The First Year of Practice: An Investigation of the Professional Learning and Development of Promising Novice Physical Therapists

Black, Lisa; Jensen, Gail M.; Mostrom, Elizabeth; Perkins, Janice M; Ritzline, Pamela D.; Hayward, Lorna M.; Blackmer, Betsy

doi:10.2522/ptj.20100078

Cited by 104 publications

(92 citation statements)

References 48 publications

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“…Research examining the challenges associated with initial entry into the role of a certified AT is lacking; however, many investigators have addressed this transition in health care fields such as nursing [40][41][42][43] and physical therapy. [44][45][46][47] Similar to what the participants reported, many new nurses and physical therapists (PTs) felt overwhelmed as they encountered new challenges in their roles and had trouble balancing all their responsibilities. [46][47][48] Furthermore, they did not have adequate time to devote to each of their patients because they were responsible for so many.…”

Section: Initial Entry Into Rolementioning

confidence: 76%

“…The early years of clinical practice are vital not only to clinical-skill development but also to develop confidence as new clinicians enter their professional culture. 44 Initially, participants were unsure of their decisions and felt overwhelmed because they were responsible for their patients and making the ultimate decision for the first time. This phase can be emotionally tumultuous and cause role conflict as new clinicians make patient-care decisions while experiencing extreme life changes.…”

Section: Maturationmentioning

confidence: 99%

“…This belief is also common with nurses 60 and PTs. 44,54 New PTs gained confidence and began trusting themselves after positive interactions, performance reviews, and patient outcomes. 44,54 New nurses also gained confidence as they saw success in their patient outcomes 48 and when they received positive feedback from supervisors.…”

Section: Maturationmentioning

confidence: 99%

“…48 As participants gained experience and matured throughout the assistantship, they began making more correct decisions, which led to their trust themselves and their diagnoses. Research 44,46 exploring the professional learning and development of new PTs found maturation depended on experiential learning, interactions with patients, interactions with coworkers, reflection, informal and formal education, and gains in confidence. Similar to PTs, new nurses began to feel more comfortable in their role as they started making more clinical decisions and gained more clinical experience.…”

Section: Maturationmentioning

confidence: 99%

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Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated. Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

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Section: Initial Entry Into Rolementioning

confidence: 76%

Section: Maturationmentioning

confidence: 99%

Section: Maturationmentioning

confidence: 99%

Section: Maturationmentioning

confidence: 99%

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Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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“…Studies of this nature are also made in other areas and not just in Psychology, as can be seen by consulting the recent literature (Black et al, 2010;Carvalho, Pelloso, Valsecchi, & Coimbra, 1999;Charleston & Happell, 2005;Hung, Huang, & Lin, 2009;Skoien, Vagstol, & Raaheim, 2009;Tully, 2004;Yang et al, 2011). This is an issue that interests us deeply both because we attach fundamental importance to the university academic development process of the psychologist, and because of the fact that, from our point of view, this research clearly harmonizes with what the postgraduate program in which we work proposes in terms of its area of concentration: Psychology as a Science and Profession.…”

mentioning

confidence: 99%

The First Experience of Clinical Practice on Psychology Students’ Imaginary

Gallo-Belluzzo

Corbett

Aiello-Vaisberg

2013

Paidéia (Ribeirão Preto)

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Considering the academic development of the psychologist as a complex process which articulates the transmission of scientific knowledge and changes in imaginative activity, we psychoanalytically investigate the collective imaginary of Psychology students regarding the first clinical consultation. We conducted a group interview with 52 undergraduate students, using the Thematic Story-Drawing Procedure as a way to open a dialogical field. The material obtained, through the psychoanalytical method, resulted in the creation/gathering of four affective-emotional meaning fields: "I came, I saw and I conquered", "I know that I (do not) know", "I survived and I will save" and "I am and I do", from which we see an emotionally immature imaginary about the meeting with the patient, since students are more self-centered than concerned with the patient. The overall situation indicates the need for care regarding student academic development, in order to encourage a more mature approach toward the suffering of the other.Keywords: professional education, psychology education, collective imaginary, psychoanalysis-methodology O Primeiro Atendimento Clínico no Imaginário de Estudantes de PsicologiaResumo: Considerando a formação do psicólogo como um processo complexo, que articula transmissão de conhecimentos científicos e mudanças na atividade imaginativa, investigamos psicanaliticamente o imaginário coletivo de estudantes de Psicologia sobre o primeiro atendimento clínico. Realizamos entrevista grupal, da qual participaram 52 graduandos, usando o Procedimento de Desenho-Estória com Tema como favorecedor da abertura de um campo dialógico. O conjunto das produções foi considerado através do método psicanalítico, resultando na criação/encontro de quatro campos de sentido afetivo-emocional: "vim, vi e venci", "sei que (não) sei", "sobrevivi e salvarei" e "sou e faço", a partir dos quais percebemos um imaginário emocionalmente imaturo sobre o encontro com o paciente, uma vez que os alunos se mostram mais centrados em si mesmos, do que preocupados com o paciente. O quadro geral indica a necessidade de cuidados em relação à formação do aluno, no sentido de facilitar uma aproximação mais amadurecida do sofrimento do outro.Palavras-chave: formação profissional, ensino da psicologia, imaginário coletivo, psicanálise-metodologia La Primera Experiencia de la Práctica Clínica en el Imaginario de Estudiantes de PsicologíaResumen: Considerando la formación académica del psicólogo como un proceso complejo, que articula transmisión de conocimientos científicos con cambios en la actividad imaginativa, investigamos psicoanalíticamente el imaginario colectivo de estudiantes de Psicología sobre la primera experiencia de la práctica clínica. Realizamos una entrevista grupal, que incluyó 52 estudiantes universitarios, utilizando el Procedimiento Dibujos-Cuentos con Tema para favorecer la apertura de un campo dialógico. El material obtenido fue considerado a través del método psicoanalítico, resultando en la creación/encuentro de cuatro cam...

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An exploration of workplace mentoring preferences of new‐graduate physiotherapists within Australian practice

Forbes

Lao

Wilesmith

et al. 2020

Physiotherapy Res Intl

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Background and Purpose The transition from student to physiotherapist involves a steep learning curve typically characterised by stress, anxiety and a lack of confidence in clinical and professional skills. Workplace mentoring is widely used to mediate this transition. The aim of this study was to explore new‐graduate physiotherapists' preferences for workplace mentoring and perceived characteristics of effective mentoring to mediate workplace transition. Methods A qualitative study with a general inductive thematic approach was used. Semi‐structured interviews of 15 employed new‐graduate physiotherapists were undertaken within their first 3–6 months of clinical practice. Results Four themes emerged that were associated with effective mentoring from the new‐graduates’ perspective: (1) accessibility of mentoring and support, (2) the ideal mentor, (3) individualised to the mentee and (4) desire for self‐determination. Discussion and Conclusion This study is the first to explore new‐graduate physiotherapists' preferences for workplace mentoring in their transition into the workplace and clinical practice. It has identified important characteristics of physiotherapists and other clinicians who support the transition of new‐graduate physiotherapists into the practice setting. Enhancing workplaces through support for the development of these characteristics can contribute to the effective integration of the newest members of the profession and may enhance their development and retention in practice.

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The First Year of Practice: An Investigation of the Professional Learning and Development of Promising Novice Physical Therapists

Cited by 104 publications

References 48 publications

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

The First Experience of Clinical Practice on Psychology Students’ Imaginary

An exploration of workplace mentoring preferences of new‐graduate physiotherapists within Australian practice

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