Background. Placements are key contexts for occupational therapy students to connect theoretical knowledge (theory) with practice. Theory relates to the prevailing ideas and concepts used by a profession. It can be derived within and outside the profession (discipline-specific knowledge and related knowledge, respectively). Purpose. This scoping review aimed to identify what is known about the nature of theoretical knowledge used in occupational therapy practice education. Method. A search of 4 electronic databases identified 19 relevant publications, data from which was extracted deductively. Findings. Inconsistent descriptions related to discipline-specific knowledge while related knowledge was often presented as not integrated with, or complementing, discipline-specific knowledge. Some authors referred to educational knowledge and methods informing student's theory use during placements. Implications. Educational methods need to provide a foundational platform, enabling novice learners to structure their thinking about ways discipline-specific and related knowledge can be used within an occupational framework on placement.

背景。实习是职业治疗学生将理论知识（理论）与实践联系起来的关键环境。理论与专业使用的流行思想和概念有关。它可以在专业内和专业外衍生（分别为特定学科知识和相关知识）。目的。该范围审查旨在确定关于职业治疗实践教育中使用的理论知识性质的已知信息。方法。对 4 个电子数据库的搜索确定了 19 篇相关出版物，从中演绎地提取了数据。发现。与特定学科知识相关的描述不一致，而相关知识通常表现为未与特定学科知识整合或补充。一些作者提到了教育知识和方法来告知学生在实习期间的理论使用。影响。教育方法需要提供一个基础平台，使新手学习者能够构建他们关于如何在职业框架内使用特定学科和相关知识的思考。