes emerged: graduation marked professional rather than full practice readiness; preparedness was influenced by variability in curriculum design, placement and workplace induction, with placements being the most influential yet inequitable factor; and individual characteristics further influenced the evolution of readiness.
Conclusion:
Findings highlight the need for intentional educational design and regulation of placement quality to reduce variability and ensure equitable practice readiness across the profession. Development of a co-produced ‘Day-one OT’ competency profile provides educational programmes with clearer educational targets and offers workplaces a consistent benchmark for induction and support.
Around 3000 occupational therapists graduate annually in the United Kingdom, but evidence shows variability in their readiness for practice. This study explored multi-stakeholder perspectives on the practice readiness of newly qualified occupational therapists in the United Kingdom.
Method:
A qualitative research design with an interpretive description approach was employed. Four focus groups were conducted separately with newly qualified occupational therapists (n = 8), occupational therapy practitioners (n = 9), practice educators (n = 8) and university lecturers (n = 4). Discussions were transcribed, thematically analysed and integrated through constant comparative analysis and the researchers’ disciplinary knowledge. Revision of findings with participants enhanced credibility.
Results:
Three themes emerged: graduation marked professional rather than full practice readiness; preparedness was influenced by variability in curriculum design, placement and workplace induction, with placements being the most influential yet inequitable factor; and individual characteristics further influenced the evolution of readiness.
Conclusion:
Findings highlight the need for intentional educational design and regulation of placement quality to reduce variability and ensure equitable practice readiness across the profession. Development of a co-produced ‘Day-one OT’ competency profile provides educational programmes with clearer educational targets and offers workplaces a consistent benchmark for induction and support.
Date Issued
2026-03-30
Date Acceptance
2026-03-01
Citation
British Journal of Occupational Therapy, 2026
ISSN
0308-0226
Publisher
SAGE Publications
Journal / Book Title
British Journal of Occupational Therapy
Copyright Statement
© The Author(s) 2026 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/03080226261427207 journals.sagepub.com/home/bjot
License URL
Identifier
10.1177/03080226261427207
Subjects
Practice readiness
occupational therapy
placement
curriculum design
Publication Status
Published online
Article Number
03080226261427207
Date Publish Online
2026-03-30