Abstract
<jats:p>Professional (clinical) reasoning is a core component of occupational therapists’ professional activity, as it underpins well-grounded and contextually appropriate decision-making throughout the processes of assessment, goal setting, planning, implementation, and evaluation of interventions. It represents a complex cognitive and reflective process through which occupational therapists interpret information, make sense of clients’ occupational performance, and determine the most appropriate therapeutic actions. The effectiveness of occupational therapy practice largely depends on the practitioner’s capacity to integrate scientific and theoretical knowledge, clinical experience, client values and preferences, and the contextual factors within which practice occurs. Insufficient development of clinical reasoning skills limits the effectiveness of interventions, reduces the consistency of professional decisions, negatively influences the professional autonomy and identity of the occupational therapist. This article presents an analytical review of scientific and professional literature devoted to the phenomenon of clinical reasoning in occupational therapy, its types and significance for professional practice. An analysis includes key chapters from Foundations for Practice in Occupational Therapy of Dunkan, systematic reviews, and theoretical and empirical studies published over the past 15 years. The results of the analysis confirm that clinical reasoning in occupational therapy is multidimensional and dynamic. It encompasses procedural, interactive, narrative, conditional, reflective, pragmatic, and ethical reasoning. Each of these types serves a distinct function within professional practice and becomes more or less prominent depending on the client’s needs, life situation, environmental and institutional contexts, available resources, and the therapist’s level of expertise. Rather than existing in isolation, these types of reasoning interact and complement one another in real-life practice. The analysis demonstrates that the conscious and reflective use of different types of clinical reasoning enables occupational therapists to achieve a deeper and more holistic understanding of clients’ occupational challenges within the broader context of their life histories. This, in turn, enhances the quality of client-centred and occupation-focused interventions, supports ethical and culturally sensitive decision-making, and strengthens professional accountability. The findings also highlight the significant influence of contextual, pragmatic, and ethical factors on clinical reasoning processes, underscoring the importance of ongoing reflection in everyday practice. Overall, the findings indicate the need for the purposeful development of clinical reasoning throughout occupational therapists’ professional education and continuing professional development. The integration of theoretical models, occupational therapy practice frameworks, case-based learning, and reflective approaches into both education and practice is a crucial prerequisite for improving the quality of occupational therapy services and supporting the sustainable development of the profession in diverse practice contexts.</jats:p>