CAREER DEVELOPMENT FEATURE
an opportunity to participate in review of a manual handling policy
within my care trust. Such opportunities have been rewarding and
meaningful, which has led to job satisfaction in both roles.
The two jobs have also been useful for practice placements. I
have been able to support educators, students and the occupational
therapy administrators with placement queries, which has been
helpful all round.
Phoebe Hardman, who graduated from the university in 2019,
agrees that the dual role benefited her. ‘As a student, I found Sarah’s
feet in both worlds to be a great asset to my educational experience.
She reassured me when I had placement issues, as she understood
the world of work not just academia. Such recent dual experience
was invaluable from a personal tutor.’
I have had to be mindful to maintain a high standard of ethical
professional behaviour, particularly regarding confidentiality and
awareness of possible biases in both the clinical and academic
setting.
I agreed with my manager that
I would no longer be a clinical
educator to minimise the possibility
of conflicts of interest, particularly
as I am now part of the practice
placement team at the university.
This issue was recognised by
Sarah Baldwin, a band seven
occupational therapist within the
care trust, particularly as the lead
therapists aim to allocate students
to educators equitably.
However, while I was no longer
a clinical educator, the educators
reported that they are appreciative that I
could answer their placement queries in the first
instance without necessarily needing to formally contact the
placement team.
The close working links to other therapists has led to teaching
opportunities for others, for example, newly qualified band five
therapists have talked to students about their experiences of their
transitions to practice. These opportunities have been mutually
beneficial.
I have continued to learn far more about contemporary
occupational therapy theory as I teach it, a benefit also identified by
Grant (2017), who previously discussed her journey from practice
into academia in OTnews.
This continued learning has made me more critical, provided a
way to explore evidence-based practice, and helped me to maintain
the code of conduct laid down by RCOT (COT 2015) and the
continuing professional development requirements of the Health and
Care Professions Council (HCPC 2018).
When I mapped my career profile to the RCOT Career
Development Framework (COT 2017) I could see that doing both
jobs gave me reason to map my skills at a higher level across the
four pillars of practice than I would have done otherwise.
I have also encouraged others to explore evidence-based
interventions, contemporary literature and best practice guidelines.
Sarah Baldwin gives her opinion on the benefits of having an
occupational therapist with academic experience within the team:
‘As we live in an ever changing world, we are always looking to
change the way we practise to best meet the needs of our clients,
but also giving value for money.
‘Having Sarah in our team, who was able, as part of her
academic role, to research and understand new and best practice,
supported us in the community setting, as she was able to identify
and bring to our attention relevant information. For example, Sarah
recently explored with the team a newer, more relevant model of
practice.’
There has been one limitation to working across two jobs – time.
My clinical job was a two-day post so that I could work three days
at the university. Both Sarah Baldwin and I acknowledge that this
working pattern meant it could take time to complete interventions
with service users.
two jobs
have also been useful for
practice placements. I have
been able to support educators,
students and the occupational
therapy administrators with
‘‘The
placement queries, which
has been helpful all
round.
Having said that, service users were offered the
opportunity to be treated by another occupational
therapist from the team, but none chose to do.
There have been real benefits to having ‘a
foot in both camps’ in occupational therapy.
These reflections have highlighted some
of the benefits to the occupational therapy
service, both for the service users and
clinical colleagues, students, and to myself
professionally.
Although I am now concentrating on
teaching, these years of working across
clinical practice and academia have offered great
opportunities for professional development and interorganisational
team building.
It was a good way to dip my toe into education before taking the
plunge and leaving practice. I would encourage anyone who has
such an opportunity to seriously consider it.
References
Bartley C and Mckenna J (2013) ‘The role of the lecturer practitioner:
Reflections from an occupational therapy perspective’, International
Journal of therapy and Rehabilitation 20(12): 578-579
College of Occupational Therapists (2017) The Career Development
Framework: Guiding principles for occupational therapy. London: COT
College of Occupational Therapists (2015) Code of Ethics and Professional
Conduct.
Grant T (2017) A leap into the dark and unknown, Occupational Therapy
News 25(2): 24-25
Health and Care Professions Council (2018) Standards of continuing
professional development. Available at: www.hcpc-uk.org/standards/
standards-of-continuing-professional-development/
Sarah Reynolds, occupational therapy lecturer at the University
of Plymouth. Email: [email protected]
OTnews August 2020 57