Practice readiness of newly qualified occupational therapists in the United Kingdom: A multi-stakeholder qualitative study

Introduction: Around 3000 occupational therapists graduate annually in the United Kingdom, but evidence shows variability in their readiness for practice. This study explored multi-stakeholder perspectives on the practice readiness of newly qualified occupational therapists in the United Kingdom. Method: A qualitative research design with an interpretive description approach was employed. Four focus groups were conducted separately with newly qualified occupational therapists ( n = 8), occupational therapy practitioners ( n = 9), practice educators ( n = 8) and university lecturers ( n = 4). Discussions were transcribed, thematically analysed and integrated through constant comparative analysis and the researchers’ disciplinary knowledge. Revision of findings with participants enhanced credibility. Results: Three themes emerged: graduation marked professional rather than full practice readiness; preparedness was influenced by variability in curriculum design, placement and workplace induction, with placements being the most influential yet inequitable factor; and individual characteristics further influenced the evolution of readiness. Conclusion: Findings highlight the need for intentional educational design and regulation of placement quality to reduce variability and ensure equitable practice readiness across the profession. Development of a co-produced ‘Day-one OT’ competency profile provides educational programmes with clearer educational targets and offers workplaces a consistent benchmark for induction and support.