1
|
Ma TW, Leung L, Martin R, Mandrusiak A, Forbes R. "A great tool to open your eyes": new graduate physiotherapists' perceptions and use of social media for learning. Physiother Theory Pract 2024; 40:2038-2050. [PMID: 37395153 DOI: 10.1080/09593985.2023.2231539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 06/21/2023] [Accepted: 06/21/2023] [Indexed: 07/04/2023]
Abstract
BACKGROUND Social media offer opportunities for informal learning and are increasingly adopted by health professionals as learning tools. However, little is known of how new graduate physiotherapists engage with social media for learning. PURPOSE This study aimed to explore new graduate physiotherapists' perceptions and use of social media as learning tools during their transition into professional practice. METHODS This study used a qualitative general inductive approach. New graduate physiotherapists (n = 16) were recruited through purposive snowball sampling and participated in semi-structured interviews. Data were subjected to a general inductive analytical method. RESULTS Four themes were generated: 1) social media as tools for learning; 2) navigating and engaging with social media as a learner; 3) thinking critically about social media; and 4) relevance to practice. CONCLUSION New graduate physiotherapists use social media as adjunct learning tools which can be positioned within several frameworks, including the Situated Learning Theory. However, new graduates voice uncertainties regarding information credibility, the importance of critical thinking skills in navigating information, and concerns regarding blurred work-life boundaries. Recommendations are made for research to further understand social media as emerging learning tools, especially for new graduates who are experiencing insufficient workplace support.
Collapse
Affiliation(s)
- Tsz Wun Ma
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Brisbane, Australia
| | - Letizia Leung
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Brisbane, Australia
| | - Romany Martin
- School of Health Sciences, University of Tasmania, Launceston, Australia
| | - Allison Mandrusiak
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Brisbane, Australia
| | - Roma Forbes
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Brisbane, Australia
| |
Collapse
|
2
|
Paynter S, Iles R, Hodgson WC, Hay M. Career intentions and satisfaction influences in early career Australian physiotherapists. Physiother Theory Pract 2024; 40:2065-2082. [PMID: 37417331 DOI: 10.1080/09593985.2023.2233100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Revised: 06/26/2023] [Accepted: 06/26/2023] [Indexed: 07/08/2023]
Abstract
BACKGROUND The current workforce does not meet the demand for physiotherapy services in Australia. Future demand is predicted to expand driven primarily by the aging population. Previous research describes significant attrition and short career intentions of junior physiotherapists. OBJECTIVE This study explored factors associated with physiotherapy graduates' early career intentions and satisfaction. METHOD Four cohorts of student physiotherapists completed two online surveys designed specifically for this study assessing their immediate and future career intentions and satisfaction. Surveys were completed after undergraduate training (Student Survey) and 2 years later (Practitioner Survey). Question formats included single or multiple select, Likert scale, and free-text responses. Responses were analyzed via descriptive statistics and content and relational analysis. RESULTS Despite most early career practitioners (83%) reporting career satisfaction, 27% intended to pursue long-term physiotherapy careers (>20 years) and 15% intended to work for 5 years or less. Fewer (11%) reported a longer career intention and 26% a shorter career intention compared to their student survey. Extrinsic occupational factors, such as support, were mentioned as influential in increasing intended future career length since course completion. CONCLUSION This study found some evidence of factors contributing to shorter career intentions of early career physiotherapists. Specific support of early career physiotherapists may encourage longer career intentions and help build future workforce capacity.
Collapse
Affiliation(s)
- Sophie Paynter
- Department of Physiotherapy, Faculty of Medicine, Nursing and Health Sciences, Monash University Peninsula Campus, Frankston, Australia
| | - Ross Iles
- Department of Physiotherapy, Faculty of Medicine, Nursing and Health Sciences, Monash University Peninsula Campus, Frankston, Australia
- Healthy Working Lives Research Group, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia
| | - Wayne C Hodgson
- Faculty of Medicine, Nursing and Health Sciences, Monash University Clayton Campus, Clayton, Australia
| | - Margaret Hay
- Faculty of Medicine, Nursing and Health Sciences, Monash University Clayton Campus, Clayton, Australia
| |
Collapse
|
3
|
Pierce B, van de Mortel T, Allen J, Mitchell C. The influence of near-peer teaching on undergraduate health professional students' self-efficacy beliefs: A systematic integrative review. NURSE EDUCATION TODAY 2024; 143:106377. [PMID: 39208501 DOI: 10.1016/j.nedt.2024.106377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2024] [Revised: 08/19/2024] [Accepted: 08/24/2024] [Indexed: 09/04/2024]
Abstract
BACKGROUND Near-peer teaching, a type of peer teaching traditionally used in medical education, has gained popularity as a way of enhancing students' learning in undergraduate health disciplines such as nursing, physiotherapy and paramedicine. Research has established the positive impact of near-peer teaching on health professional students' cognitive and psychomotor outcomes; however, little is known about its influence on students' self-efficacy beliefs, which are important predictors of future clinical performance. AIM To determine the influence, if any, of near-peer teaching participation on undergraduate health professional students' self-efficacy beliefs. DESIGN Whittemore and Knafl's integrative review framework was used as a guide to synthesise diverse literature including quantitative, qualitative, and mixed methods peer-reviewed studies and grey literature. REVIEW METHODS AND DATA SOURCES A search was conducted of published literature prior to October 2023 using the MEDLINE, Embase, SCOPUS, ERIC, PsycINFO and CINAHL databases; 1376 non-duplicate studies were identified. Following independent screening by two authors, nine studies were included in the review. Critical appraisal of studies was performed using the Mixed Methods Appraisal Tool. Data were extracted and compared to generate themes related to students' self-efficacy outcomes. RESULTS Seven included studies were quantitative survey-based; five were from medicine. Two studies met all methodological quality criteria. In seven studies, near-peer teaching participation positively influenced junior (i.e., first- and second-year) health professional students' self-efficacy in three domains - psychomotor skills, interprofessional skills and critical thinking. In four studies, near-peer teaching participation enhanced senior (i.e., final- or penultimate-year) health professional students' self-efficacy in teaching. CONCLUSIONS Few high-quality studies with a focus on near-peer teaching's influence on health professional students' self-efficacy beliefs were found. Available evidence suggests that near-peer teaching may positively impact health professional students' self-efficacy beliefs across several domains. More rigorous, multi-perspective investigations are needed from various health disciplines to build upon this evidence.
