How to be a better OT

How to give a clear and confident clinical handover

• Season 1 • Episode 8

Share episode

Use Left/Right to seek, Home/End to jump to start or end. Hold shift to jump forward or backward.

0:00 | 29:02

Tell Clare what you think here!

Do you freeze up when you need to give a clinical handover, or find yourself jumping back and forth and fumbling your words? Discover how to use the gold-standard ISBAR framework to deliver logical, concise, and highly effective handovers to nurses, supervisors, and multidisciplinary teams.

Episode Summary: In this episode of the How to Be a Better OT podcast, host Clare Batkin tackles a critical communication skill that is guaranteed to pop up in every single clinical caseload: the clinical handover. Clare demystifies the jargon and introduces the widely respected ISBAR framework. She shares practical, real-world examples, ranging from a busy hospital ward shower update to an OT supervision session, and breaks down the five most common communication roadblocks that students and new grads face, offering targeted, actionable strategies to overcome them.

 

Key Takeaways:

  • Why Handover Matters: Learn how structured clinical handovers ensure continuity of care, protect patient safety, drive team collaboration, and clearly establish clinical accountability.
  • The ISBAR Framework Decoded: A step-by-step walkthrough of the Introduction, Situation, Background, Assessment, and Recommendation framework.
  • Real-Life OT Examples: Hear exactly how ISBAR sounds in practice, with a ward handover for Mrs. Jones and a community OT supervision scenario for Mrs. Williams.
  • Overcoming 5 Common Roadblocks: Practical communication strategies for OTs who struggle with medical jargon, perfectionism, introvert shyness, speaking in a random order, or being too long-winded.

 

Links & Resources Mentioned:

 

If you found this guide to clinical handovers helpful, please subscribe, leave a review, and share this episode with a fellow OT! Be sure to tune in to the next episode when we will be shifting our focus to another foundational OT skill: how to complete a self-care assessment.

Want to continue learning with Clare? Here are your options:

Now, in this example, you've just completed a showering or self-care assessment for Mrs. Jones in a hospital ward, and you need to update the nurse looking after her so she knows how everything went. Now, while you're probably thinking,"Nurses are busy. Can't I just write it down in the notes instead?" How many nurses do you think have time to sit down and read the notes of every patient that they're looking after word for word? Not many. So it's your job to give them the important highlights, and like I was saying before, this will not only enhance client care and outcomes, but every conversation gives the nursing staff a clear understanding of what it is that OTs actually do, which will lead to much better collaboration in the future. Welcome to the How to Be a Better OT podcast. I'm Claire Batkin, an OT and clinical educator who is on a mission to make professional development simple, practical, and worth it for OTs. If you're ready to step back from the overwhelm and bring core frameworks to life, join me for step-by-step guides and practical solutions that will build your confidence and competence so you can deliver the best outcomes for your clients and truly love what you do. Hi, welcome to the podcast. Today's focus is on a skill that is absolutely guaranteed to pop up in every single clinical caseload, regardless of your setting. Today, we're talking about clinical handover. In this episode, we're going to start by breaking down exactly what I mean when I say clinical handover, and why it's so important for client care and safety. Then we'll dive into the core clinical handover framework that's used across many healthcare settings, ISBAR, and walk through some real-life practical examples of how to use it when handing over to nurses, supervisors, or in everyday life. After that, we're going to stop and think about why giving a clinical handover may be challenging for our clinicians, particularly our new grads and students, and I'll share some targeted, actionable strategies that you can use to overcome some of those specific roadblocks to make your next clinical handover so much easier. So let's start with what is clinical handover? If you do a bit of Googling, you'll find some incredibly long-winded, jargony definitions of clinical handover. For example, on some of the public health websites, it's described as an explicit transfer of information supporting the transfer of clinical care, accountability, and responsibility. It's a bit of a mouthful, isn't it? So let's simplify it. Clinical handover is basically telling another person, usually a fellow health professional, about your client and their situation in a logical order with all the key information included so that the client can receive the best care possible. So here's some examples of when you'll need to give a clinical handover. Your an OT on a hospital ward, and you've just finished your self-care assessment with Mrs. Jones. You'll need to share any updates with the nursing staff about any new instructions for tomorrow's shower or any precautions to be aware of, such as the fact that Mrs. Jones reported pain and was requesting pain relief at the end of the session. You could also give a clinical handover during a supervision session with a senior clinician. Say you're a community OT and you need to ask your supervisor about advice for a tricky client situation. Here you need to be able to give a succinct summary of your client to your supervisor, who may not be familiar with them at all, and ask your question so that you can get the advice that you need, all while being clear and succinct and still showing what you have already done and worked through yourself. We can even do a form of clinical handover in a group setting, such as a family meeting or team case conference, where you share your findings and thoughts and pass the discussion on to the next person to start to discuss what comes next And finally, you could also do clinical handover in written form. So one of my favorites back when I was a hospital OT was writing up a handover before going on leave for a few weeks. So you could go on your leave and not be worrying about your clients or leaving notes that your colleagues can just give you a call if there are issues. A clear written handover that outlined who your current patients were, where you were up to with them in their care, and what the likely next steps would be, was essential to not come back to chaos after that nice, relaxing leave. Hopefully, those examples will show you that you will definitely be doing a clinical handover if your normal workday involves interacting with clients or patients. So we do a lot of them, but why are they important? Why should we care about doing clinical handovers well? First of all, it ensures continuity of care. So this means that there are no gaps in the patient journey. When everyone on the multidisciplinary team is communicating clearly, nobody is left in the dark, and we're all working together on the same page. Secondly, it's absolutely vital for patient and client safety. On an acute hospital ward or ICU, a clear handover can quite literally be a matter of