scholarly journals Entry level caseload expectations and perception of full caseload capability during student physical therapist terminal clinical experiences: A pilot study

2021 ◽  
Vol 3 ◽  
Author(s):  
Erica Sherman ◽  
Karen Berg ◽  
Susan Ann Talley
Keyword(s):  
Student Performance ◽  
Acute Care ◽  
Clinical Reasoning ◽  
Physical Therapist ◽  
Survey Design ◽  
Cross Sectional ◽  
Entry Level ◽  
New Graduate ◽  
Patient Complexity ◽  
Student Capability

Purpose: The purpose of this study was to explore expected student physical therapist (PT) full caseload expectations across and within clinical settings and identify factors Clinical Instructor’s (CI) routinely report as contributing to their assessment of a student’s ability to manage a full caseload. Methods: A cross-sectional electronic survey design was used to collect data from CIs for student PTs in Michigan. A sample of convenience was utilized. Results: CIs (n=128) from six settings participated in this study. Respondents reported 32% of their employers had established caseload expectations for new graduate and student PTs. Within an 8-hour day, CIs considered a full student caseload measured in billable units to be 26 in outpatient ortho, 22.5 in outpatient neuro, 29 in outpatient mixed, 17.5 in paediatric, 18.5 in acute care, and 21.9 in inpatient rehab settings. Within an 8-hour day, CIs considered a full student caseload measured in patients per day to be 8.8 in outpatient ortho, 6.9 in outpatient neuro, 8.5 in outpatient mixed, 5.4 in paediatric, 7.1 in acute care, and 4.5 in inpatient rehab settings. Student capability was considered by 80% of CIs when determining student caseload. CIs reported patient complexity and accuracy of clinical reasoning as the most influential in determining a student’s capability to manage a full caseload. The ability to implement and retain feedback was reported as least influential. Conclusion: Most respondents indicated their site lacked defined and differing expectations for student PTs. The CIs consistently reported considering student capability of carrying a full caseload when making determinations of student performance on the CPI and were most influenced by patient complexity and clinical reasoning accuracy. CIs reported a range of full caseload productivity expectations for students both within and across settings, which may contribute to inconsistent assessment of student performance on the CPI. A poster presentation of this work was presented at APTA Educational Leadership Conference 2019.

scholarly journals Predictors of Clinical Reasoning Using the Reasoning 4 Change Instrument With Physical Therapist Students

2019 ◽  
Vol 99 (8) ◽  
pp. 964-976 ◽  
Author(s):  
Maria Elvén ◽  
Jacek Hochwälder ◽  
Elizabeth Dean ◽  
Anne Söderlund
Keyword(s):  
Behavior Change ◽  
Behavioral Medicine ◽  
Clinical Reasoning ◽  
Psychological Factors ◽  
Physical Therapist ◽  
Cross Sectional ◽  
Independent Variables ◽  
Curriculum Orientation ◽  
Dependent Variables ◽  
Physical Therapist Students

AbstractBackgroundAlthough physical therapist students must be well prepared to integrate biopsychosocial and behavioral perspectives into their clinical reasoning, there is a lack of knowledge regarding factors that influence such competence.ObjectiveThis study explored the associations among the independent variables—knowledge, cognition, metacognition, psychological factors, contextual factors, and curriculum orientation vis-à-vis behavioral medicine competencies—and the dependent variables—outcomes of input from client (IC), functional behavioral analysis (FBA), and strategies for behavior change (SBC) as levels in physical therapist students’ clinical reasoning processes.DesignThis study used an exploratory cross-sectional design.MethodsThe Reasoning 4 Change instrument was completed by 151 final-semester physical therapist students. Hierarchical multiple regression analyses for IC, FBA, and SBC were conducted. In the first step, curriculum orientation was inserted into the model; in the second step, self-rated knowledge, cognition, and metacognition; and in the third step, psychological factors.ResultsAll independent variables except contextual factors explained 37% of the variance in the outcome of IC. Curriculum orientation explained 3%, cognitive and metacognitive factors an additional 22%, and attitudes another 15%. Variance in the outcomes of FBA and SBC were explained by curriculum orientation only (FBA change in R2 = 0.04; SBC change in R2 = 0.05). Higher scores of the dependent variables were associated with a curriculum having behavioral medicine competencies.LimitationsThe limitations of this study are that it was cross-sectional.ConclusionsCognitive and metacognitive capabilities and skills and positive attitudes are important predictors of physical therapist students’ clinical reasoning focused on behavior change at the IC level. Curricula with behavioral medicine competencies are associated with positive outcomes at all clinical reasoning levels.