Collapse
Affiliation(s)
- Beth Pierce
- Griffith University, School of Nursing and Midwifery, Nathan, QLD 4111, Australia.
| | - Thea van de Mortel
- Griffith University, School of Nursing and Midwifery, Southport, QLD 4215, Australia
| | - Jeanne Allen
- Griffith University, School of Education and Professional Studies, Mount Gravatt, QLD 4122, Australia
| | - Creina Mitchell
- Griffith University, School of Nursing and Midwifery, Southport, QLD 4215, Australia
| |
Collapse
|
4
|
Nelson C, Mandrusiak A, Forbes R. Perceived preparedness and training needs of new graduate physiotherapists' working with First Nations Australians. Physiother Theory Pract 2024; 40:1537-1550. [PMID: 36809246 DOI: 10.1080/09593985.2023.2179382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 02/06/2023] [Accepted: 02/07/2023] [Indexed: 02/23/2023]
Abstract
INTRODUCTION There is a considerable and ongoing health gap experienced by First Nations Australians. Physiotherapists play an integral role in the health care of this population; however, little is known about new graduate preparedness and training needs to work in a First Nations context. OBJECTIVE To explore the perceptions of new graduate physiotherapists regarding their preparedness and training needs for working with First Nation Australians. METHODS Qualitative telephone, semi-structured interviews of new graduate physiotherapists (n = 13) who have worked with First Nations Australians in the last two years. Inductive, reflexive thematic analysis was used. RESULTS Five themes were generated: 1) limitations of pre-professional training; 2) benefits of work integrated learning; 3) 'on the job' development; 4) intrapersonal factors and efforts; and 5) insights into improving training. CONCLUSION New graduate physiotherapists perceive that their preparedness to work in a First Nations health context is supported by practical and varied learning experiences. At the pre-professional level, new graduates benefit from work integrated learning and opportunities that evoke critical self-reflection. At the professional level, new graduates express a need for 'on the job' development, peer supervision, and tailored professional development, that focuses on the unique perspectives of the specific community in which they work.
Collapse
Affiliation(s)
- Curtley Nelson
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Australia
| | - Allison Mandrusiak
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Australia
| | - Roma Forbes
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Australia
| |
Collapse
|
5
|
Stoikov S, Maxwell L, Shardlow K, Gooding M, Butler J, Kuys S. Exploration of the contribution of physiotherapy students to the delivery of health services: a qualitative study. Physiother Theory Pract 2024; 40:1579-1587. [PMID: 36882102 DOI: 10.1080/09593985.2023.2187676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 12/15/2022] [Accepted: 03/01/2023] [Indexed: 03/09/2023]
Abstract
OBJECTIVE To understand the perspectives of physiotherapists on the contribution of students to the delivery of health services during clinical placements. METHODS Focus groups with a semi-structured interview guide were completed separately with new graduate physiotherapists reflecting on their student experience and experienced physiotherapists from five Queensland public health-sector hospitals. Interviews were transcribed verbatim in preparation for thematic analysis. Interview manuscripts were read independently and initially coding completed. Codes were compared and further refinement of themes occurred. Themes were reviewed by two investigators. RESULTS There were 38 new graduate participants across nine focus groups and 35 experienced physiotherapists across six focus groups who participated in this study. Students participate in a range of activities during clinical placements some of which contribute to delivery of health services and others which support student learning. Three major themes were identified: 1) tangible student contribution; 2) non-tangible student contribution; and 3) factors that influence the student contribution. CONCLUSIONS Overwhelmingly, both new graduate and experienced physiotherapists felt that students do contribute to the delivery of health services however careful consideration of a variety of factors is necessary to maximize the student contribution.
