INTEGRATED CLINICAL EXPERIENCES (ICES) IN PHYSICAL THERAPY: IMPACT ON COMMUNICATION SKILLS AND PROFESSIONALISM PRIOR TO FIRST FULL-TIME CLINICAL INTERNSHIP

2018 ◽  
Author(s):  
◽  
John McLinden
Keyword(s):  
Physical Therapy ◽  
Communication Skills ◽  
Full Time ◽  
Clinical Experiences ◽  
Clinical Internship

scholarly journals Integrated Clinical Experiences in a Campus Onsite Clinic: A Self-Contained Model of Physical Therapy Clinical Education

2014 ◽  
Author(s):  
Ann Wilson
Keyword(s):  
Physical Therapy ◽  
Physical Therapist ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Learning Experiences ◽  
Academic Program ◽  
Full Time ◽  
Clinical Experiences ◽  
Wellness Program ◽  
Academic Knowledge

Purpose: This paper describes a self-contained model of integrated clinical experiences (ICEs) that take place during the academic portion of an entry-level physical therapist education program in a campus onsite clinic. Description of Model: Students participate in ICEs for three consecutive semesters. Students provide pro bono physical therapy services to individuals with impairments, functional limitations, or changes in physical function resulting from a variety of health conditions. In addition, students participate in an exercise/wellness program for individuals who wish to improve or maintain their current levels of fitness. The first ICE consists of second-year students observing/assisting third-year students in the onsite clinic with basic patient care skills and participation in an exercise/wellness program. Students in the second and third ICEs provide ongoing one-on-one skilled therapy for individuals with neurological or musculoskeletal diagnoses. Results: Feedback obtained from onsite clinical instructors, core academic faculty, students, and patients receiving care in the onsite clinic through group debriefings, questionnaires, and interviews is used to assess students’ readiness for full-time internships and effectiveness of the ICEs. The feedback reveals that the ICEs are meeting their intended goals. Category ratings in the “red flag” areas of the Clinical Performance Instrument (CPI) are consistently above expected levels for students completing their first full-time clinical internship. In addition, patients receiving care in the onsite clinic report a high level of satisfaction with the care provided. Conclusion/Possible Recommendations: This model provides students with an opportunity to gain clinical confidence in a realistic setting while reinforcing concepts presented in academic coursework. Providing ICEs on campus decreases reliance on clinical facilities and allows for academic program oversight of the quality of the learning experiences and early identification of students who have deficits in clinical skills and/or academic knowledge. The learning experiences provided in the onsite clinic give students a transitional experience that helps them benefit more fully from full-time internships. A potential challenge to this model is finding the space and financial resources needed to make it viable.

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.

Mentoring pre-service educators in the development of professional disposition

2017 ◽  
Vol 6 (3) ◽  
pp. 196-209 ◽  
Author(s):  
Heather D. Kindall ◽  
Tracey Crowe ◽  
Angela Elsass
Keyword(s):  
Professional Growth ◽  
Teaching Profession ◽  
Teacher Preparation Program ◽  
Clinical Experiences ◽  
Content Type ◽  
Self Reflection ◽  
Constructive Feedback ◽  
Professional Dispositions ◽  
Internship Experience ◽  
Clinical Internship

Purpose Professional dispositions must be cultivated through focused self-reflection and targeted, authentic, internship experiences prior to entering the teaching profession. Continued development through mentoring during the clinical internship can enhance the effectiveness of pre-service teacher candidates as instructional leaders. The purpose of this paper is to explore the unique experiences found to be successful in mentoring pre-service teachers from student to professional during an authentic, yearlong internship experience. Design/methodology/approach Intern participants in this pilot study completed an inventory that measured professional dispositions five times during an internship experience. Data were analyzed using a mixed methods study design. Findings Results of the study determined that intern participants held unrealistic views of teaching and did not recognize the importance of dispositional development prior to focused mentoring throughout the year of clinical internship. One central finding in this study is that change and growth about perceptions of professional dispositions can be developed through focused mentoring. Originality/value Mentoring within the teacher preparation program can help in the transition of understanding professional growth and development, attitudes, and the view of complex behaviors. The dispositions necessary for effective teaching can be honed through cultural and clinical experiences, continual self-reflection, constructive feedback on evaluations of teaching, and targeted mentoring before beginning the clinical student internship and throughout the experience.

