Introduction / background
Occupational therapists frequently support children whose participation is shaped by complex school, family, community, and service systems. Yet clinicians and families often lack accessible tools to analyse these environments or identify where meaningful change can occur. To address this gap, a streamlined systems-navigation toolkit was developed, adapting concepts from systems thinking, stakeholder mapping, neuroscience, and pacing theory into a practical model suitable for time-limited paediatric contexts.

Method / implementation
Development involved a targeted literature review and iterative co-design with caregivers. The toolkit translates theoretical concepts into an online, therapy-ready resource featuring mapping templates, reflective prompts, and structured decision-making supports. It is currently being trialled to explore usability and early impact across home, school, and community settings.

Discussion / outcomes
Preliminary feedback from caregivers demonstrates improved clarity in understanding environmental contributors to participation. Families reported reduced overwhelm, stronger insight into system dynamics, and more confident decision-making when navigating supports.

Conclusion
The toolkit offers a practical method for embedding systems thinking into routine paediatric occupational therapy practice. By supporting families and therapists to identify leverage points, prioritise actions, and address environmental barriers, it strengthens family-centred practice and promotes more sustainable participation outcomes. This session invites reflection on how structured systems-navigation tools can inform future paediatric OT approaches and contribute to broader service innovation.

Introduction / Background
This presentation outlines the redesign of the Enabling Change in Children and Families subject in the Bachelor and Master of Occupational Therapy programs at Latrobe University, Melbourne Campus, to align with the Occupational Therapy Australia Paediatric Capability Framework (2025). The redesign aimed to strengthen the integration of theory, professional reasoning, and authentic practice experiences to better prepare students for contemporary paediatric occupational therapy.
Method / Implementation
In response to student feedback, an authentic assessment was introduced, structured as a oral simulated clinical supervision session. Across the subject, students follow the same child and family simulated case study, beginning with a recorded simulated interview to explore context, family strengths, participation needs, and environmental factors. They then complete a clinical report and present a final supervision session demonstrating evidence-informed reasoning, goal prioritisation, and intervention planning. The assessment was mapped to key SPEF-R2 domains, aligning university expectations with clinical practice standards.
Discussion / Outcomes
Preliminary outcomes indicate increased student confidence, professional identity development, and readiness for placement. Students described the assessment as realistic, engaging, and reflective of actual supervision processes. Subject evaluation data showed a mean satisfaction score of 8/10 across both Bachelor and Master cohorts.
Conclusion
Embedding capability-aligned, SPEF-R2-informed authentic assessment enhances clinical reasoning, fosters professional reflection, and bridges the gap between academic learning and professional practice. This approach supports the development of capable, confident graduates ready to enable meaningful change for children and families.

Introduction: Surviving out-of-hospital cardiac arrest (OOHCA) can have a profound impact on occupational function: cognitively, physically and emotionally. There is growing evidence on the importance of early screening for mental health, cognitive changes and the provision of specific education to enable earlier access to support from hospital. As OOHCA survivorship continues to increase, consensus recommendations have been published in Europe. A knowledge-practice gap was identified in our local hospital context between best available evidence and current practice for OOHCA survivors in the acute inpatient phase of recovery.

Objectives: To facilitate the implementation of an evidence-based written guideline for occupational therapy practice with OOHCA survivors to meet international clinical guidelines in a Queensland tertiary hospital.
Method: The knowledge to action cycle was used to guide all stages of this project. Stakeholders were consulted to understand barriers and enablers to practice change, which facilitated the development of an implementation plan. Evaluation of implementation will involve a pre- and post- chart audit over a 12-month period.

Outcomes: Evaluation of practice and eliciting barriers and enablers led to the development of an implementation plan using the knowledge to action cycle. Support was needed to address the barriers of time, lack of knowledge and confidence, resources and pressure for discharge. Practice change was successfully demonstrated by the uptake of the written guideline.

Conclusion: The developed written guideline aims to promote better consistency and equity of care for OOHCA survivors.

Introduction
Therapists can struggle to deliver an intervention as intended by the developers, that is, with high ‘fidelity’. As fidelity impacts service quality, it warrants attention. We examined how fidelity to Occupational Performance Coaching (OPC) was supported in a real-world implementation study (the MANA study, a randomised controlled trial (RCT) in Aotearoa New Zealand, comparing OPC with usual care), focussing on the experiences of OPC trainers.
Method
Collaborative Autoethnography was undertaken by two OPC trainers and one research fellow (all occupational therapists) to examine trainers’ support of higher fidelity OPC. Thematic analyses, using deductive and inductive coding, were conducted on trainers’ field notes, interviews and reflexive discussions.
Outcomes
Five themes were constructed: Trainers anticipated common tensions in the transition from Usual Care to OPC with fidelity (Theme1), and were attuned to the psychological characteristics of therapists which helped and hindered transition (Theme 2). Trainers noted their own intentional application of OPC (Theme 3), and the importance of strong interpersonal connections (Theme 4). Trainers responded to the external stressors and supports which were found to be tipping points for OPC practice (Theme 5).
Conclusion
On completion of initial training, novice OPC therapists had inconsistent fidelity, necessitating additional tailored and extended support from Trainers. Trainers were highly responsive to psychological and contextual facilitators of behaviour change, and prioritised connection with therapists to foster perseverance and resilience in pursuit of higher fidelity. Facilitating access to skilled trainer support appears central to upscaling implementation of high fidelity OPC.