OT interview rotation

Why do you want to work for us?

Context:
During my Occupational Therapy training, I had the opportunity to work with NHS Trusts, including Oxford Health, where I observed the Trust's values of Caring, Safe, and Excellence in practice. This experience resonated with me as these values align closely with my personal approach to providing patient-centred care and maintaining high standards in my work. I am also particularly drawn to Oxford Health because of the preceptorship program, which offers structured support for newly qualified OTs to develop skills and confidence as they transition into practice.

Action:
I incorporated these principles during my acute mental health placement at the Fulbrook Centre by prioritizing patient safety through thorough risk assessments and delivering tailored interventions that addressed individual needs with empathy and professionalism.

Result:
This approach helped patients feel supported and empowered, and feedback from both patients and team members highlighted my commitment to delivering care that reflects the Trust’s core values.

Learning:
This experience reinforced how creating a safe and compassionate environment, while striving for excellence, can positively influence patient recovery and team dynamics. I’m eager to join a Trust that shares these values and invests in the development of its staff through initiatives like the preceptorship program. I’m confident this will allow me to grow and contribute to delivering quality care across diverse settings.

How would you handle working with a difficult colleague?

Context:
While on placement, I encountered a colleague who was resistant to collaborating on shared patient care due to differing approaches.

Action:
I initiated a respectful conversation to understand their perspective, shared my own rationale, and suggested a compromise that aligned with the patient’s best interests. I also sought input from our supervisor to mediate effectively.

Result:
We reached a mutual understanding and successfully developed a cohesive care plan for the patient, improving the patient’s outcomes.

Learning:
I learned the importance of open communication, empathy, and collaboration to address and resolve conflicts constructively.

How do you demonstrate that you apply diversity, equality, and inclusion in your work?

Context:
During my paediatric chronic pain placement, I worked with children from diverse cultural, social, and neurodevelopmental backgrounds, including those with autism and ADHD, who had unique needs and communication preferences.

Action:
I ensured that my interventions were inclusive by tailoring my communication style and therapy approaches to suit each child’s background and abilities. For example, I used visual aids and sensory-friendly techniques for a child with autism to make therapy sessions more accessible. Additionally, I collaborated with families to understand cultural considerations and preferences, ensuring therapy plans respected their values and routines.

Result:
This individualized approach not only improved engagement but also resulted in measurable improvements in participation in daily activities, such as a 30% reduction in reported pain levels and increased school attendance for one child.

Learning:
I learned the importance of being adaptable and actively seeking input from patients and their families to ensure care is inclusive and person-centred. I now prioritize ongoing reflection and education on diversity and inclusion to further enhance my practice.

what are your skills?

Context:
Throughout my training and placements in various settings, including acute mental health, stroke rehabilitation, and community mental health, I have developed a range of skills that I believe make me a strong candidate for this rotational role.

Action:
One of my key skills is adaptability. Having worked across diverse clinical environments, I am confident in my ability to quickly adjust to new teams, patient needs, and settings. For example, during my stroke placement, I transitioned seamlessly from inpatient therapy to supporting patients in community discharge planning.

I am also a people’s person who thrives in team environments. I work fluidly within multidisciplinary teams, ensuring open communication and collaboration to achieve the best outcomes for patients. I pair this with strong non-judgmental listening skills, which allow me to build trust with patients, families, and colleagues alike.

Result:
These skills have consistently led to positive outcomes, such as improved patient engagement, stronger team cohesion, and effective care plans tailored to individual needs.

tell us about yourself

Im an OT who, Throughout my training, I’ve gained experience in diverse settings, including acute mental health, stroke rehabilitation, community mental health, and paediatric chronic pain. These placements have allowed me to develop a strong foundation in assessing and supporting individuals with a variety of physical and mental health needs.

What drew me to this career is my personal experience caring for someone close to me. This gave me insight into the challenges faced by vulnerable individuals and inspired me to pursue a career where I could support others in overcoming barriers and regaining independence. I find it incredibly rewarding to be part of someone's journey toward achieving their goals.

