Occupational Therapy Private Practice: Essential Knowledge,Skills,and Dispositions

Abstract

Date Presented 4/20/2018

This study analyzed the knowledge, skills, and dispositions considered necessary by occupational therapy practitioners who own a private practice. A total of 162 U.S. private practitioners responded. Study results have implications for occupational therapy curricula, fieldwork placement, and continuing education.

Primary Author and Speaker: Brenda Coppard

Additional Authors and Speakers: Maureen Turner, Samantha Preuss, Sarah Fisher, Samuel Troia, Abigail Murphy

Contributing Authors: Christine Apodaca; Yongyue Qi

BACKGROUND AND PURPOSE: Future projections indicate that the health care environment and societal needs will be favorable for private practice in occupational therapy (Lynch et al., 2015). A paucity of literature exists identifying what private practitioners consider adequate preparation to own their own business (Glennon, 2012; Herz et al., 2005). Specific knowledge, skills, and dispositions are required for anyone entering private practice. To better educate faculty, students, and future private practitioners, this study aimed to identify the knowledge, skills, and dispositions that current occupational therapy private practitioners perceived as important to owning a private practice. A profile of private practitioners was gleaned from the results.

METHOD: On the basis of a literature review, a 33-item survey was created to elicit a profile and the knowledge, skills, and dispositions related to occupational therapy practitioners’ perceptions of private practice ownership. The questionnaire was based on surveys used in prior research (e.g., Harmon, 2015). With Harmon’s permission, initial questions were revised. The survey was piloted, revised, and approved by the institutional review board.

Participants were recruited through the American Occupational Therapy Association as occupational therapy practitioners who self-identified as a private practitioner. The survey, a cover letter, and a return envelope were mailed to 500 occupational therapy private practitioners. A reminder postcard was sent 10 days later. The survey was open for 3 wk. The response rate was 32.4% (N = 162). The returned surveys were analyzed using IBM SPSS Statistics (IBM Corp., Armonk, NY). Descriptive and inferential statistics were computed.

RESULTS: Regional representation of the 162 respondents was as follows: 28% from Pacific, 21% from Southern, 21% from Northern, 16% from Eastern, and 14% from Western United States. Occupational therapy degree levels were 61.1% bachelor’s, 17.9% entry-level master’s, 11.7% postprofessional master’s, and 9.3% postprofessional doctoral degrees. The majority (84.6%) of private practices focused on services to children and youth.

The 162 respondents reported a desire for more knowledge before entering private practice in regard to billing (72.8%), technology (40.9%), and human resources (33.3%). They reported a need for further education in billing and insurance (47.4%), business management (26.3%), and marketing (25.7%). The top three dispositions of practitioners endorsed by respondents included strong work ethic (18.0%), self-motivation (16.5%), and adept emotional intelligence (12.0%). Most respondents indicated they had had no fieldwork experience in a private practice setting. The majority (85.2%) started their private practice within the first 10 yr of occupational therapy practice, and the majority (64.0%) of private practices were started by respondents within their first 10 yr of professional experience. Most respondents with >10 yr of experience in owning a practice indicated they would not pursue private practice if they had to make the choice again.

An independent sample t test was conducted to compare respondents’ continued interest in owning a private practice and number of years of experience in operating a private practice. There was a significant difference in years of experience for those who answered yes when asked if they would do it again compared with those who answered no (p =.029).

CONCLUSION: Study results have implications for occupational therapy curricula, fieldwork, and continuing education. The results support draft accreditation standards for occupational therapy education that address business aspects of practice (Accreditation Council for Occupational Therapy Education, 2017). Addressing the needs of private practitioners will ultimately increase the types of services clients can access in a time of changing health care delivery.

References

Accreditation Council for Occupational Therapy Education. (2017). Draft III revisions—December 2017. Retrieved from https://www.aota.org/∼/media/Corporate/Files/EducationCareers/Accredit/StandardsReview/Draft-III-ACOTE-Standards-12-2017.pdf

Glennon, T. J. (2012). Starting a private practice: The first steps. OT Practice, 17(9), 12–15.

Harmon, S. (2015). E-book: Survey for private practice owners [Unpublished survey instrument]. Retrieved from http://startatherapypractice.com/eforms/private-practice-survey/7/

Herz, N., Bondoc, S., Richmond, T., Richman, N., & Kroll, C. (2005). Becoming an entrepreneur. Administration and Management Special Interest Section Quarterly, 21(1), 1–3. Retrieved from https://www.aota.org/∼/media/Corporate/Files/Secure/Publications/SIS-Quarterly-Newsletters/AM/AMMAR05.pdf

Lynch, C., Koberro, T., Boniface, G., & Forwell, S. (2015, May). Private practice occupational therapy in British Columbia: Supply and demand. Poster presented at the meeting of the Canadian Association of Occupational Therapists, Winnipeg, Manitoba. Retrieved from https://www.caot.ca/document/3774/s50.pdf