Collapse
Affiliation(s)
- Susan Stoikov
- Physiotherapy Department, Princess Alexandra Hospital, Metro South Hospital and Health Service, 199 Ipswich Road, Woolloongabba, Queensland, Australia
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Banyo, Queensland, Australia
| | - Lyndal Maxwell
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Kassie Shardlow
- Physiotherapy Department, Princess Alexandra Hospital, Metro South Hospital and Health Service, 199 Ipswich Road, Woolloongabba, Queensland, Australia
| | - Mark Gooding
- Physiotherapy Department, Townsville Hospital and Health Service, Douglas, Queensland, Australia
| | - Jane Butler
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Suzanne Kuys
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Banyo, Queensland, Australia
| |
Collapse
|
6
|
Phua R, Mandrusiak A, Singh L, Martin R, Forbes R. Identifying and navigating suspected serious pathologies: New-graduate physiotherapists' perspectives and developmental needs. Musculoskelet Sci Pract 2024; 71:102944. [PMID: 38520877 DOI: 10.1016/j.msksp.2024.102944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Revised: 02/28/2024] [Accepted: 03/17/2024] [Indexed: 03/25/2024]
Abstract
BACKGROUND Physiotherapists in Australia play a vital first-contact role in identifying suspected serious pathologies and navigating their management pathways. Current literature highlights challenges faced by physiotherapists including implications of ineffective identification and management of suspected serious pathologies, yet the perspectives of new-graduate physiotherapists related to this area of practice remain unknown. OBJECTIVE The aim of this study was to explore new-graduate physiotherapists' perspectives and developmental needs related to identifying suspected serious pathologies and navigating their management pathways in patients with musculoskeletal complaints. DESIGN and Method: A qualitative study using a reflexive thematic analytical approach was undertaken. Eighteen semi-structured interviews were conducted. Thematic analysis was utilized on the interview data. RESULTS Four key themes were generated: (1) Physiotherapists as advocates; (2) Navigating uncertainties and complexities; (3) Safe and accessible workplace support builds confidence; and (4) Importance of direct learning opportunities. CONCLUSION New-graduate physiotherapists recognize their imperative role as first-contact practitioners in identifying and navigating suspected serious pathologies yet also experience significant uncertainties. The findings highlight key developmental needs, including supportive workplaces, established referral frameworks and direct learning opportunities during pre-professional training.
Collapse
Affiliation(s)
- Rachel Phua
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
| | - Allison Mandrusiak
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
| | - Lakhvir Singh
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
| | - Romany Martin
- School of Health Sciences, The University of Tasmania, Launceston, Australia.
| | - Roma Forbes
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
| |
Collapse
|
7
|
Quick SM, Lawler K, Shannon MM, Soh SE, McGinley JL, Peiris CL, Snowdon DA, Callisaya ML. Physiotherapy students are underprepared to work with people living with dementia: a qualitative study. Physiotherapy 2024; 123:47-55. [PMID: 38271742 DOI: 10.1016/j.physio.2023.09.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 05/08/2023] [Accepted: 09/19/2023] [Indexed: 01/27/2024]
Abstract
OBJECTIVES To 1) explore physiotherapy students' experience in caring for people with dementia; 2) develop a rich understanding of their perceived preparedness to work with people with dementia upon graduation; and 3) identify opportunities to improve dementia education from the perspectives of students. DESIGN A qualitative study comprised of semi-structured interviews via web conferencing software. Thematic analysis was undertaken, with themes/subthemes derived and a qualitative framework generated. SETTING Three Victorian Universities in Australia. PARTICIPANTS Physiotherapy students of entry-to-professional practice education programs (n = 17; mean age 23.7 years, 65% female), having completed at least 15 weeks of clinical placements. RESULTS The overarching theme was that students' experience of providing care for people with dementia was variable. The three sub-themes were: 1) students experience significant challenges when working with people with dementia, 2) students experience a range of emotions when working with people with dementia, and 3) the quality of dementia learning experiences during entry-to-professional practice training is mostly inadequate. Students described the importance of the supervisor during clinical placements, and suggested incorporating 'real-life' scenario training in the classroom to assist them learn to manage the challenging symptoms of dementia. CONCLUSION Physiotherapy students believe that entry-to-practice dementia education is insufficient. These findings have important implications for the future planning and delivery of physiotherapy dementia education. CONTRIBUTION OF THE PAPER.
Collapse
Affiliation(s)
- Stephen M Quick
- Peninsula Clinical School, Monash University, Melbourne, Victoria, Australia; National Centre for Healthy Ageing, Melbourne, Victoria, Australia; Academic Unit, Peninsula Health, Melbourne, Victoria, Australia.
| | - Katherine Lawler
- School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Victoria, Australia; Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Tasmania, Australia.
| | | | - Sze-Ee Soh
- School of Primary and Allied Health Care, Monash University, Melbourne, Victoria, Australia; School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia.
| | - Jennifer L McGinley
- Department of Physiotherapy, The University of Melbourne, Melbourne, Victoria, Australia.
| | - Casey L Peiris
- School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Victoria, Australia.
| | - David A Snowdon
- Peninsula Clinical School, Monash University, Melbourne, Victoria, Australia; National Centre for Healthy Ageing, Melbourne, Victoria, Australia; Academic Unit, Peninsula Health, Melbourne, Victoria, Australia.
| | - Michele L Callisaya
- Peninsula Clinical School, Monash University, Melbourne, Victoria, Australia; National Centre for Healthy Ageing, Melbourne, Victoria, Australia; Academic Unit, Peninsula Health, Melbourne, Victoria, Australia; Menzies Institute for Medical Research, University of Tasmania, Hobart, Tasmania, Australia.