Impact of Virtual Simulation on the Interprofessional Communication Skills of Physical Therapy Students: A Pilot Study

2017 ◽  
Vol 31 (3) ◽  
pp. 83-90 ◽  
Author(s):  
Matthew S. Taylor ◽  
Jennifer Tucker ◽  
Clair Donehower ◽  
Patrick Pabian ◽  
Lisa A. Dieker ◽  
...  
Keyword(s):  
Pilot Study ◽  
Physical Therapy ◽  
Communication Skills ◽  
Virtual Simulation ◽  
Physical Therapy Students ◽  
Interprofessional Communication

Implementation of the TeamSTEPPS Curriculum With Baccalaureate Nursing and Social Work Students Utilizing Student Trainers: A Qualitative and Quantitative Study

2020 ◽  
Vol 26 (3) ◽  
pp. e63-e69
Author(s):  
Susan L. Huehn ◽  
Mary Beth Kuehn ◽  
Genesis M. Fukunaga Luna Victoria
Keyword(s):  
Patient Safety ◽  
Social Work ◽  
Nursing Students ◽  
Training Program ◽  
Communication Skills ◽  
Social Work Students ◽  
Skills Training ◽  
Clinical Experiences ◽  
Qualitative And Quantitative ◽  
Compromise Patient Safety

Nursing and social work education programs are seeking innovative ways to prepare students to function as collaborative members of interprofessional teams upon graduation. Communication is a key linked to a decrease in medical errors, which compromise patient safety. In response to nursing students' concerns about clinical experiences in which they had witnessed poor communication with the potential to jeopardize patient care, faculty members identified a communication skills training program designed to improve team performance. Senior nursing and social work students at the beginning of their last semester of school were trained in selected modules of the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) training program and subsequently trained their student colleagues. The goal was to emphasize communication skills and strategies in a sustainable student trainer model. Qualitative and quantitative data about participant experiences revealed significant improvement in teamwork attitudes and communication skills following the training.

Narrative medicine and reflective practice among providers: Connecting personal experiences with professional action for ACP.

2018 ◽  
Vol 36 (34_suppl) ◽  
pp. 9-9 ◽  
Author(s):  
Leslie J. Hinyard ◽  
Cara L Wallace ◽  
Jennifer E Ohs ◽  
April Trees
Keyword(s):  
End Of Life ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Narrative Medicine ◽  
Active Listening ◽  
Clinical Experiences ◽  
Personal Story ◽  
Narrative Skills ◽  
Difficult Conversations ◽  
Advance Care

9 Background: Increasingly, Narrative Medicine (NM) is utilized in clinical experiences. Critical reflection is a core aspect of NM providing the narrative competence to “recognize, absorb, interpret, and honor” the stories of self and other. This study evaluates the effectiveness of a NM workshop to: 1) develop skills in attending and responding to the stories of others as a part of advance care planning (ACP) conversations and 2) reflect on their own stories of loss in relation to professional practice. Developing narrative skills may help overcome barriers to successful ACP with patients and families. Methods: 29 health care professionals completed a continuing education course on NM principles for end-of-life care. Workshop activities included a close reading on a professional’s story of personal loss and a reflective writing exercise sharing one’s own personal story of loss. Small groups debriefed after each exercise. 24 participants (83%) completed post-workshop surveys including closed and open-ended questions. Results: Mean age of participants was 50.3 (SD 14.7), 87% were female, and 92% White. Social workers represented 71% of the sample with clinicians across several specialty areas. Findings indicate 80% of participants strongly agreed the experience of writing about their own experiences of loss helped develop their communication skills and 88% strongly agreed the experience of listening to stories of others helped develop their communication skills and they would use skills from the workshop in practice. Common themes from qualitative analysis included the usefulness of techniques for framing difficult conversations, patient vulnerability, the importance of active listening, and increased empathy for the storyteller. Common themes reflecting on providers’ personal stories of loss included recognition of prior experience on professional interactions and reported improved skills in authentic interactions and increased capacity for empathy. Conclusions: NM competencies have the potential to enhance communication surrounding ACP. Providers find the NM approach to be a useful framework for engaging in difficult conversations about end-of-life.

Influence of Campus Recreation Employment on Student Learning

2013 ◽  
Vol 37 (2) ◽  
pp. 136-146 ◽  
Author(s):  
Stacey L. Hall
Keyword(s):  
Learning Outcomes ◽  
Multiple Regression ◽  
Communication Skills ◽  
Campus Recreation ◽  
Full Time ◽  
Recreational Sports ◽  
Collaboration Skills ◽  
Student Employees ◽  
The Impact ◽  
One Way Anova

