The changing landscape of physiotherapy student clinical placements: An exploration of geographical distribution and student performance across settings

Johnston, Catherine; Newstead, Clint; Sanderson, Michael; Wakely, Luke; Osmotherly, Peter G.

doi:10.1111/ajr.12302

Cited by 14 publications

(29 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite previous reports that students were reluctant to complete a rural clinical placement due to a perception of a narrow casemix,12–14 students of both rural and urban origin highlighted the breadth of clinical placement opportunities afforded to them. This is congruent with the understanding that rural clinical placements are often of a generalist nature and therefore arguably ideal for students to develop and consolidate clinical skills with a broad range of clinical presentations 35…”

Section: Discussionsupporting

confidence: 58%

<p>Immersive placement experiences promote rural intent in allied health students of urban and rural origin</p>

Wolfgang¹,

Wakely²,

Smith³

et al. 2019

JMDH

Self Cite

View full text Add to dashboard Cite

IntroductionPre-vocational placement experiences are known to considerably influence the career preferences of health graduates and are a key factor in growing the rural allied health workforce. This paper explores the rural placement experiences and future work intentions of students who attended a placement with the University of Newcastle Department of Rural Health.MethodsPart of a larger longitudinal mixed methods study of students’ placement experiences and subsequent career choices, this study explored students’ placement evaluations responses. Following each placement, students were invited to complete an online survey which asked about their placement experiences and future work intentions. Counts and proportion tests were performed for frequencies of quantitative variables. Wilcoxon signed rank tests were conducted on the paired pre- and post-rural intent scores to determine any perceived differences in intent before and after placement for students both with and without a rural background. Qualitative data from short answer questions were analyzed thematically guided by qualitative content analysis. Data were comparatively analyzed for students of a rural or urban background.ResultsFour hundred and forty end of placement surveys were completed by 275 students (response rate 69.8%). There was a positive shift in intention to work rurally for students of both rural and urban background post-placement, but this was only statistically significant in the group from an urban background (p≤0.001). From the qualitative analysis three themes emerged: immersed rural supported placement experience, immersed interaction in rural life with other students, and immersed interaction in the rural community. Students from both rural and urban backgrounds indicated similar benefits and challenges.ConclusionWhile the positive impact of rural placement experiences and rural background on future rural practice is well known, this study highlights the importance of positive supported placement experience for students from both rural and urban backgrounds.

show abstract

Section: Discussionsupporting

confidence: 58%

<p>Immersive placement experiences promote rural intent in allied health students of urban and rural origin</p>

Wolfgang¹,

Wakely²,

Smith³

et al. 2019

JMDH

Self Cite

View full text Add to dashboard Cite

show abstract

“…Research ndings indicate that clinical educators determine the quality of learning experience for students in clinical education. Clinical educator skills in providing a constructive feedback positively in uenced students' learning in clinical settings (27,28). Peer learning was another factor which in uenced clinical education.…”

Section: Discussionmentioning

confidence: 99%

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

View full text Add to dashboard Cite

Background Clinical education is the cornerstone of physiotherapy education. Clinical educators play a pivotal role in shaping students’ attitude towards their future role as physiotherapist. But the implementation of physiotherapy clinical education varies significantly between institutions. Research has shown several factors influencing the clinical education. Therefore, the aim of this study was to explore the factors affecting physiotherapy clinical education in the United Arab Emirates (UAE). Methods This research used mixed-methods approach and recruited participants through purposive and convenience sampling. Data was collected through a survey using questionnaire and face-to-face interviews. Thirty-four physiotherapy students completed a questionnaire after attending 12 weeks of clinical placements. Twenty-six clinical educators and 9 students participated in the interview. Descriptive statistics including frequency percentage, median and percentiles were used for quantitative data analysis. Thematic analysis method was used for qualitative data analysis. Results Quantitative study found greater student satisfaction in clinical education. But the qualitative study identified several factors affecting clinical education in the context of this study. These factors include student interest, learning style, culture, and ability to cope with challenges. In addition, clinical educator workload, teaching strategies, curriculum knowledge, academic-clinical partnership, peer learning, placement model and expectations were the other factors that influenced physiotherapy clinical education within the UAE. Conclusions The findings of this study are useful to physiotherapy clinical educators, students, and faculty. It provides insight into various factors affecting physiotherapy clinical education. Furthermore, it recommends evidence-based strategies to neutralize those factors influencing clinical education.

show abstract

“…Placements providing a general range of clinical experiences have been shown to be more effective in promoting better skill integration. 12 Planned consideration of the learning opportunities available during rural placements can support student skill development and confidence as students transition to practice. 13 Clinicians coordinating student placement learning therefore, play a key role in recognising and capitalising on rural learning opportunities such as breadth of service delivery and clinical presentations and experience of the diverse aspects of rural practice.…”

Section: Thinking As a Health Professional-providing Diverse Learningmentioning

confidence: 99%

“…Participants in this study described how rural placements provide unique opportunities for personal and professional learning and support students' development of professional identity. 3,8,12,14 In many rural locations, clinicians providing rural placements often work as generalists and provide services across the lifespan to inpatients, outpatients and outreach to adjacent rural communities. This provides increased opportunities for skill development and performance success in a range of areas through access to a variety and breadth of learning experiences.…”

Section: Thinking As a Health Professional-providing Diverse Learningmentioning

confidence: 99%

What supports allied health students tothink, feel and actas a health professional in a rural setting? Perceptions of allied health staff

Furness

Tynan

Ostini

2019

Australian J Rural Health

View full text Add to dashboard Cite

show abstract

The changing landscape of physiotherapy student clinical placements: An exploration of geographical distribution and student performance across settings

Cited by 14 publications

References 19 publications

<p>Immersive placement experiences promote rural intent in allied health students of urban and rural origin</p>

<p>Immersive placement experiences promote rural intent in allied health students of urban and rural origin</p>

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

What supports allied health students tothink, feel and actas a health professional in a rural setting? Perceptions of allied health staff

Contact Info

Product

Resources

About