| |
Collapse
|
8
|
Wilesmith S, Mandrusiak A, Martin R, Lu A, Forbes R. Writing for the role: A qualitative exploration of new graduate physiotherapists' transition to practice of clinical documentation. Physiother Theory Pract 2024:1-13. [PMID: 38415627 DOI: 10.1080/09593985.2024.2315255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2022] [Accepted: 01/07/2024] [Indexed: 02/29/2024]
Abstract
INTRODUCTION Clinical documentation is an integral component of effective physiotherapy practice. Minimal research has explored how new graduate physiotherapists transition to practice of documentation. OBJECTIVE To understand new graduate physiotherapists' experiences and support needs for transitioning into this professional role, from the perspectives of new graduates and clinical supervisors. METHODS This study utilized the qualitative methodology of reflexive thematic analysis, situated within a critical realist framework and informed by Duchscher's stages of transition theory. Semi-structured interviews of 16 new graduate physiotherapists (less than two years post-graduation) and seven clinical supervisors (of new graduate physiotherapists) were subjected to inductive analysis, where codes were organized into themes and subthemes. RESULTS Three overarching themes were generated with associated subthemes. Variable preparedness for documentation identified that new graduates were equipped with the basics of documentation, yet challenged by unfamiliarity and complexity. Documentation practices evolve over time outlined experiences of new graduates developing a "written voice" and improving documentation efficiency. Workplace support is necessary irrespective of preparedness, discusses: i) opportunities to practice, reflect and refine skills, ii) protected time for documentation, and iii) access to templates and examples. CONCLUSION New graduate physiotherapists enter the workforce with variable levels of preparedness for clinical documentation, and may experience challenges when facing unfamiliar contexts and clinical complexity. Understanding expectations and engaging in opportunities to improve documentation skills were perceived as beneficial for enhancing new graduate practice of clinical documentation across workplace settings. Implications for workplace support to promote safe and effective practice of documentation are discussed.
Collapse
Affiliation(s)
- Sarah Wilesmith
- School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Queensland, Australia
| | - Allison Mandrusiak
- School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Queensland, Australia
| | - Romany Martin
- School of Health Sciences, University of Tasmania, Launceston, Tasmania, Australia
| | - Andric Lu
- North West Hospital and Health Service, Queensland Health, Mount Isa, Queensland, Australia
| | - Roma Forbes
- School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Queensland, Australia
| |
Collapse
|
9
|
Evans K, Papinniemi A, Vuvan V, Nicholson V, Dafny H, Levy T, Chipchase L. The first year of private practice - new graduate physiotherapists are highly engaged and satisfied but edging toward burnout. Physiother Theory Pract 2024; 40:262-275. [PMID: 35983750 DOI: 10.1080/09593985.2022.2113005] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 08/08/2022] [Indexed: 10/15/2022]
Abstract
BACKGROUND A greater understanding of physiotherapists' work-life during their first year of work in private practice, and whether their experiences are mediated by personal traits, may provide valuable information to support their transition and retention. OBJECTIVES Describe the first year of practice for graduate physiotherapists in terms of employee engagement, job satisfaction, performance, and burnout, and evaluate the relationship between these measures and personal traits (resilience, grit, mind-set). DESIGN One-year longitudinal mixed-methods study. METHODS Twenty new graduate physiotherapists completed questionnaires evaluating resilience, grit, and mind-set within 1-week of commencing employment. Engagement and job satisfaction were evaluated at 3, 6 and 12-months, and burnout evaluated at 12-months. Performance data (number of patients seen, revenue) were collected throughout the year. Individual semi-structured interviews were conducted at baseline, 3, 9 and 12-months. RESULTS Engagement and satisfaction were high at all time points. At 12-months, burnout was at a medium level. Resilience was positively associated with job satisfaction at 6 (ρ = 0.56, p = .019) and 12-months (ρ = 0.54, p = .027). Engagement (ρ = -0.57, p = .04) and job satisfaction (ρ = -0.56, p = .03) were negatively associated with burnout at 12-months. All participants remained passionate about their work although increasing administrative burden and patient complexity contributed to feelings of burnout. CONCLUSIONS Resilience was positively associated with job satisfaction suggesting those with capacity to 'bounce back' were more satisfied and engaged with their job. Although moderate levels of burnout were reported at 12-months, those with higher job satisfaction and employee engagement had lower levels of burnout. Participants proposed practical strategies to help mitigate burnout.
Collapse
Affiliation(s)
- Kerrie Evans
- Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
- Healthia Limited, Bowen Hills, Australia
| | - Amy Papinniemi
- Healthia Limited, Bowen Hills, Australia
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Australia
| | - Viana Vuvan
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia, Australia
| | - Vaughan Nicholson
- School of Allied Health, Australian Catholic University, Banyo, Australia
| | - Hila Dafny
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Bedford Park, Australia
| | - Tamina Levy
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Bedford Park, Australia
| | - Lucy Chipchase
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Bedford Park, Australia
| |
Collapse
|
10
|
Ahola S, Piirainen A, Vuoskoski P. Perceptions of learning and teaching human movement in physiotherapy: A systematic review and metasynthesis of qualitative studies. Int J Qual Stud Health Well-being 2023; 18:2225943. [PMID: 38016038 PMCID: PMC10294735 DOI: 10.1080/17482631.2023.2225943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 06/12/2023] [Indexed: 11/30/2023] Open
Abstract
PURPOSE Human movement is essential for health and well-being. Understanding human movement is pivotal in physiotherapy, but also an important element of physiotherapy education. This review identified, critically appraised, and synthesized the available evidence on learning and teaching human movement in physiotherapy as perceived by students, therapists, and instructors. METHODS The databases MEDLINE, CINAHL, ERIC, PsycINFO, MEDIC and FINNA, were searched. The search was conducted in March/April 2020 and updated in March 2022. The systematic review followed the JBI methodology for systematic reviews of qualitative evidence and was conducted in accordance with an a priori protocol. RESULTS The overall quality of the 17 included studies was scored low on ConQual but dependability and credibility were rated as moderate. Four synthesized findings aggregated from 17 categories and 147 findings described the perceived significance of 1) being present in movement, 2) movement quality, 3) movement transfer, and 4) contextual factors for the learning or teaching of human movement in physiotherapy. CONCLUSION The synthesized findings indicate that the perceived significance of contextual factors, movement quality and transfer, and being present in movement should be considered in all learning and teaching of movement in physiotherapy. However, the evidence of the review findings was evaluated as low-level, which should be considered when applying these results to physiotherapy education or practice.
