The Impact of Student-Clinical Instructor Fit and Student-Organization Fit on Physical Therapist Clinical Education Experience Outcomes

2008 ◽  
Vol 22 (1) ◽  
pp. 59-64 ◽  
Author(s):  
Tomas R Giberson ◽  
Beth Black ◽  
Eric Pinkerton
Keyword(s):  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Instructor ◽  
Student Organization ◽  
Education Experience ◽  
The Impact

Effects of Student Physical Therapists on Clinical Instructor Productivity Across Settings in an Academic Medical Center

2019 ◽  
Author(s):  
Tonya L Apke ◽  
Matthew Whalen ◽  
John Buford
Keyword(s):  
Clinical Education ◽  
Repeated Measures ◽  
Physical Therapist ◽  
Negative Impact ◽  
Medical Center ◽  
Academic Medical Center ◽  
Inpatient Rehabilitation ◽  
Clinical Instructor ◽  
Academic Medical ◽  
The Impact

Abstract Background Clinical education is an integral component of physical therapy education. Both benefits and barriers exist in clinical education, but 1 commonly stated barrier includes the perception that students have a negative impact on clinical instructor (CI) productivity. Objective The purposes of this study were to evaluate the productivity of physical therapist CIs in an academic medical center before, during, and after clinical education experiences (CEEs), determine if there are differences in productivity during CEEs across settings, and compare CI productivity to that of therapists who did not have a student during the same time frames. Design A retrospective design examined productivity across 3 years in acute care (AC), inpatient rehabilitation (IPR), outpatient orthopedics (OPO), and outpatient neurology (OPN). Mean daily productivity was computed, normalized to an 8-hour day, and averaged for each week of the year. Data was analyzed using a repeated-measures ANOVA. Post-hoc comparisons were made within each setting to compare therapists with a student to those without. The Bonferonni-correction was used to control for multiple comparisons. Results CI productivity was significantly increased in OPO and IPR, approached significance in OPN, but was not significant in AC. The presence of a student made CIs more productive, but had no effect on the productivity of other therapists in that setting during the same time frame. Limitations We studied only 1 academic medical center and could not account for CI factors such as years of experience or student factors such as year in their program. Conclusions Our results indicate that having a student increases productivity of therapists in various settings. Future studies should examine the impact of CI experience, student characteristics, and should expand to other settings.

scholarly journals Influence that Service in a Pro Bono Clinic has on a First Full-Time Physical Therapy Clinical Education Experience

2017 ◽  
Author(s):  
Daria Porretta ◽  
Jill Black ◽  
Kerstin Palombaro ◽  
Ellen Erdman
Keyword(s):  
Physical Therapy ◽  
Focus Group ◽  
Clinical Experience ◽  
Clinical Education ◽  
Full Time ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Education Experience ◽  
Pro Bono ◽  
The Impact

Purpose: Physical therapist education programs strive to prepare their students for full-time clinical experiences in a variety of ways. Experiential and service learning in authentic contexts reportedly help students make connections between the classroom and the clinic. The purpose of this study was to explore the influences that service in a physical therapy pro bono clinic has on a first full-time clinical education experience. Methods: Participants were all third year doctoral physical therapy students at Widener University who were entering their first full-time clinical education experience. Sixteen participants kept journals throughout their first full-time clinical experience regarding the impact of their previous pro bono experience. Upon completion of the 10-week full-time clinical experience, the sixteen participants answered a Likert-scale survey to further delineate the influence of the pro bono experience, and fifteen of the participants participated in focus group discussions to further explore themes that emerged from the journal and survey data. Data from the focus group and journals were analyzed qualitatively. The responses from the surveys provided quantitative data. In addition, the researchers looked at the Clinical Instructors (CI) midterm comments on the APTA’s Clinical Performance Instrument (APTA PT CPI WEB) to further corroborate or disconfirm the findings. Results: Triangulation of the data points revealed 9 categories of positive impact that the pro bono experience had on their first full-time clinical experience. The strongest three categories in order were client interaction, clinical instructor interaction, and professional communication. The next five categories were of relative equal strength and related to specifics areas of competency. They were competency in documentation, evaluation, intervention, clinical reasoning and cultural competency. A final overarching category was increased confidence. CI comments on the midterm CPI corroborated these findings. Participants also shared ways in which the pro bono experience could have better prepared them for their full-time clinical experience. Conclusions: Regular participation in a pro bono clinic throughout the didactic portion of the physical therapy curriculum contributed to student confidence and competence in their first full-time clinical experience. Future research should include interviews with the clinical instructors to further corroborate the student perceptions. The findings of this study also serve to inform how the pro bono clinical experience can be enhanced to further contribute positively to the students’ first full-time clinical experiences.

