The personal and professional characteristics of students who were successful in occupational therapy practice education: A scoping review.

Abstract

Introduction: Practice education in occupational therapy can be a challenging learning experience for students, and not all students succeed. Research to date has explored some of the predictors for successful practice education. However, a consolidated description of an occupational therapy student who is successful in practice education is needed. This scoping review systematically searched, identified, and mapped available evidence describing personal and professional characteristics of occupational therapy students who were successful in practice education.

Methods: Using Joanna Briggs Institute methodology, APA PsychInfo, CINAHL, Scopus, Web of Science, Embase, Google Scholar, and ProQuest dissertations were searched. Records exploring characteristics of occupational therapy students who were successful in placement, defined by passing practice education, were included. Data describing characteristics of successful students were extracted and summarised.

Consumer and community involvement: This scoping review did not involve consumers or community members.

Findings: Thirty-two records describing the personal and professional characteristics of a successful student were included. Regarding the professional characteristics, students with higher levels of prior academic success who had demonstrated attainment of knowledge and skills at university were more successful in practice education. Effective communication skills and professionalism were important requisite skills. Personal characteristics of resilience and emotional intelligence were linked to practice education success.

Conclusion: Students with professional characteristics of higher academic scores, specifically, occupational therapy practice skills and professionalism, as well as personal characteristics of resilience and emotional intelligence were more successful in practice education. These findings can inform strategies to prepare students for placement success. Explicit teaching of professional knowledge and skills and educational experiences that enable the development of resilience and emotional intelligence have the potential to enhance student success in practice education.