Collapse
Affiliation(s)
- Sirpa Ahola
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyvaskyla, Finland
- Physiotherapy, Metropolia University of Applied Sciences, Helsinki, Finland
| | - Arja Piirainen
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyvaskyla, Finland
| | - Pirjo Vuoskoski
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyvaskyla, Finland
| |
Collapse
|
11
|
Lewthwaite NAB, Gray EA, Skinner MA. Exploring clinical learning experiences of novice physiotherapy students in a hospital setting. Physiother Theory Pract 2023; 39:2131-2143. [PMID: 35475779 DOI: 10.1080/09593985.2022.2069617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 04/15/2022] [Accepted: 04/15/2022] [Indexed: 10/18/2022]
Abstract
BACKGROUND Exposure to clinical practice experiences ensures undergraduate physiotherapy students meet the clinical competencies required to graduate as autonomous practitioners. Much of the research literature has investigated the clinical experiences of medical students. While recent studies have explored physiotherapy students' experiences with simulation, few have explored their perspectives of a clinical placement in a hospital setting at the early learning stage of a four-year programme. OBJECTIVE To explore the perspectives of novice undergraduate physiotherapy students on a clinical placement in a real hospital setting. METHODS Fifteen Year 3 undergraduate physiotherapy students participated in semi-structured interviews midway through a three-week tertiary care clinical placement. Interviews were transcribed, coded and analyzed using thematic analysis. RESULTS Three main themes emerged: 1) student attributes affecting placement experience; 2) impact of the educator on student experience; and 3) effects of the clinical environment on student experiences. CONCLUSION The real clinical environment promotes a rich learning experience for students, while the clinical educator is pivotal to guiding student learning through provision of resources and feedback. Provision of early orientation and timely clarification of expectations is important to alleviate anxiety and allow students to prepare themselves.
Collapse
Affiliation(s)
- Natasha A B Lewthwaite
- Centre for Health, Activity and Rehabilitation Research, School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Emily A Gray
- Centre for Health, Activity and Rehabilitation Research, School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Margot A Skinner
- Centre for Health, Activity and Rehabilitation Research, School of Physiotherapy, University of Otago, Dunedin, New Zealand
| |
Collapse
|
12
|
Chesterton P, Chesterton J. The paediatric physiotherapy curricula landscape: A survey of United Kingdom entry-level programs. PHYSIOTHERAPY RESEARCH INTERNATIONAL 2023; 28:e2012. [PMID: 37177822 DOI: 10.1002/pri.2012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 03/24/2023] [Accepted: 04/18/2023] [Indexed: 05/15/2023]
Abstract
BACKGROUND AND PURPOSE To identify the paediatric curriculum content covered in entry-level physiotherapy programs within the United Kingdom (UK), and report faculties perceived importance. Strengths, weaknesses, barriers and facilitators, to the implementation of paediatric content were explored. METHODS A cross-sectional online questionnaire captured entry-level physiotherapy programme leaders' perceptions of paediatric programs. RESULTS Fifty-five responses were submitted, providing a 67% completion rate. Faculty perceived that students' felt the inclusion of paediatric content within the curricula was 'Important' (Mean 3.60 ± SD 0.74). Of 30 diagnoses surveyed, only two were covered 'Well' within curriculums, despite 23 rated at least 'Important' by respondents. Of the 18 assessment/examination components, 13 were covered 'Well' with five 'Somewhat'. All were considered to be at least 'Important'. Perceived strengths were grouped into three main categories (1) integrated/lifespan approach, (2) links to clinical specialists, and (3) a broad/detailed curriculum. Perceived weaknesses included curriculum time pressures and paediatric placement availability. DISCUSSION The majority of paediatric conditions were only somewhat covered by UK curriculums, despite respondents in the main believing they should be an important element of the entry-level syllabus. Some UK physiotherapy entry-level students may not be exposed to any paediatric teaching or clinical placements.
Collapse
Affiliation(s)
- Paul Chesterton
- School of Health and Life Sciences, Teesside University, Middlesbrough, UK
| | - Jennifer Chesterton
- Faculty of Health Sciences and Wellbeing, University of Sunderland, Sunderland, UK
| |
Collapse
|
13
|
Nicholson V, Tuttle N, Papinniemi A, Evans K. Patients report being satisfied with private musculoskeletal physical therapy when therapists educate effectively and facilitate shared decision making. Braz J Phys Ther 2023; 27:100501. [PMID: 37084573 PMCID: PMC10172907 DOI: 10.1016/j.bjpt.2023.100501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 03/08/2023] [Accepted: 03/27/2023] [Indexed: 04/23/2023] Open
Abstract
BACKGROUND Overall satisfaction with physical therapy care can improve patient adherence and active involvement in their management. However, which individual factors most influence satisfaction with private practice physical therapy care is not well established. OBJECTIVE To identify which aspects of the private practice musculoskeletal physical therapy experience best delineated "completely satisfied" and "dissatisfied patients". METHODS The MedRisk Instrument for Measuring Patient Satisfaction with Physical Therapy Care (MRPS) was used in a cross-sectional design within 18 Australian private musculoskeletal physical therapy practices. The area under the curve (AUC) of receiver operator characteristic curves (ROC) was used to quantify the ability of the individual patient experience questions to classify the global impressions of satisfaction and likelihood to recommend to others. RESULTS 1712 patients completed the survey (out of 7320 survey recipients - response rate 23%). High scores were identified for overall satisfaction (4.8/5 ± 0.61) and likelihood to recommend (4.78/5 ± 0.67). Individual items relating to education (AUC = 0.839 and 0.838) and shared decision making (AUC = 0.832 and 0.811) were the most accurate indicators of satisfaction and likelihood to recommend to others, respectively. CONCLUSION Individual questionnaire items relating to education and shared decision making were the most accurate indicators of satisfaction and likelihood to recommend in patients attending private practice musculoskeletal physical therapy in Australia. Clinicians and educators should focus on developing these skills to encourage an effective therapeutic alliance and promote greater levels of patient satisfaction.
