Recommendations of behavioural facilitators for success in a physiotherapy clinical practice module: Successful students’ perspectives

Abstract

BackgroundClinical education is an integral part of undergraduate physiotherapy training (Lekkas et al. 2007). Students in allied health professions struggle to bridge the gap between the theory taught in classrooms and the implementation of the same in a clinical setting (Sharif & Masoumi 2005). In a recent South African study, the clinical environment and training was identified as a major source of stress for undergraduate physiotherapy students (Janse van Vuuren, Bodenstein & Nel 2018). Similar results were reported in a study conducted on stressors amongst physiotherapy students in Pakistan (Sabih, Siddiqui & Baber 2013). Clinical practice has also been identified as the most stressful and anxiety-provoking component for students in the nursing profession (Sharif & Masoumi 2005;Sheila, Huey-Shyon & Shiowli 2002).Bridging the knowledge-practice gap is a complex process in clinical education, and having only discipline-specific knowledge does not ensure success in the clinical environment. Factors that have assisted student learning on clinical platforms include providing opportunities to Background: Students struggle to bridge the gap between theory and application thereof in clinical settings. Exploring the behaviours of students who have been shown to be successful in the clinical practice module of physiotherapy could provide an insight into what facilitated their success. Sharing this information with other students could assist with decreasing anxiety and improving student success. Objectives:The objective of this study was to explore behaviours that facilitate student success in a physiotherapy clinical practice module from the perspective of high-achieving students.Method: Data were collected at the University of the Western Cape's physiotherapy department in South Africa. Ten students with the highest marks in clinical practice from the 2016 and 2017 final-year cohorts were purposively selected and invited to participate in two different Nominal Group Technique (NGT) discussions. In total, 14 students consented to participate in the study. A demographic and socio-economic status questionnaire and an NGT discussion were used to collect data. Participants analysed the NGT discussion data themselves by ranking facilitators in order of priority.Results: Doing pre-block preparation, self-reflection and having a good rapport with patients as well as personal motivation and coping strategies were identified as the most important behavioural facilitators for physiotherapy students' success in a clinical practice module. Conclusion:Clinical practice is considered to be the most stressful module for undergraduate physiotherapy students. Considering this, recommendations from previously successful students could contribute towards the success of present and future students and in decreasing the stress associated with clinical practice. Clinical implications:Recommendations from students on behavioural facilitators that enabled them to be successful in a physiotherapy clinical practice module can assist future st...

Qualitative research in physiotherapy: A systematic mapping review of 20 years literature from sub-Saharan Africa

“…The method of data analysis was not defined in seven of the included studies (Dizon et al, 2016;Hanekom, Van Aswegen, Plani, and Patman, 2015;Ennion and Hess, 2020;Grimmer-Somers, Crous, Marais, and Amosum, 2007;Mweshi and Mpofu, 2001;Struters and Phil, 2006;Taukobong, 2004). When analysis methods were defined, thematic analysis (n=54) and content analysis (n=35) were the most common method used.…”

Impactful educational transitions: Crossroads for physiotherapy education in South Africa?

“…In my opinion, the distinction between RA and CL DPTs would enable the profession to position itself nationally and globally and to build on high-level, high-quality research, teaching and clinical skills. This distinction may also present opportunities for expert-based research and teaching between academics and clinicians and provide opportunities to narrow the significant knowledge-practice gap that currently exists (Baatiema 2018 :7; Ennion & Hess 2020 ). For physiotherapists who have already completed their community service, a three-year transitional programme (ttt-DPT) could be offered, which focuses on the same academic structure but limits the number of clinical hours/community service hours required.…”

Physiotherapy Students’ Expectations of Their First Clinical Internship: A Qualitative Study.

“…Basically, students are expected to act and interact within a professional team in order to develop their professional competence. Previous literature has shown that health profession students consider clinical education as a meaningful learning part of the curricula (Ennion & Hess, 2020) (Pryjmachuk, McWilliams, Hannity, Ellis, & Gri ths, 2019). However, it has also been stated that they struggle to bridge the gap between the theoretical-practical knowledge acquired in the faculty and its implementation in a clinical setting.…”