Exploring facilitators and barriers to effective practice among new graduate occupational therapists working with children and families: A scoping review

INTRODUCTION: Over the past three decades, occupational therapy literature has increasingly explored how new graduate occupational therapists transition into different areas of practice. However, limited evidence exists on the facilitators and barriers influencing new graduates' ability to work effectively in paediatric practice. In Australia, more new graduate occupational therapists are working with children and families, particularly in private settings that have expanded following the introduction of the National Disability Insurance Scheme (NDIS). In this context, understanding how new graduates develop competence is important for supporting effective practice in paediatric settings. The aim of this scoping review is to identify and synthesise the existing literature on the skills, attributes, facilitators, and barriers that influence new graduate occupational therapists' ability to work effectively with children and young people aged 0-18 years. METHODS: This scoping review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) and Joanna Briggs Institute guidance. Databases were systematically searched for studies describing occupational therapists with less than three years of experience working with children and young people. One reviewer screened all titles, with independent screening of an initial sample by a second reviewer to ensure consistent interpretation of the eligibility criteria. Data were extracted using a piloted tool, and included studies were independently appraised for evidence level and quality. Findings were synthesised using conventional content analysis. CONSUMER AND COMMUNITY INVOLVEMENT: This scoping review had no consumer or community involvement. RESULTS: Of 3040 records identified, 13 met the inclusion criteria and were included in this scoping review. Four clusters were identified: (1) preparedness for the role; (2) setting or context matters; (3) support and continuing professional development; and (4) the new graduate experience. CONCLUSION: This scoping review provides a greater understanding of the experiences of new graduate occupational therapists working with children and families, and the workforce factors that enable or hinder effective practice and transition into paediatric roles. These findings are particularly relevant to contemporary Australian paediatric practice, where the introduction of the NDIS has influenced aspects of workforce and supervision structures. Findings also highlight priorities for education, supervision, and workforce planning to support new graduate occupational therapists working with children and families.