Collapse
Affiliation(s)
- Vaughan Nicholson
- School of Allied Health, Australian Catholic University, Brisbane, Australia.
| | - Neil Tuttle
- School of Allied Health and Social Work, Griffith University, Gold Coast, Australia; School of Health Sciences, University of Tasmania, Launceston, Australia
| | - Amy Papinniemi
- Healthia Limited, Brisbane, Australia; The School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Kerrie Evans
- Healthia Limited, Brisbane, Australia; Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| |
Collapse
|
14
|
Kleiner MJ, Walton DM. A Pan-Canadian Perspective on Education and Training Priorities for Physiotherapists. Part 1: Foundations for Clinical Practice. Physiother Can 2023; 75:42-52. [PMID: 37250737 PMCID: PMC10211381 DOI: 10.3138/ptc-2020-0121] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 04/16/2021] [Accepted: 06/06/2021] [Indexed: 02/11/2024]
Abstract
Purpose: Canadian physiotherapists who participated in the Physio Moves Canada (PMC) project of 2017 identified the current state of training programmes as a threat facing professional growth of the discipline in Canada. One purpose of this project was to identify key priority areas for physiotherapist training programmes as identified by academics and clinicians across Canada. Method: The PMC project included a series of interviews and focus groups conducted across clinical sites in every Canadian province and in the Yukon Territory. Data were interpreted using descriptive thematic analysis; identified sub-themes were returned to participants for reflection. Results: Overall, 116 physiotherapists and 1 physiotherapy assistant participated in 10 focus groups and 26 semi-structured interviews. Participants identified critical appraisal of continuing professional development options, knowledge translation, cultural fluency, professionalism, pharmaceutical knowledge, and clinical reasoning as priorities. For clinical practice specifically, participants identified practical knowledge, scope of practice, exercise prescription, health promotion, care of complex patients, and digital technologies as the priorities. Conclusion: Training priorities identified by participants may be useful to physiotherapy educators in preparing graduates to be adaptable and flexible primary health care providers for the future needs of a diverse population.
Collapse
Affiliation(s)
- Michelle J. Kleiner
- Health and Rehabilitation Sciences Graduate Program, Faculty of Health Sciences, Western University, London, Ontario, Canada
| | - David M. Walton
- Health and Rehabilitation Sciences Graduate Program, Faculty of Health Sciences, Western University, London, Ontario, Canada
- School of Physical Therapy, Faculty of Health Sciences, Western University, London, Ontario, Canada
| |
Collapse
|
15
|
Marshall SC. Clinician's Commentary on Kleiner and Walton 1. Physiother Can 2023; 75:53-54. [PMID: 37250735 PMCID: PMC10211383 DOI: 10.3138/ptc-2020-0121-cc] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2024]
Affiliation(s)
- Sarah C Marshall
- School of Physical & Occupational Therapy, McGill University, Montreal, Quebec, Canada;
| |
Collapse
|
16
|
Zou Y, Almond A, Forbes R. Professional development needs and decision-making of new graduate physiotherapists within Australian private practice settings. Physiother Theory Pract 2023; 39:317-327. [PMID: 34802384 DOI: 10.1080/09593985.2021.2007559] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
INTRODUCTION Professional development contributes to new graduate health professionals' transition into the workplace. Current literature indicates that new graduate physiotherapists are often underprepared to work within private practice settings, however little is known of their professional development needs to facilitate their transition. OBJECTIVES This study aimed to understand new graduate physiotherapists' perceived needs and decision-making for professional development within private practice settings. METHODS This study used a qualitative interpretative phenomenological approach. A sample of new graduate physiotherapists employed within private practice settings (n = 14) participated in semi-structured telephone interviews, after being selected through convenience and randomized sampling. Interview data was subject to thematic analysis. RESULTS Four key themes emerged from the data: 1) practical and commercial relevance; 2) influence of self and others in decision-making; 3) professional development as a social construct; and 4) access is critical. CONCLUSION New graduate physiotherapists expressed needs for practically and clinically relevant professional development within formal and informal settings, and this extended to non-clinical skills specific to private practice. Their decision-making was shaped by social influences and perceived barriers to access. This study has identified implications for employers and professional development providers to support and cater to new graduate physiotherapists' perceived needs for professional development, which may facilitate their transition into private practice.