Outside of work, I have a passion for cooking, which has also informed my OT practice. For example, I’ve facilitated cooking-based interventions that help individuals develop fine motor skills, and build confidence. I enjoy bringing creativity and practicality into therapy, which I believe helps patients engage and progress more effectively.

I am excited about this rotational role as it offers the chance to further develop my skills.

What if a person reports someone is abusing them?

Context:
If a person reports abuse, my immediate concern would be their safeguarding, as they are in a vulnerable position.

Action:
First, I would listen non-judgmentally to the individual and gather as much information as possible without leading or pressuring them. I would explain that while I respect their confidentiality, I may have to share this information if there is a risk to their safety or others.

I would then conduct a thorough risk assessment to evaluate the immediate danger to the individual and identify the level of risk involved. Depending on the situation, I would liaise with appropriate parties, such as the safeguarding team, and contact family members if needed to gather more context and confirm facts.

Result:
This approach ensures the patient receives immediate protection and support while complying with safeguarding protocols. By sharing information with the appropriate authorities, I would ensure their safety and mitigate risks to others.

Learning:
This situation requires a balance between being empathetic and decisive. I’ve learned the importance of clear communication with patients, informing them of the necessary steps while ensuring they feel heard and supported.

If a person is needing an OT, what would you do?

Context:
If a person is referred for OT, I would begin with an initial assessment, to gather infromation about the patient and their needs. an assessment tool i may use is the Canadian Occupational Performance Measure (COPM), to identify their priorities in self-care, productivity, and leisure. This client-centred tool focuses on what is most meaningful to the individual.

Action:
Based on the assessment, I would create an intervention plan with SMART goals.

• Short-term goal: “The patient will use adaptive cutlery to eat a full meal within two weeks.”

• Long-term goal: “The patient will prepare a simple meal independently within three months.”
  To measure progress, I’d use:

1. COPM: Tracks satisfaction and performance in chosen priorities, ensuring therapy remains client-centred.

2. Barthel Index: Assesses functional independence, providing clear data on improvements in daily activities.
   I’d implement interventions such as adaptive equipment, functional tasks, or environmental modifications, like graded cooking tasks, to support progress.

Result:
Using outcome measures and regular reviews ensures therapy is effective, measurable, and goal-oriented, while empowering the patient in their recovery journey.

Learning:
This process has reinforced the importance of evidence-based assessments and involving patients in goal-setting to achieve meaningful outcomes.

IF a person becomes verbally abusive, what do you do?

If a person becomes verbally abusive, I would recognize that their behavior may stem from frustration or unmet needs, and my goal would be to de-escalate the situation while ensuring everyone’s safety.

Action:
I would use calm, non-threatening verbal and non-verbal techniques, such as speaking softly and maintaining open body language. I would validate their feelings by saying something like, “I can see you’re upset. Can you tell me what’s bothering you?” I’d explore solutions, such as suggesting a walk if it’s in their care plan or offering alternatives, like asking a staff member to get something they need if they don’t have leave.

Result:
This approach usually helps reduce tension and shows the person they are being heard, preventing further escalation.

Learning:
I’ve learned that staying calm, empathetic, and solution-focused, while understanding a patient’s needs, is key to managing such situations effectively.

what are the advantages of lives experience?

Lived experience offers a unique perspective that can significantly enhance patient care. Individuals with lived experience, such as peer support workers, can bridge the gap between patients and the multidisciplinary team (MDT), acting as a middle person to improve communication and understanding.

Action:
They provide valuable feedback by sharing insights into what the patient may be experiencing and suggesting approaches that resonate with the patient. For example, they can help the MDT tailor interventions to meet patients’ emotional and practical needs more effectively.

Result:
This leads to improved quality of care, as patients feel better understood and supported, and interventions become more person-centred.