life and death. But even in a community-based setting, it's often the difference between a client receiving appropriate timely care and having a good quality of life or completely missing out on services because key information was lost in translation. It also drives team collaboration. Delivering regular high-quality handovers fosters a strong atmosphere of collaboration because team members regularly talk to each other and gain a much deeper appreciation for what each profession's role is within the team. And finally, it supports clinical accountability and responsibility. When done well, a clinical handover doesn't just describe a situation. It clearly defines what needs to happen next, who's responsible for doing it, and in what time frame. This ensures that critical tasks are actually followed through and not forgotten. So we do lots of them, and they're important. How can we deliver a clinical handover that is logical and hits all the key points? If you've been following my work with Your OT Tutor for a while, you'll know that I'm a big fan of frameworks. So you guessed it, I've got a preferred framework for clinical handover too. This time it's not one that I've come up with myself. It's one that's widely regarded as the gold standard structure used across healthcare, and it's called the ISBAR framework. Now, the disclaimer is that there are variations of the ISBAR acronym, including SBAR and ISBAR, but for the purposes of this podcast episode, I'm going to keep it simple and stick to the one that I know best, which is ISBAR, I-S-B-A-R. Let's break down this acronym so you can see exactly what needs to go into each section. I is for introduction. So this is where you introduce yourself, your role, and explicitly identify the client that you're wanting to talk about. So it's all about the who. Who are you and who would you like to talk about? S is for situation. Why are we having this conversation right now? Have one clear direct sentence that lets the other person know what the point of the conversation will be and what you'll be talking about. B is for background. What is the key context the receiver needs to know to be able to understand the current situation? This doesn't mean giving them your client's whole life story or your whole life story, just the key details that are relevant to the person and the topic that you're talking about. A is for assessment. So this is about explaining what you've actually done or observed and what your understanding of the situation is. Now, this is where you tell them what you've done and what you know. And finally, R is for recommendation, or it can sometimes be for request as well. This is the crucial decision-making step. So what would you like them to do next, or what targeted question do you need them to answer? Or in the case of a written handover, what would you like them to do next when you're away? Now, at this point, I will say that if you are someone who likes to follow along with a visual, you might want to jump into my free learning library and download a copy of my clinical handover template as I go through some of the examples now to try and bring this framework to life. I'll drop the link to the library in the show notes if you're keen to check it out and join the three point three thousand other clinicians who have already joined. We'll start first with the common scenario that I mentioned at the start, when you need to give an update or clinical handover to a busy nurse on a hospital ward. Now, keep in mind, I'll be doing these examples in a one-sided way, as I don't have a nurse here with me to roleplay it. So just keep that in mind while I rattle off all these components and remember that in real life, the other person will probably be acknowledging your comments or asking their own questions or doing something that tells you that they're listening. Now, in this example, you've just completed a showering or self-care assessment for Mrs. Jones in a hospital ward, and you need to update the nurse looking after her so she knows how everything went. Now, while you're probably thinking,"Nurses are busy, can't I just write it down in the notes instead?" How many nurses do you think have time to sit down and read the notes of every patient that they're looking after word for word? Not many. So it's your job to give them the important highlights. And like I was saying before, this will not only enhance client care and outcomes, but every conversation gives the nursing staff a clearer understanding of what it is that OTs actually do, which will lead to much better collaboration in the future. Let's go through the ISBAR framework. Firstly, I for introduction."Hi, Sue. It's Claire, the OT from Ward five. I'm just calling to give you an update on Mrs. Jones, who's in bed twenty-six." You can see that clearly explains the who, so who you are and who you're talking about. Note how I didn't just say bed 26. So I used her name first, Mrs. Jones, and then added the extra detail about her location just to help the nurse's recall. Next is S for situation. Remember, this is the one line that tells the nurse what I want to talk to her about.