scholarly journals The effect of curricula approaches to the development of the student’s clinical reasoning ability

Curationis ◽  
2005 ◽  
Vol 28 (2) ◽  
Author(s):  
T Khanyile ◽  
F Mfidi
Keyword(s):  
Nursing Students ◽  
Clinical Reasoning ◽  
Survey Design ◽  
Traditional Approach ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jump Exercise ◽  
Significant Difference

A comparative analysis was undertaken using descriptive and cross sectional survey design, to explore the effect of Problem Based Learning and Traditional approach on the development of clinical reasoning abilities of nursing students. Using quota sampling, a sample of 87 subjects was used from two University Nursing Departments, each using these curricula approaches. Students from their first, second and fourth year were interviewed, using the Triple Jump Exercise as an instrument to collect data. Data analysis using the SAS computer software package was employed to obtain both descriptive and statistical summarizations. Though descriptive analysis of the scores of clinical reasoning showed a slight difference between the two curricular approaches, this was not confirmed statistically as the two factor ANOVA and Tukey’s methods revealed no significant differences by approaches. The only significant difference was revealed between the students’ levels of study with senior levels (4th years) outperforming their juniors. These findings therefore conclude that, students using Problem Based Learning and Traditional approach perform on a similar level in clinical reasoning.

Defining Entry-Level Practice in Acute Care Physical Therapist Practice

2017 ◽  
Vol 8 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Kristin Greenwood ◽  
Eric Stewart ◽  
Melissa Hake ◽  
Erin Milton ◽  
Lauren Mitchell ◽  
...  
Keyword(s):  
Acute Care ◽  
Physical Therapist ◽  
Entry Level

scholarly journals Clinical Reasoning in Musculoskeletal Practice: Students' Conceptualizations

2009 ◽  
Vol 89 (5) ◽  
pp. 430-442 ◽  
Author(s):  
Paul Hendrick ◽  
Carol Bond ◽  
Elizabeth Duncan ◽  
Leigh Hale
Keyword(s):  
Qualitative Research ◽  
Clinical Reasoning ◽  
Physical Therapist ◽  
Cross Sectional ◽  
Critical Dimensions ◽  
Cross Sectional Design ◽  
Stage Analysis ◽  
Problem Patient ◽  
Cross Category Analysis

BackgroundQualitative research on physical therapist students' conceptualizations of clinical reasoning (CR) is sparse.ObjectivesThe purpose of this study was to explore CR from students' perspectives.DesignFor this study, a qualitative, cross-sectional design was used.MethodsThirty-one students were randomly selected from years 2, 3, and 4 of an undergraduate physical therapist program in New Zealand. Students were interviewed about their understanding of CR and how they used it in practice in a recent musculoskeletal placement. Interviews were recorded and transcribed verbatim. A 3-stage analysis included the categorization of students' conceptualizations on the basis of the meaning and the structure of each experience and the identification of cross-category themes.ResultsFive qualitatively different categories were identified: A–applying knowledge and experience to the problem, patient, or situation; B–analyzing and reanalyzing to deduce the problem and treatment; C–rationalizing or justifying what and why; D–combining knowledge to reach a conclusion; and E–problem solving and pattern building. Cross-category analysis revealed 5 general themes: forms of CR, spatiotemporal aspects, the degree of focus on the patient, attributions of confidence, and the role of clinical experience.ConclusionsCategories formed a continuum of CR from less to more sophistication and complexity. Students were distributed evenly across categories, except for category E, which included only students from years 3 and 4. Each category comprised a logical, coherent experiential field. The general themes as critical dimensions suggest a new way of exploring CR and suggest a possible pathway of development, but further research is required. These findings have implications for teaching and the development of physical therapy curricula.

scholarly journals Physical Therapy Faculty, Clinical Instructors, and Employer Expectations for New DPT Graduates in the Acute Care Setting