Collapse
Affiliation(s)
- Yixin Zou
- School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Australia
| | - Allexandra Almond
- School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Australia
| | - Roma Forbes
- School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Australia
| |
Collapse
|
17
|
Phan A, Tan S, Martin R, Mandrusiak A, Forbes R. Exploring new-graduate physiotherapists' preparedness for, and experiences working within, Australian acute hospital settings. Physiother Theory Pract 2022:1-11. [PMID: 35387567 DOI: 10.1080/09593985.2022.2059424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
BACKGROUND New-graduate physiotherapists experience a steep learning curve when transitioning from student to clinician. The acute hospital setting is known to present unique challenges for health clinicians, however, the preparedness of new-graduate physiotherapists for working within this setting remains unclear. PURPOSE The aim of this study was to investigate new-graduate physiotherapists' experiences of working in acute hospital settings and their perceptions toward how their pre-professional training prepared them for this setting. METHODS A qualitative study with a general inductive approach was used. Semi-structured interviews with new-graduate physiotherapists working in acute hospital settings were undertaken (n = 14). Interview data were subject to thematic analysis. RESULTS Four themes were generated from the data: 1) multifactorial and high-pressure nature; 2) managing relationships; 3) realizing responsibility; and 4) constructing realistic experiences. CONCLUSION The acute hospital setting presents unique obstacles and additional challenges when transitioning from student to clinician. New-graduates value the role of pre-professional training in their preparation for this context, however, new-graduates reflected on being sheltered from some areas of practice as students. Recommendations are suggested for education providers to adapt pre-professional training, and for employers to implement workplace strategies, which may support new-graduate physiotherapists in the acute hospital setting.
Collapse
Affiliation(s)
- Andrew Phan
- School of Health and Rehabilitation Sciences, University of Queensland, University Drive St Lucia, BB, Australia
| | - Shaun Tan
- School of Health and Rehabilitation Sciences, University of Queensland, University Drive St Lucia, BB, Australia
| | - Romany Martin
- School of Health and Rehabilitation Sciences, University of Queensland, University Drive St Lucia, BB, Australia
| | - Allison Mandrusiak
- School of Health and Rehabilitation Sciences, University of Queensland, University Drive St Lucia, BB, Australia
| | - Roma Forbes
- School of Health and Rehabilitation Sciences, University of Queensland, University Drive St Lucia, BB, Australia
| |
Collapse
|
18
|
Chipchase L, Papinniemi A, Dafny H, Levy T, Evans K. Supporting new graduate physiotherapists in their first year of private practice with a structured professional development program; a qualitative study. Musculoskelet Sci Pract 2022; 57:102498. [PMID: 34971868 DOI: 10.1016/j.msksp.2021.102498] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/21/2021] [Revised: 11/29/2021] [Accepted: 12/20/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND The transition from physiotherapy student to working in private practice has been identified as challenging. However, very little is known about whether structured professional development programs impact on this transition. OBJECTIVES To describe new graduates' perceptions of a structured professional development program, termed the Recent Graduate Program (RGP), designed to support their transition into physiotherapy private practice. DESIGN Qualitative analysis of data from a one-year longitudinal mixed methods study. METHOD A total of 72 interviews were conducted over a one-year period with 20 new graduates from 19 private practices within one publicly listed allied health organisation. Semi-structured interviews were conducted before commencing work and at three, nine and 12 months. Interviews were recorded and transcribed verbatim prior to a conventional content analysis that aimed to acquire direct information from new graduates without imposing preconceived categories or theoretical perspectives. FINDINGS New graduates reported that the RGP supported their growth as a practitioner and facilitated their learning, particularly when complemented by the experiential learning from client interactions. The RGP met their expectations with the formal education program and regular mentoring sessions highly valued. Informal support from peers and senior clinicians, while not part of the RGP, was also perceived to facilitate their growth and confidence as a physiotherapist. CONCLUSIONS This study demonstrates that the provision of a structured transition program by a private practice employer was perceived by new graduates to facilitate their learning, confidence and self-efficacy. The RGP provides a useful model by which other practices may support new graduates.
Collapse
Affiliation(s)
- L Chipchase
- College of Nursing and Health Sciences, Flinders University, Adelaide, Australia.
| | - A Papinniemi
- Healthia Limited, Brisbane, Queensland, Australia
| | - H Dafny
- College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - T Levy
- College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - K Evans
- Healthia Limited, Brisbane, Queensland, Australia; Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
| |
Collapse
|
19
|
Porter-Armstrong A, Daly-Lynn J, Turtle B, Abercrombie W, McLean A, Martin S, Stinson M. Joining the workforce during the COVID-19 pandemic: views of Allied Health Profession students. J Interprof Care 2021; 36:651-659. [PMID: 34582727 DOI: 10.1080/13561820.2021.1976122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
In the United Kingdom, the onset of the COVID-19 pandemic placed great pressures on universities to ensure final year health care students completed their studies earlier than planned in order to join the National Health Service workforce. This study aimed to explore the anticipations and support needs of final year allied health profession students transitioning to practice during a pandemic. Final year university students across seven healthcare professions were asked to complete an online survey. Demographic data were analyzed by descriptive statistics and responses to open questions were explored using content analysis. Sixty participants completed the survey. Content analysis regarding students' anticipations, fears, and support needs identified the following themes: professional identity and growth; opportunities for improvement; preparedness for transition from university to the workplace, the workplace environment; COVID-19; support from lecturers; daily support within the workplace and innovative methods of support. Although the transition from student to practitioner continues to be a stressful period, only a minority of participants reported COVID-19 as an explicit stressor. However, as the effects of COVID-19 continue to evolve in the United Kingdom, universities and healthcare trusts must ensure adequate supports are in place for recent graduates navigating this transition during a healthcare crisis.