So it could go something like this:

I've just finished Mrs. Jones' shower assessment, so I wanted to give you an update on how much help she needed and the plan for her shower tomorrow. So one line, hopefully nice and succinct, and she knows what that conversation is going to be about. Next, B is for background. So this can sometimes be a little bit more detailed if the person we're talking to doesn't know the client at all. Whereas if it's someone they're familiar with, you can keep it pretty succinct, too. The purpose of this step is to just set the scene so the nurse knows enough about Mrs. Jones to be able to understand the next part, where you'll focus on the self-care assessment itself. So something like this, "She's now day four post total knee replacement, and she's been progressing well with physio and in our OT sessions, so today we had a go at showering to see how much she could do herself." Now, I will say before I move on to the assessment part to not get too hung up on which information goes in which section, as long as it's in there once, not 10 times, and it flows in a logical order. So you can see there I did mention that I'd done a shower assessment, so this could also be moved to the A for assessment section, which we'll discuss now. But it can also go in the background. So unless this is for a university assessment, you won't be marked on where specific information goes, so just stay focused on your overall outcome that you're aiming for, that clear handover. Next is A for assessment. So I'd be explaining how Mrs. Jones went in the self-care assessment, including how much help she needed, any issues or concerns that came up, and what I actually did. So again, stay focused on what the nurse needs to know. If you uncovered lots of interesting findings about the intricacies of her hand dexterity or her vision or cognition, save that for your notes and give the nurse the in-a-nutshell version, which will just allow her to use the information that you're going to give her in the next part. So something like, today she only needed setup assistance for the bathroom and then minimal assistance to wash and dry her legs and to help her transfers from the shower chair. I've just given her some long-handled aids so she can practice with them too." And then the final part of ISBAR is R for recommendation. This is the so-what moment. So the nurse will be listening along thinking, "Okay, so why are you telling me this?" So make sure there is a clear takeaway for them. Often it'll be that you're wanting them to answer a question or to do something for Mrs. Jones. So explain what that is clearly, but make sure you do it in a respectful manner and in a way that shows you understand what their role is. So you could say, "Tomorrow during Mrs. Jones' shower, could you please encourage her to attempt to wash herself independently with the long-handled aids and just help her if she gets stuck? And then I might check in with you later, if that's okay, to see how she went. Thanks." What do you think? Did that make sense? Let's put it all together now without the commentary, and while you're listening, see if you can pick out the ISBAR components."Hi, Sue, it's Clare, the OT from Ward 5. I'm just calling to give you an update on Mrs. Jones, who's in Bed 26. I've just finished her shower assessment, so I wanted to give you an update on how much help she needed and the plan for the shower tomorrow. She's now day four post total knee replacement, and she's been progressing well with the physio and in our OT sessions, so today she had a go at showering to see how much she could do herself. Today she only required setup assistance and minimal assistance to wash and dry her legs and to help her transfers from the shower chair. I've just given her some long-handled aids so she can practice with them too. Tomorrow during her shower, could you please encourage her to attempt to wash herself independently with the long-handled aids and just help if she gets stuck? And then I might check in with you later, if that's okay, and see how she went. Thanks." What do you think? Does that framework feel logical to you? Let's try another example now, but this time it's a type of clinical handover that you might give if you were a new grad community OT and you needed to reach out to your supervisor for advice. So you've discussed this client with your supervisor briefly before, so they do know a little bit about them, but maybe not the whole story. This time I'll put it all together in one go and see if you can pick the ISBAR components as I say it. Then we'll go back and pull it apart into the components and explain the why behind the details I included. The key difference here is that your supervisor is also an OT, so you can use some OT specific jargon and abbreviations if you want to. So let's go."Hi Sally, it's Clare from the Ipswich office. I was just wondering if you had some time to discuss a client of mine, Mrs. Williams. Mrs. Williams isn't agreeable to the recommendations I've made to increase her safety when she's showering, and I just wanted to get your thoughts on what to do next. She has a diagnosis of MS, and she lives alone, and she currently stands up to shower in her shower recess, but she states she nearly falls or is too exhausted to shower. I observed her shower transfers and she's very unsteady. I also noticed that she became very fatigued and needed a seated rest after giving me a short tour of her house, so physical fatigue is definitely an issue for her. There currently isn't any AT in the bathroom, but when I made a few suggestions about some equipment that may make things easier, she was reluctant to make any changes. I've discussed the risks of continuing to shower without equipment, and she understands, and I've also shown her pictures of lots of equipment options too, including the stools and the chairs, but she still isn't agreeable to trial any assistive technology. Do you have any other suggestions for things I could try?" So how did you go? Could you pick the components? The introduction was all about the who. So who I was and who I wanted to talk about. So it was a, "Hi Sally, it's Clare from the Ipswich office. I was just wondering if you had some time to discuss a client of mine, Mrs. Williams." The S for situation was the topic that I wanted to discuss. So that is, what was the point of my call to my supervisor, Sally? It was this part."Mrs. Williams isn't agreeable to the recommendations I've made to increase her safety when she's showering, and I just wanted to get your thoughts on what to do next." Next was the background, which was where I was sharing a little bit about Mrs. Williams so Sally could remember which client she was, knowing that Sally already knew a little bit about Mrs. Williams already. And remember I said in this section, you can also talk a little bit about the specific scenario, or you could save this for the assessment section. So in this case, the background bit was Mrs. Williams has a diagnosis of MS. She lives alone, and she currently stands up to shower in her shower recess, but she states she nearly falls or is too exhausted to shower. Now for the assessment. Now, in the discussion with your supervisor, you want to show what you know and what you've already done. If you don't say it, your supervisor may assume that you don't know it and that there are gaps in your clinical reasoning, and they may end up asking you questions that you could have avoided just by giving a summary of what you've already done and what your findings and thoughts were based on that. So in this example, it was by far the longest section. This is what it covered."I observed her shower transfers, and she's very unsteady. I also noticed she became very fatigued and needed a seated rest after giving me a short tour of her house, so physical fatigue is definitely an issue for her. There currently isn't any AT in the bathroom, but when I made a few suggestions about some equipment that may make it easier, she was reluctant to make any changes. I've discussed the risks of continuing to shower without equipment, and she understands, and I've also shown her lots of pictures of AT options, including the stools and the chairs, but she still isn't agreeable to trial any assistive technology." I have changed a couple of words in there, but you get the idea. And then finally, the recommendations was the one line at the end where I asked my supervisor for help. So in this example, it's very broad, but you could start with something more specific if you wanted to, or your supervisor could immediately answer you with a few questions of her own before sharing her thoughts. But in this example, it was just this part."Do you have any other suggestions for things that I could try?" So that gives you two very different examples of how you could plan out a clinical handover so that when you're telling someone about your client, you cover the most important information in a logical order. Now, if you like this framework and you'd like to practice it, here's a bit of a random suggestion for you, but it could be helpful for a few listeners out there, so I'm going to include it anyway. This framework could actually be applied to lots of other situations in daily life outside of healthcare. For example, the next time you need to chase up your food when it goes missing after ordering at a restaurant, you could use the ISBAR framework. So let me show you how. You go up to the counter and you say,"Hi, my name's Clare. I'm sitting at table eight." That's your introduction.

