Introduction
This reflective essay explores my personal and professional growth throughout a module in occupational therapy, employing the ESPIA framework (Experience, Struggles, Puzzles, Insights, and Action) to structure my account. As an occupational therapy student, this module has been a pivotal part of my journey towards becoming a competent and ethical practitioner. The purpose of this essay is to critically reflect on key discoveries, challenges, emerging questions, newfound insights, and future actions that will shape my professional identity. Additionally, I will address my evolving understanding of professionalism, ethical practice, and the importance of multi-professional collaboration. Through this reflection, I aim to demonstrate a sound understanding of occupational therapy principles, supported by relevant academic sources, while acknowledging limitations in my current knowledge and considering avenues for further development.
Experience: Key Discoveries and Activities
Throughout the module, several experiences have significantly shaped my thinking and learning in occupational therapy. One key discovery was the importance of client-centered practice, which I explored through case studies and simulated interventions. Engaging in role-play activities allowed me to apply theoretical models, such as the Model of Human Occupation (Kielhofner, 2008), to understand how personal values and habits influence a client’s occupational performance. This hands-on approach deepened my appreciation for tailoring interventions to individual needs rather than adopting a one-size-fits-all method. Furthermore, group discussions with peers provided diverse perspectives on therapeutic approaches, broadening my understanding of how occupational therapists can adapt to varying cultural and social contexts. These experiences not only reinforced my theoretical learning but also highlighted the practical relevance of occupational therapy in promoting health and well-being, aligning with the profession’s core values as outlined by the Royal College of Occupational Therapists (RCOT, 2021).
Struggles: Challenges Encountered and Overcoming Them
Despite these enriching experiences, the module presented several challenges that tested my resilience and adaptability. One significant struggle was managing my time effectively during group projects, as coordinating schedules with peers while balancing individual assignments proved difficult. Initially, I felt overwhelmed, which impacted my confidence in contributing meaningfully to team tasks. To address this, I adopted time management strategies, such as creating detailed schedules and setting clear deadlines for each task. Additionally, I sought guidance from my tutor, whose feedback helped me prioritise my workload. Another challenge was grappling with the emotional demands of simulated client interactions, particularly when addressing sensitive issues such as mental health. I overcame this by engaging in peer debriefing sessions, which allowed me to process my feelings and develop emotional resilience—a critical skill for occupational therapists (Finlay, 2008). These struggles, though demanding, ultimately contributed to my personal growth by teaching me the importance of self-care and collaboration.
Puzzles: Emerging Questions in Module Learning
As my learning progressed, new questions arose that prompted deeper reflection on occupational therapy practice. One prominent puzzle was how to balance client autonomy with professional responsibility when clients make decisions that may hinder their recovery. For instance, during a case study, I encountered a scenario where a client refused an intervention despite evident benefits. This raised ethical dilemmas about the extent to which I should advocate for a client’s choice versus guiding them towards evidence-based solutions. Furthermore, I became curious about how occupational therapists can effectively address systemic barriers, such as limited resource availability in the NHS, which often restrict intervention options (Turner and Knight, 2015). These puzzles remain unresolved, indicating areas for further exploration in my studies and clinical placements. They also underscore the complexity of occupational therapy, where ethical and practical challenges frequently intersect.
Insights: New Understandings of Module Topics
The module provided several insights that have reshaped my perspective on occupational therapy. One key insight was the critical role of evidence-based practice (EBP) in ensuring effective interventions. Through coursework, I learned to critically appraise research articles, identifying strengths and limitations in study designs, which enhanced my ability to apply relevant findings to practice. For instance, I now recognise the value of occupational therapy in mental health settings, supported by studies showing its efficacy in improving social participation (Lloyd et al., 2006). Additionally, I gained a deeper understanding of professionalism, particularly the importance of maintaining boundaries and adhering to ethical guidelines as outlined by the Health and Care Professions Council (HCPC, 2016). This insight has strengthened my awareness of my emerging professional identity, emphasising accountability and integrity as cornerstones of my future career. Indeed, these realisations highlight the dynamic interplay between theory and practice in occupational therapy.
Action: Steps for Future Development
Reflecting on my growth, I have identified a specific action to further develop my learning and practice as a professional practitioner: enhancing my interdisciplinary communication skills. Working with multi-professional colleagues is integral to occupational therapy, as collaboration with physiotherapists, social workers, and nurses often yields holistic client outcomes (RCOT, 2021). However, I currently lack confidence in articulating my role within such teams. To address this, I plan to actively participate in interprofessional education workshops and shadowing opportunities during placements. This action will not only improve my understanding of other professionals’ roles but also reinforce my professional identity by clarifying how occupational therapists contribute uniquely to client care. Moreover, I aim to integrate ethical practice into my interactions by ensuring transparency and respect in all communications, aligning with HCPC standards (HCPC, 2016). This step is crucial for my transition into a competent practitioner capable of navigating complex healthcare environments.
Conclusion
In conclusion, this reflective account, structured using the ESPIA framework, has illuminated my personal and professional growth throughout the occupational therapy module. Key experiences, such as applying theoretical models and engaging in peer discussions, have enriched my understanding of client-centered practice. While struggles with time management and emotional demands posed challenges, overcoming them fostered resilience and adaptability. Emerging puzzles around ethical dilemmas and systemic barriers highlight areas for further inquiry, whereas insights into evidence-based practice and professionalism have solidified my professional identity. Finally, my commitment to improving interdisciplinary communication as a future action underscores my dedication to becoming an ethical and collaborative practitioner. The implications of this reflection are twofold: it reinforces the need for continuous learning in occupational therapy and highlights the importance of integrating personal growth with professional standards. As I progress, I remain aware of the limitations in my current knowledge, particularly regarding complex ethical issues, and look forward to addressing these through further study and practice.
References
- Finlay, L. (2008) Reflecting on ‘Reflective Practice’. Practice Based Professional Learning Centre, The Open University.
- Health and Care Professions Council (HCPC). (2016) Standards of Conduct, Performance and Ethics. HCPC.
- Kielhofner, G. (2008) Model of Human Occupation: Theory and Application. 4th ed. Lippincott Williams & Wilkins.
- Lloyd, C., King, R. and Bassett, H. (2006) ‘A systematic review of the effectiveness of occupational therapy interventions for people with mental health problems’, British Journal of Occupational Therapy, 69(9), pp. 408-415.
- Royal College of Occupational Therapists (RCOT). (2021) Professional Standards for Occupational Therapy Practice, Conduct and Ethics. RCOT.
- Turner, A. and Knight, J. (2015) ‘A review of the barriers and enablers to occupational therapy practice within the NHS’, British Journal of Occupational Therapy, 78(10), pp. 611-618.