Collapse
Affiliation(s)
- Alison Porter-Armstrong
- Senior Lecturer in Rehabilitation Sciences, School of Health Sciences, Institute of Nursing and Health Research. Ulster University, Newtownabbey
| | - Jean Daly-Lynn
- Lecturer in Psychology, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - Beverley Turtle
- Research Associate, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - Warren Abercrombie
- Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - Aislinn McLean
- Occupational Therapist, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - Suzanne Martin
- Professor of Occupational Therapy, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - May Stinson
- Lecturer in Occupational Therapy, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| |
Collapse
|
20
|
Kennedy E, Bax J, Blanchard P, Drinkwater K, Dysart A, Horan K, Jina R, Leaming A, Lee P, Lepine G, Jackson D, George A. Clients and conditions encountered by final year physiotherapy students in private practice. A retrospective analysis. Physiother Theory Pract 2021; 38:3027-3036. [PMID: 34486929 DOI: 10.1080/09593985.2021.1975340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Currently little is known about the clients and conditions final-year physiotherapy students are exposed to in private practice settings. The aim of this study is to describe the clients and conditions encountered by final-year physiotherapy students during a six-week full-time private practice clinical placement. Client data of conditions were collected over 11 years (2008-2018) from final year physiotherapy students' client reports in a university clinic, Christchurch, New Zealand. Data for anatomical site and pathology were categorized using the Orchards Sports Injury Classification System 10 and descriptive analyses completed. Students saw a mean of 22 (SD 5) unique clients. The anatomical sites most encountered were the shoulder (97.4% of students), lumbar spine (96.3%), knee (95.8%) and ankle (91.2%). The pathologies most encountered were joint sprain (100%), muscle injury (90%), and tendon injury (88.4%). While final year physiotherapy students are exposed to a substantial number of clients encompassing major regions and condition types, this exposure is limited in scope. The findings offer a basis for discussion about what clinical exposure to clients and conditions might best support the transition from physiotherapy student to new graduate in private practice settings.
Collapse
Affiliation(s)
- Ewan Kennedy
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Jaimee Bax
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Philip Blanchard
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Kayla Drinkwater
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Alexandra Dysart
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Katelin Horan
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Rachel Jina
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Aimee Leaming
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Peter Lee
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Georgia Lepine
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - David Jackson
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Alister George
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| |
Collapse
|
21
|
Dhir J. Clinician's Commentary on Hall et al. Physiother Can 2021; 73:178-179. [PMID: 34456429 DOI: 10.3138/ptc-2019-0059-cc] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
- Jasdeep Dhir
- Acting Director, Clinical Education (Physiotherapy), McMaster University, Hamilton, Ont., and Chair, National Orthopaedic Division, Canadian Physiotherapy Association, Ottawa, Ont.;
| |
Collapse
|
22
|
Chesterton P, Chesterton J, Alexanders J. New graduate physiotherapists’ perceived preparedness for clinical practice. A cross-sectional survey. EUROPEAN JOURNAL OF PHYSIOTHERAPY 2021. [DOI: 10.1080/21679169.2021.1958007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Affiliation(s)
- Paul Chesterton
- School of Health and Life Sciences, Teesside University, Middlesbrough, UK
| | - Jennifer Chesterton
- Faculty of Health Sciences and Wellbeing, University of Sunderland, Sunderland, UK
| | - Jenny Alexanders
- School of Health and Life Sciences, Teesside University, Middlesbrough, UK
| |
Collapse
|
23
|
Elvén M, Dean E, Söderlund A. Augmented behavioral medicine competencies in physical therapy students' clinical reasoning with a targeted curriculum: a final-semester cohort-comparison study. Physiother Theory Pract 2021; 38:2007-2018. [PMID: 33663336 DOI: 10.1080/09593985.2021.1895387] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Background: Knowledge regarding the impact of curricula with behavioral medicine content and competencies (BMCC) on physical therapy (PT) students' clinical reasoning skills is lacking. Objectives: The primary objective was to compare the clinical reasoning skills, focusing on clients' behavioral change, of entry-level PT students with or without BMCC in their curricula. The secondary objective was to compare students' attitudes and beliefs in a biomedical and biopsychosocial practice orientation.Methods: Swedish final-semester PT students (n = 151) completed the Reasoning 4 Change (R4C) instrument and the Pain Attitudes and Beliefs Scale for Physiotherapists. A blueprint was used for curricular categorization. The independent t-test was used.Results: Students attending programs with BMCC curricula (n = 61) had superior scores compared with students without BMCC curricula (n = 90) in the following R4C variables, all of which were related to clinical reasoning focused on behavioral change: Knowledge, Cognition, Self-efficacy, Input from the client, Functional behavioral analysis, and Strategies for behavioral change. Students who did not receive BMCC curricula scored higher in the R4C contextual factors and reported a greater biomedical practice orientation than students receiving BMCC curricula. There was no difference in the biopsychosocial practice orientation between groups.Conclusions: Our findings support the benefit of structured entry-level PT curricula with BMCC on final-semester students' clinical reasoning skills focused on behavioral change and their level of biomedical practice orientation. Further, our findings elucidated educational opportunities to augment students' self-efficacy and strengthen their behavioral competencies in clinical reasoning. For the generalizability of the results further research in other contexts is needed.
Collapse
Affiliation(s)
- Maria Elvén
- Division of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Elizabeth Dean
- Department of Physical Therapy, Faculty of Medicine, University of British Columbia, Vancouver, Canada
| | - Anne Söderlund
- Division of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| |
Collapse
|