Here's the situation:

"I ordered my meal about thirty minutes ago, but I still haven't received it yet." And then the background. It was just the soup of the day, which I ordered because I'm a bit short on time, and the waitress said it would probably be out within ten to fifteen minutes." The assessment."I really can't wait anymore, so I was just wondering if you could chase up what happened for me." And then finally, the recommendation."If it's not ready now, I probably would prefer a refund so I can just be on my way." So a little bit random, but I think it works, so there are plenty of opportunities to practice. Now that you're clear on the framework, let's think about how you can really optimize your practice if it is something that you struggle with and want to improve. I think sometimes we can fall into the trap of thinking that if we just practice things, it'll get easier and better with time. And yes, sometimes that can happen, but sometimes making the effort to really nail down what aspect is difficult or why it's difficult means that we can be much more focused in what we practice. So practicing more won't really help you unless you're practicing the right thing in the right way. Let's unpack five common roadblocks for students and new grads who are struggling with providing a clinical handover. And then I'll share some really practical strategies that may be helpful for each one. And what I'll say is that these challenges are focused on students or new grads struggling with the communication side of it. I'm not going to go into detail about situations where the real struggle is that they don't fully understand the client's diagnosis or why they did different assessments, or that they don't understand the results of those assessments, and that's why it's actually hard to report it in a clinical handover. That's something that probably needs a whole podcast episode on its own to unpack the challenges with clinical reasoning, but that's something to keep in mind. You need to distinguish between whether it's a difficulty with communication or with the underlying reasoning. Now, like I said, these examples will focus on scenarios where communication is the difficulty. The first challenge is language and jargon. If English is your second language or if you're on a highly medical ward with overwhelming terminology, clinical handovers will feel twice as hard. Not only are you trying to recall the details about your client and trying to present your reasoning in a clear way, you'll also be trying to do it using the right grammar, sentence structure, and abbreviations. So how can you make this easier? First of all, keep a list. Keep an old-school notebook or a list on your phone that contains all the tricky medical terminology that's tripping you up or what the English or Aussie translation of particular words might be. When you've got a few minutes between patients on the ward, you can pull it out and do a bit of revision or practice. Another strategy to try when you've got some self-directed learning time is to script it out. So rather than just trying to say it to yourself or practice with a peer straight away, actually write it down. Write it out in your first language first if you need to, so that you're confident in the content. Then translate across to English using any tools or apps that you need to, as long as they're fine for you to be using in that workplace. Once you're confident reading the script, then start to wean yourself off it. So eventually, you might only need a couple of dot points and a few keywords to take with you if you're going to call the ward doctor to give your clinical handover. The next challenge with giving a clinical handover is that you're a bit of a perfectionist who doesn't want to be wrong. You always want to impress your supervisor, so it goes one of two ways. You either spend so long practicing beforehand that it takes up too much time and eats into all your other tasks, or you decline opportunities to speak up in case conferences just because you're worried you might say something wrong. Neither is great from a supervisor perspective when they're trying to judge what your capabilities and competencies are. It could be that your first draft without an extra thirty minutes of practice would have been more than good enough, and that all the extra practice time stopped you from learning something else. Or it could have been that the fear of not getting it perfect stops you from having opportunities to just have a go and build confidence through repetition. So if this sounds like you, here are some suggestions. Firstly, if you take too long with scripting out a handover or with practicing it until it's perfect, the strategy is to set yourself a time limit and to have a go with your first draft. So maybe only allow yourself five or ten minutes to write down your key points for each ISBAR component, and then present your first draft to a peer, or even just record yourself and then watch it back. If you're not too tough on yourself, you'll probably find that you did a decent job of it, and if not, you'll be able to see if there are particular areas that are challenging, so you can dedicate more time to And if you're the second type of perfectionist, the type who says no to opportunities to practice because you worry it won't be perfect, a reframe is needed. Hopefully, you're with a supervisor who makes it a safe space for learning and making mistakes, so being transparent with them that you're particularly worried about not getting it perfect can prompt them to be mindful of this in how they teach you. So things like pointing out when their own handovers aren't perfect so that you can see that perfect is never necessarily the benchmark, or to make sure that they help you identify the things that you are doing well when it comes to handover so that you don't get too harsh on yourself. The next potential barrier is that you're a naturally quiet person and you find it hard to butt in, especially on a busy hospital ward if a conversation's already happening. You don't want to call the doctor or try to catch the nurse in a hallway either because you're worried that they won't see you as important enough to talk to, especially if you're worried about fumbling your words when you do speak to them. Being naturally quiet also makes it hard to speak and give a clinical handover in a case conference or family meeting. You end up just sitting quietly because it's the getting a start in the conversation that's the challenge, not that you're sitting there quietly because you don't know what to say. But from the outside, all your supervisor will see is someone sitting there quietly, so they don't know what the issue is unless you help them understand. So for the quiet, polite OT student who doesn't want to butt in, here's my tip for the supervisors out there, scaffolding. Yes, eventually your final year student should probably be able to speak up in a case conference without you holding their hand through it, figuratively speaking, but that's not where they need to start. You can scaffold or grade the task by things like making a plan for which patients they'll report on before the meeting. Then when it comes to the meeting, you create the entry into the conversation for them by saying something like, "We've been seeing Mrs Jones for OT too, and my student did her self-care assessment yesterday. I'll let her tell you more about that." The more opportunities the student has to speak, the more confidence they'll build, but also it'll help the rest of the team see them as an active contributor, not just a passive listener. So eventually they'll be expecting your student to do the talking, and it'll feel much easier for your student to get that start in the conversation. There are probably plenty of other things that you can try to help overcome that introvert shyness that may be robbing you of opportunities to practice skills on placement. But again, we'll save that for another episode, I think. Another potential barrier is that you know what content to include, but it comes out in a random order. You jump backwards and forwards, or you jump straight to asking what you should be doing without fully explaining who the person was or what you've actually tried yourself, and I do find that this happens a lot in the external supervision that I do, even with experienced clinicians.