scholarly journals Students' Perceptions of Clinical Education during a Global Pandemic

2021 ◽  
Author(s):  
Pamela Pologruto ◽  
Jennifer Jewell ◽  
Laura Cruz
Keyword(s):  
Student Perceptions ◽  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Experiences ◽  
Face To Face ◽  
Physical Therapist Assistant ◽  
Global Pandemic ◽  
Physical Therapy Programs ◽  
The Impact ◽  
Academic Year

Abstract Introduction Clinical education is an essential component of allied health programs. The coronavirus disease 2019 (COVID-19) global pandemic had significant impacts on clinical education. The central purpose of this research was to recognize student perceptions of the impact of COVID-19 on their face-to-face clinical experiences during the global pandemic. Methods A Qualtrics survey was sent to 80 physical therapist assistant students whose clinical education was affected during the 2019 to 2020 academic year. Subjects were asked about the following: factors that influenced their decision to complete clinical rotations during the pandemic; perceptions of learning, safety, and stress under these conditions as well as perceptions of the effectiveness of clinical preparatory activities. Results Twenty-six responses to the survey were received and analyzed using descriptive statistics and nonpaired t-tests calculated for each scaled survey item to compare groups. A majority (83.3%) of the respondents reported graduation followed by professional experience (58.3%) as extremely important factors of consideration for participation in clinical education. Personal safety (33.3%) ranked the lowest of the extremely important factors. In preparing for the clinical experience, 75% reported that individual or small group meetings with the faculty member were extremely helpful. The majority of students (78.26%) strongly agreed that they learned a great deal from the clinical experiences under global pandemic; however, 52.17% reported they found the clinical experiences to be stressful. Conclusion During the global pandemic, students placed greater value on interpersonal, trusted relationships when seeking information. Even though students felt stressed during their clinical education, they perceived that learning did occur. As the impacts of COVID-19 remain, physical therapy programs can use this data to recognize areas that require increased support and preparation for students' clinical experiences to encourage an impactful and sustainable future in clinical education.

scholarly journals Physical Therapy Clinical Instructor Self-Reported Evidence-Based Practice Use

2015 ◽  
Author(s):  
Debra Bierwas ◽  
Joan Leafman ◽  
Lisa Wallace ◽  
Donald Shaw ◽  
Steven Fehrer
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
Clinical Instructor ◽  
Evidence Based ◽  
Clinical Instructors ◽  
Professional Characteristics

