Defining occupational therapy practice for students in higher education: A census from practitioners

Abstract

Increasing rates of anxiety and depression, higher numbers of students with diverse needs, and a decrease in life skill readiness at the point of transition to higher education settings has led institutions around the world to consider novel approaches to improving student retention and success. Occupational therapists, trained in physical, mental, and psychological impacts on function, can address barriers to student success in higher education environments/institutions, especially for students not responding to available campus programs and resources. However, there are no commonly defined roles, training qualifications, or practice guidelines that guide the work of occupational therapy (OT) practitioners in higher education settings. To create a standardized model of OT services on a higher education campus, a more detailed practice area description is needed. This mixed methods study describes a group (N = 58) of globally practicing OT professionals on post-secondary campuses through a detailed census of practice. OT professionals articulated their roles and experiences on campus along with their beliefs about successful OT practice. The results of the census provide a path toward the design and implementation of OT services on higher education campuses at the individual, faculty/staff, and institutional levels. Further implications for practice and research are discussed.