The strategy for this one is easy:

ISBAR. Just map it out in a template or even just have the acronym there in front of you to remind yourself to introduce the client, then give an overview of the issue, then explain who the client is and what you've done with them, and only then should you be asking for advice about what you should be doing. It'll save your supervisor asking you about 20 extra questions before they can give you an answer. And then the last barrier is caused by two different things, but they end up with a similar outcome. That outcome is that the clinical handover becomes very long-winded. The two reasons for this could be, number one, that you include everything because you're still not confident that you can judge what's important to know or not know, and you don't want to miss out anything important, so you just include everything. The other reason is that you just love a chat and you love telling stories, and your clinical handover becomes so long because you go off on tangents talking about Mrs. Jones' dog with the expensive vet bill or her sister who just came back from skiing in Europe, both of which could be very interesting stories, but which have nothing to do with Mrs. Jones' discharge from hospital. So what are the strategies? Let's start with the person who just doesn't want to miss anything important. This is where I'd pull out the ISBAR framework and actually map out your dot points onto it. So you can use the template in my free learning library if you need to. your points mapped out, go through it with a peer or your supervisor include, but most importantly, make sure you understand why they aren't needed. Similarly, you could also pay close attention to the handovers that your supervisor gives to others. What details did they include or which ones did they leave out? Did it impact the flow or did the other person just ask a quick question and then the conversation went along as normal? But don't just watch your supervisor. Ask them to explain their why. Why did you not mention that part or this part? When you pay more attention to why details are important or not important to include, you'll eventually build more confidence in leaving it out yourself. Another reason is that sometimes you may be giving too much detail when you're speaking to another health professional, such as a speechy or a physio, because you're not really clear on what their role is. So you tell them everything about the patient instead of keeping it really specific to their role and what will be most important for them to know. The strategy here is to upskill yourself around what the other disciplines do. So ask for five minutes of their time to quiz them about their role, or better yet, make time to observe a session of theirs or to do a joint session. This won't just help your clinical handovers to be more targeted, but has benefits for collaborative practice in general. And if you're the storyteller, you can also use the ISBAR template and map out the dot points and what's important to include or not. Then practice. You'll probably find you can keep it succinct on the template, but then the stories start to creep in once you're in the zone giving that handover. So maybe practice with a peer and get them to give you a signal when you're going off on a tangent, and if you don't have a peer on placement, then record yourself and watch it back and critique where you started to verge into waffle rather than essential content. Being mindful of the fact that you could be more succinct is important. Otherwise, if you just practice and practice clinical handover, you could be practicing in a way that won't work well for a busy hospital ward, or the quick few minutes that you might have to chat with your supervisor. So hopefully you found that breakdown helpful. Clinical handover is a skill that anyone can get better at. You don't need to be a naturally loud, extroverted person to do it effectively. It just takes a bit of targeted practice using structured tools like the ISBAR template, and you'll improve. Now, a quick plug, though, if you are an OT student or new grad who would find it super helpful to have that safe, supportive space to practice these sort of things and get direct real-time feedback, you can become a member of the Your OT Tutor Connector membership, and there are monthly Practice Your Skills sessions where we can do exactly that. You can also book in a one-on-one session with me to either help you nut out exactly what strategies could be helpful, depending on where your particular challenge is, and we can practice it together. I'll drop some links in the show notes that will tell you how to join a membership or how you can book in to see me. And just remember, Your OT Tutor is just me, so if you do make a booking, you're not gonna get some other random trainer. Your one-on-one time is with me. And that is it. We have reached the end of this episode. In the next episode, we're shifting our focus to another foundational OT skill: how to complete a self-care assessment. We'll cover a step-by-step process that you can apply in either a hospital or a community setting, and I'll have some more resources to share with you. Thanks for listening, and I'll talk to you then The information shared on this podcast is for general educational use only, so please always use your own clinical reasoning and seek appropriate professional supervision for any individual client situations. If you'd like to learn more with Your OT Tutor so that you can be a better OT who loves what you do, check out the Your OT Tutor website. The links will be in the show notes. There are free resources in the learning library, paid CPD memberships, online courses, supervision and mentoring opportunities, and options for your team to all learn together with me.