Introduction: Evidence-based practice is a required component of student physical therapist education. Practice applying the five steps of evidence-based practice to patient care (formulate question, retrieve evidence, appraise evidence, integrate evidence, evaluate outcomes), most effectively performed during clinical education, must occur for students to become proficient. Clinical instructor use of evidence-based practice is essential to assure that student physical therapist practice occurs during clinical education. Purpose: The purpose of this study was to assess self-reported evidence-based practice use by physical therapy clinical instructors and examine whether an association exists between professional characteristics and evidence-based practice use. Methods: This study was a cross-sectional, descriptive study using an electronic survey to collect data on clinical instructor professional characteristics and evidence-based practice use. Results: Respondents included 376 physical therapists who were clinical instructors in the United States. Participant responses for frequency evidence-based practice steps use ranged from never to frequently. Specifically, respondents reported integrating evidence into clinical instruction: never 2.1% (n = 8); rarely 6.4% (n = 24); occasionally 13.3% (n = 50); sometimes 28.7% (n = 108); and frequently 49.5% (n = 186). There was no difference in evidence-based practice use as the result of age or highest degree. Respondents who were American Physical Therapy Association members or held an American Board of Physical Therapy Specialties certification reported using some of the evidence-based practice steps more frequently than those who were not. Discussion and Conclusion: Although the majority of respondents in this study reported using evidence-based practice to some extent, there was great variability. Student physical therapists may be exposed to evidence-based practice during clinical education since the majority of respondents, considering their role as clinical instructors, reported evidence-based practice use. However, exposure cannot be guaranteed for every student because some respondents reported never using evidence-based practice. Educational program use of supplemental learning activities during clinical experiences may facilitate student practice of all five steps of evidence-based practice during clinical education.

scholarly journals Perspectives of Academic Faculty and Clinical Instructors on Entry-Level DPT Preparation for Pediatric Physical Therapist Practice

2013 ◽  
Vol 93 (12) ◽  
pp. 1661-1672 ◽  
Author(s):  
Lisa K. Kenyon ◽  
Robin L. Dole ◽  
Stephanie P. Kelly
Keyword(s):  
Clinical Education ◽  
Physical Therapist ◽  
Small Sample Size ◽  
Initial Step ◽  
Small Sample ◽  
Clinical Instructors ◽  
Snowball Sampling ◽  
Entry Level ◽  
Education Experience ◽  
Academic Faculty

BackgroundTo prepare students for pediatric practice, the professional (entry-level) curriculum must reflect the essential knowledge, skills, and abilities (KSA) required for pediatric physical therapist practice.ObjectivesThe aim of this study was to develop consensus concerning the pediatric-specific KSA that should be expected of doctor of physical therapy (DPT) students at various points in the curriculum: prior to a pediatric clinical education experience, after a pediatric clinical education experience, and at the end of a DPT program.Design and MethodsThe study was conducted using the Delphi method. Purposive and snowball sampling were used to recruit pediatric academic faculty and pediatric clinical instructors. Three Web-based survey rounds were used to achieve consensus, defined as agreement among ≥70% of informants. The first round identified pediatric-specific KSA that were essential for DPT students to demonstrate at the identified points in the curriculum. In the second round, informants indicated their level of agreement with each item identified in the first round. Items that achieved consensus were included in the third round, in which informants rated the level of proficiency that DPT students should demonstrate related to pediatric-specific KSA.ResultsConsensus revealed the informants' perspectives concerning pediatric-specific KSA that a DPT student should be able to demonstrate at the identified curricular points. Consensus was reached on items in the curricular categories of basic science and foundations for practice; common pediatric diagnoses/pathologies, examination, interventions/plan of care/documentation; and general skills and abilities.LimitationsLimitations included the small sample size and the potential for informants to feel uncomfortable prioritizing KSA.ConclusionsThis study is an initial step toward identifying pediatric-specific KSA that should be demonstrated by DPT students.

scholarly journals Competency-Based Early Clinical Education Experiences for Physical Therapy Students.