2019 ◽  
Author(s):  
Leah Nof ◽  
Claudia Gazsi ◽  
Shari Rone-Adams ◽  
Debra Stern
Keyword(s):  
Physical Therapy ◽  
Acute Care ◽  
Delphi Study ◽  
Physical Therapists ◽  
Problem Solver ◽  
Clinical Instructors ◽  
Entry Level ◽  
New Graduates ◽  
New Graduate ◽  
Physical Therapy Faculty

Purpose: The purpose of this study was to determine how the expectations of new graduate physical therapists held by physical therapy faculty (PTF), clinical instructors (CIs), and employers (PTE) compared in the acute care (AC) setting, and determine if graduates are meeting the entry-level expectations of the three stakeholders in acute care. Methods: This mixed method study used Survey Monkey to gather data from participants. Faculty, CIs and PTEs were recruited from CAPTE accredited DPT programs. The current survey used the top 25 characteristics developed by the Delphi study by Gazsi to determine level of agreement of importance among the three participant groups for entry-level performance in acute care. Results: The study had 399 participants. Of the 25 characteristics, 7 were ranked most important by more than 75% of all participant groups combined. Two characteristics – safe and reliable – were consistently ranked highest by all 3 participant groups. Four significant differences among groups were for the characteristics of recognition of red flags, critical thinker, problem solver, and team player. A majority (82.4%) reported that new graduates were meeting expectations. Conclusions: Although the majority of participants reported that new graduates were meeting expectations, the implication of differences in expectations among some of the participants is that these differences should be considered in curricula development.

scholarly journals Clinical Reasoning: Survey of Teaching Methods, Integration, and Assessment in Entry-Level Physical Therapist Academic Education

2016 ◽  
Vol 97 (2) ◽  
pp. 175-186 ◽  
Author(s):  
Nicole Christensen ◽  
Lisa Black ◽  
Jennifer Furze ◽  
Karen Huhn ◽  
Ann Vendrely ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Teaching Methods ◽  
Physical Therapist ◽  
Academic Education ◽  
Entry Level

Effects of Incivility in Clinical Practice Settings on Nursing Student Burnout

2014 ◽  
Vol 11 (1) ◽  
pp. 145-154 ◽  
Author(s):  
Yolanda Babenko-Mould ◽  
Heather K. S. Laschinger
Keyword(s):  
Nursing Students ◽  
Acute Care ◽  
Survey Design ◽  
Staff Nurses ◽  
Care Practice ◽  
Practice Setting ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Student Burnout

AbstractAims. To examine the relationship between nursing students’ exposure to various forms of incivility in acute care practice settings and their experience of burnout. Background. Given that staff nurses and new nurse graduates are experiencing incivility and burnout in the workplace, it is plausible that nursing students share similar experiences in professional practice settings. Design and sample. A cross-sectional survey design was used to assess Year 4 nursing students’ (n=126) perceptions of their experiences of incivility and burnout in the clinical learning environment. Methods. Students completed instruments to assess frequency of uncivil behaviors experienced during the past six months from nursing staff, clinical instructors, and other health professionals in the acute care practice setting and to measure student burnout. Results. Reported incidences of incivility in the practice setting were related to burnout. Higher rates of incivility, particularly from staff nurses, were associated with higher levels of both components of burnout (emotional exhaustion and cynicism).

scholarly journals Qualitative Analysis of Student Physical Therapist Reflective Writing: Does an Interprofessional Discharge Planning Simulation Increase their Understanding of the Role they play In Discharge Planning?

2020 ◽  
Author(s):  
Leslie Smith ◽  
Benjamin Sachs ◽  
Karen Berg ◽  
Megan Keiser ◽  
Laura Smith ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Qualitative Analysis ◽  
Acute Care ◽  
Physical Therapists ◽  
Discharge Planning ◽  
Physical Therapist ◽  
Reflective Writing ◽  
Main Theme ◽  
Entry Level

