The In-Between: What No One Tells You About Becoming an OT Practitioner

FRIDAY, OCTOBER 16, 2026

1:00 PM – 3:00 PM

Course Description

The transition from occupational therapy student to practicing clinician is often framed as a milestone, yet the reality is far more complex. Many new graduates experience an unspoken “in-between” period marked by uncertainty, identity shifts, and difficulty translating knowledge into clinical reasoning.

Research demonstrates that professional identity development and a sense of belonging significantly influence how individuals navigate this transition (Tyminski & Elmesky, 2025; Walder et al., 2022). Additionally, gaps in life skill readiness and the demands of real-world practice contribute to decreased confidence and increased self-doubt (Raudebaugh et al., 2022). External influences, including professional networks and social environments, further shape identity formation and adaptation (Heidari et al., 2023).  This highly interactive workshop moves beyond traditional lecture by actively engaging participants in reflection, small-group discussion, and applied case-based learning. Participants will explore common emotional and cognitive disruptions experienced during the transition, reframe these challenges as part of a developmental process, and connect these experiences to professional identity formation. Through guided activities, participants will identify personal strengths, values, and supports, while developing a structured action plan to strengthen clinical reasoning, confidence, and professional identity. Emphasis is placed on practical strategies that can be immediately implemented in both educational and clinical settings. This session aligns with Vision 2030 priorities by promoting adaptive, reflective, and identity-driven practitioners prepared to navigate the evolving demands of occupational therapy practice.

Speaker

Content Level

Introductory: This level assumes the audience has little or no information regarding the content area.

Practice Areas

Fieldwork and Academics/Education; Professional Issues