2006 ◽  
Author(s):  
Carolyn Sherer ◽  
David Morris ◽  
Cecilia Graham ◽  
Laura White
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Physical Therapist ◽  
Doctoral Degree ◽  
Physical Therapy Students ◽  
Doctoral Level ◽  
Entry Level ◽  
Progressive Development ◽  
Education Experience ◽  
Competency Based

Purpose: This paper describes the development, implementation, and outcomes of two courses for entry-level, master’s degree earning physical therapist students. The courses were designed to address perceived barriers to early clinical education experiences, and to proactively provide appropriate structure for the imminent transition to a clinical doctoral degree curriculum. Methods: The courses were conducted one full-day/week during the first and third terms of the curriculum. A variety of clinical sites were utilized. Students passed competencies for skills appropriate for physical therapy aides prior to the onset of the clinical education course. During clinical assignments they performed those duties, and also completed specific learning activities designed to enhance coursework from the academic setting while minimizing demands on clinicians. Students completed worksheets designed specifically for each activity and attended synthesis seminars led by academicians at the university. Results: Assessments conducted through written course evaluations and focus groups with a subset of students, clinical instructors, and academic instructors indicated that overall the courses met our objectives. Benefits and challenges were identified. Discussion: Although early clinical education experiences are important for progressive development of students’ skills, these experiences pose challenges, particularly related to increased productivity demands on clinicians. Summary: Courses described in this article provided effective early clinical education experience while largely shifting responsibility for contextualization of learning from clinicians to academicians. As some allied health professions transition to doctoral level education, this model allows academic instructors to become more responsible for student learning in the clinical setting.

Combining Specialties to Serve Low Functioning Visually/Physically Impaired Children

1977 ◽  
Vol 71 (10) ◽  
pp. 439-440
Author(s):  
Donna Cech ◽  
Ardis Pitello
Keyword(s):  
Program Development ◽  
Multidisciplinary Approach ◽  
Physical Therapist ◽  
Starting Point ◽  
Low Functioning ◽  
Low Incidence ◽  
The Impact ◽  
Impaired Children

An exploration of the impact of combining a vision specialist's abilities with those of a physical therapist when working with low functioning, preschool, visually and physically impaired children. Individually prescribed programs are cited to demonstrate the utility of a multidisciplinary approach. The authors view this article as an exploratory starting point for educators for further program development serving low incidence students.

scholarly journals Importance of physiotherapy/nursing multidisciplinary integration about update newborn position in the neonatal intensive care unit

2015 ◽  
Vol 28 (3) ◽  
pp. 437-445 ◽  
Author(s):  
Vanessa da Silva Neves Moreira Arakaki ◽  
Alana Monteiro de Oliveira ◽  
Trícia Bogossian ◽  
Viviane Saraiva de Almeida ◽  
Gustavo Dias da Silva ◽  
...  
Keyword(s):  
Intensive Care ◽  
Neonatal Intensive Care ◽  
Physical Therapist ◽  
Body Position ◽  
Effective Care ◽  
Before And After ◽  
Student’S T ◽  
The Impact ◽  
Clinical Stability

AbstractIntroduction The high-risk newborns may require long periods of hospitalization until they reach clinical stability for hospital discharge. Avoiding babies to be in only one body position may be an effective way to cause respiratory and neuro-psycho-motor benefits, comfort and preventing pressure ulcers.Objectives This study investigated the impact of physiotherapy/nursing integration in update on body positioning of the newborn in the Neonatal Intensive Care Unit.Methods A questionnaire was administered to nurses and nursing technicians of the neonatal unit of Maternity School of UFRJ and nurses of the Advanced Course in Neonatal Nursing from the same institution. Two classes were taught by the physical therapist of the sector and the questions answered before and after these lessons. It was also a brief characterization of professional participants of the study. We used the Student's t test to compare the correct answers before (PRE) and after (POST) the classes, considering p < 0.05.Results There was a significant increase in the degree of knowledge of nurses and nursing technicians when compared the responses before (nurses: 68.8%; technicians: 70.1%) and after classes (nurses: 78.4 %; technicians: 88.9%). The nurses were less than five years of graduated (45%) and little time of professional experience in neonatology (60%). Forty-seven percent of technicians had less than five years of training and 82% had less than 10 years of experience.Conclusion The use of training by the nursing staff was significant, showing the importance of multidisciplinary approach and the integration of knowledge in the search for a humanized and effective care.

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