Building Capacity in Paediatric Specialty Practice: Educational Priorities for Nigerian Occupational Therapy Practitioners

Abstract

Background: Although occupational therapy (OT) educational priorities have been studied globally, evidence specific to pediatric practice in Nigeria remains limited, leaving a knowledge gap that may hinder entry-level practitioners' preparation for this specialist practice area. This study aimed to identify educational priorities for paediatric specialty practice among occupational therapy practitioners in Nigeria. Methodology: An exploratory mixed-method design comprising a cross-sectional survey and a two-round Delphi process was used. In Phase 1, 55 occupational therapy practitioners generated paediatric occupational therapy competencies using an online questionnaire. In Phase 2, these competencies were rated by paediatric occupational therapy experts (n = 17 in Round 1; n = 16 in Round 2). Data were analysed using thematic content analysis, descriptive statistics, and the content validity index (CVI). Competencies with CVI ≥ 0.80 were retained, those scoring 0.70–0.79 were revised, and items below 0.70 were excluded. Results: With a response rate of 57.3%, practitioners from diverse practice settings, with a mean professional experience of 4.6 ± 2.8 years, identified 46 competencies that were organised into five educational themes: basic medical and behavioural sciences; assessment and evaluation; professional values, attitudes, and skills; knowledge of paediatrics and occupational therapy; and intervention processes. Following Round 1, two competencies were revised and four were excluded. Consensus was achieved on 41 competencies after Round 2. Fifteen competencies were rated as essential, 17 as important, and 9 as optional. Twenty competencies were reported as met during entry-level training, while 15 were partially met and 11 were unmet. Conclusion: Priority educational needs for paediatric occupational therapy practice in Nigeria span assessment, foundational biomedical and behavioural sciences, paediatric-specific OT knowledge, intervention processes, and professional values. These priorities reflect gaps in entry-level preparation and may inform curriculum development.