This study examined the influence of part-time employment at a campus recreational sports department on full-time college students' learning. The student employees indicated they attributed their experience working in a campus recreational sports department to their perceived gains in critical thinking, integrative learning, appreciation of diverse perspectives, collaboration skills, and communication skills. Students working at a campus recreational sports department were invited to complete an online survey, which was developed for this project. The questionnaire, containing rating scales and open-ended questions, captured the perceptions of change by the student employees regarding their learning. A concurrent triangulation mixed-method design was used to analyze the data. The quantitative data were analyzed using multiple regression for each of the learning outcomes and one-way ANOVA analyses were conducted to identify differences between the positions. The qualitative data were analyzed using open coding to identify themes. The data were triangulated with job recruitment materials. The student employees indicated they attributed their perceived gains in learning to their experience working in a campus recreational sports department. The multiple regression analysis resulted in two significant predictors, which included collaboration skills and communication skills. While the one-way ANOVA analyses was not able to be conducted between the positions held by the students, the results showed students attribute their experience working in a campus recreational sports department to their perceived learning in specific areas. These results demonstrate the need for more in-depth study of each of the learning outcomes to gain more thorough understanding of the impact of students who work in a campus recreation department.

scholarly journals Characteristics of the Communication Skills of Department of Physical Therapy Students in a Technical School during Practical Trainings

2013 ◽  
Vol 28 (1) ◽  
pp. 7-14
Author(s):  
Hideki KOEDA ◽  
Miyuki KOEDA ◽  
Masaya KOEDA ◽  
Hironobu KAKIHANA ◽  
Yuichi TAGAWA ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Communication Skills ◽  
Physical Therapy Students ◽  
Technical School

scholarly journals ‘The Early Exposure is Really Helpful’ – Students’ Views of Participating in Communication Skills Screening

2021 ◽  
Vol 9 (1) ◽  
pp. 18-28
Author(s):  
Robyn Johnson ◽  
Alison Purcell ◽  
Emma Power ◽  
Steven Cumming
Keyword(s):  
Professional Development ◽  
Communication Skills ◽  
Emotional Responses ◽  
Speech Pathology ◽  
Early Exposure ◽  
Clinical Experiences ◽  
Professional Students ◽  
Communication Difficulties ◽  
Qualitative Descriptive ◽  
Health Professional Students

Students commence university with many hopes and dreams for their future and for most, these are realised. Health professional students must succeed in both their academic and clinical experiences. Excellent communication with their patients and colleagues on placement is necessary and particularly so for speech pathology students. This qualitative, descriptive study investigates how first- and final-year students view the screening of their communication skills in which they participate. The focus groups took place within the speech pathology department of a major Australian metropolitan university. Data were transcribed and analysed thematically. Three main themes arose: professional development, students’ cognitive and emotional responses, and the organisation of the screener. Both groups of students felt the screener was both an important part of their professional development and a way of identifying and supporting speech pathology students with communication difficulties. They valued the student-led nature of the process. Implications for the value of using a student-led communication screener to identify students with weaker communication skills early in their program and for the support of such students are discussed.

scholarly journals Impact of In-class Patient and Integrated Clinical Experiences on Physical Therapist Students’ Clinical Performance

2021 ◽  
Vol 3 ◽  
Author(s):  
Jamie Bayliss
Keyword(s):  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Performance ◽  
Cohort Analysis ◽  
Full Time ◽  
Clinical Experiences ◽  
Data Set ◽  
Final Assessment ◽  
Mesh Terms ◽  
Significant Difference

Rationale: A variety of clinical education (CE) exist. Models emphasizing full-time clinical experiences (FTCE) have higher number of full-time hours (high-hours) with less prior didactic preparation and integration with the curriculum. Models including integrated clinical experiences (ICE), part-time ICE (PTICE), and in-class patient experiences (IcPE) integrate experiences with didactic content but include a lower number of full-time hours (low-hours). The purpose of this study is to determine if a re-designed CE curricular model that emphasized IcPEs and ICE with low-hours better prepares students than a version that emphasized FTCEs with high-hours as measured by scores on the Clinical Performance Instrument (CPI). Methods: A retrospective cohort study was conducted on a data set of 183 Doctor of Physical Therapy students who participated in an initial and final terminal CE experience. Data included student pre-admission data, demographics, and evaluation type, period, and rating for all 18 CPI criteria for the initial and final terminal CE experiences. Data were analyzed using SPSS Statistics. Results: A statistically significant difference was found between cohorts for the initial terminal CE experience midterm assessment. One CPI factor was significant on the initial terminal CE experience final assessment and the final terminal CE experience midterm assessment (p < .05). Within cohort analysis for all three CPI factors at all assessment periods were statistically significant. Conclusion: All students significantly improved from midterm to final assessment periods of the initial and final terminal CE experiences. Therefore, IcPE, allowing faculty to mentor and provide feedback to students should be considered an alternative to FTCE prior to students’ initial terminal CE experience. MeSH Terms: curriculum, education, students

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