Purpose: The Core Competencies for Entry-Level Practice in Acute Care Physical Therapy provides an expectation of entry-level practice in acute care for physical therapists including discharge planning (DP). Physical therapists (PT), despite having appropriate clinical reasoning and unique skills for determining the functional abilities of patients, are less often a part of the DP process. The purpose of this study was to determine, by use of qualitative analysis of reflective writing, if an interprofessional discharge planning simulation will increase students’ understanding of the role of physical therapy in DP. Methods: Students from physical therapy (n=57), undergraduate nursing (n=36), graduate nurse practitioners (n=2), and social work (n=37) participated in a simulation enhanced interprofessional education (Sim-IPE) DP meeting utilizing simulated participants. DPT students were required to complete a reflection paper on this activity. Reflection papers were reviewed and analyzed to identify trends and main themes regarding the role of physical therapist in the discharge planning process. In addition, and sub-themes were then identified through secondary analysis. Results: Three main themes and seven sub-themes were established based on the direct responses to the reflective questions. The first main theme was that it is imperative to identify the main discharge issue particularly as it relates to patient safety and fall risk and to resolve this issue through the DP process. The second main theme was understanding the roles and responsibilities of an interprofessional DP team. The third theme was the identification of the gaps in knowledge with a lack of understanding of the DP process and insurance regulations. Conclusions: DPT students’ gained better understanding of the PT’s role on the healthcare team as it relates to DP; however, there was a belief that other professions were unaware of the PT’s role. The use of a Sim-IPE DP meeting may improve knowledge regarding the discharge process and the role of the PT.

scholarly journals Tobacco Cessation Counseling Training in US Entry-Level Physical Therapist Education Curricula: Prevalence, Content, and Associated Factors

2014 ◽  
Vol 94 (9) ◽  
pp. 1294-1305 ◽  
Author(s):  
Rose M. Pignataro ◽  
Matthew J. Gurka ◽  
Dina L. Jones ◽  
Ruth E. Kershner ◽  
Patricia J. Ohtake ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Health Care Professionals ◽  
Tobacco Cessation ◽  
Physical Therapist ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Entry Level ◽  
Physical Therapist Education ◽  
Therapist Education

BackgroundThe US Public Health Service (USPHS) recommends tobacco cessation counseling (TCC) training for all health care professionals. Within physical therapist practice, smoking can have adverse effects on treatment outcomes in all body systems. In addition, people with physical disabilities have a higher smoking prevalence than the general population, creating a strong need for tobacco cessation among physical therapy clientele. Therefore, TCC training is an important component of entry-level physical therapist education.ObjectiveThe aims of this study were: (1) to determine need for TCC training within entry-level physical therapist education and (2) to identify potential barriers to implementation of USPHS guidelines in the academic environment.DesignA descriptive cross-sectional survey was conducted.MethodsDirectors or academic coordinators of clinical education from entry-level physical therapist programs (N=204) were surveyed using an online instrument designed specifically for this study. Data regarding program and faculty characteristics, tobacco-related training content, and faculty opinions toward TCC in both physical therapist practice and education were analyzed descriptively.ResultsThe response rate was 71%. A majority (60%) of programs indicated inclusion of tobacco-related training, most commonly 1 to 2 hours in duration, and of these programs, 40% trained students in the implementation of USPHS clinical guidelines for TCC.LimitationsData analyses were constrained by limited or missing data in some areas. A single faculty member completed the survey for each program.ConclusionsThere is a need for TCC training in entry-level physical therapist education. Inclusion may be facilitated by addressing perceived barriers toward TCC as a component of physical therapist practice and promoting the relevance of TCC as it relates to intended outcomes of physical therapy interventions.

Peer Assisted Study Sessions and Student Performance: The Role of Academic Engagement, Student Identity, and Statistics Self-efficacy

2017 ◽  
Vol 16 (1) ◽  
pp. 144-163 ◽  
Author(s):  
Jason Spedding ◽  
Amy J Hawkes ◽  
Matthew Burgess
Keyword(s):  
Student Performance ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Survey Design ◽  
Performance Outcomes ◽  
Sensitive Period ◽  
Student Identity ◽  
Course Performance ◽  
Cross Sectional ◽  
Academic Benefits

The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively share knowledge and solve course-related tasks. To date there has been limited empirical exploration into how PASS enhances student performance outcomes. To amend this gap, the current study used both a cross-sectional ( n = 264) and a matched longitudinal ( n = 76) survey design, combined with PASS attendance and course performance data, to investigate three psychological mechanisms that may mediate these effects: increased academic engagement, a positive student identity, and increased statistics self-efficacy. Sampling a first-year psychology cohort enrolled in an introductory statistics course, both cross-sectional and longitudinal analyses found a positive relationship between PASS attendance and academic performance. Furthermore, self-efficacy mediated the relationship between PASS attendance and student performance.

Sign in / Sign up

Export Citation Format

Share Document