scholarly journals The Effects of an AIDS Education Program on the Knowledge and Attitudes of Physical Therapy Students

2019 ◽  
pp. 1-7
Author(s):  
Jyoti Parle ◽  
Divya Mithel ◽  
Neha Kukreja
Keyword(s):  
Physical Therapy ◽  
Education Program ◽  
Physical Therapists ◽  
Educational Interventions ◽  
Aids Education ◽  
Physical Therapy Students ◽  
Aids Patients ◽  
Positive Attitudes ◽  
Immunodeficiency Syndrome ◽  
Aids Study

AIDS (acquired Immunodeficiency syndrome) is a fast spreading pandemic with global affection and has affected lives of multitudes in recent years. The purpose of this paper was to determine the effect of an AIDS education program on physical therapy students’ knowledge about AIDS, attitudes towards people with AIDS and willingness to treat AIDS patients. A sample of 50 physical therapy students’ aged 22 to 28 volunteered to participate in this study. All subjects were pretested and posttested together with an AIDS study questionnaire. The subject group demonstrated an improvement in knowledge about AIDS (56%) and positive attitudes towards AIDS patients (16%), although the students’ willingness to provide services for AIDS patients remained unchanged following the AIDS education program. Further study of other levels of physical therapists or physical therapy students, measurement of actual clinical behaviours and comparisons of different educational interventions are needed.

scholarly journals Weight Stigmatization among Physical Therapy Students and Registered Physical Therapists

Obesity Facts ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 104-116
Author(s):  
Michal Elboim-Gabyzon ◽  
Karin Attar ◽  
Smadar Peleg
Keyword(s):  
Physical Therapy ◽  
Physical Therapists ◽  
Physical Therapy Students ◽  
Weight Stigmatization

scholarly journals Determinants of Guideline Use in Primary Care Physical Therapy: A Cross-Sectional Survey of Attitudes, Knowledge, and Behavior

2014 ◽  
Vol 94 (3) ◽  
pp. 343-354 ◽  
Author(s):  
Susanne Bernhardsson ◽  
Kajsa Johansson ◽  
Per Nilsen ◽  
Birgitta Öberg ◽  
Maria E.H. Larsson
Keyword(s):  
Primary Care ◽  
Physical Therapy ◽  
Physical Therapists ◽  
Multiple Logistic Regression Analysis ◽  
Easy Access ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Positive Attitudes ◽  
And Behavior

BackgroundUnderstanding of attitudes, knowledge, and behavior related to evidence-based practice (EBP) and use of evidence-based clinical practice guidelines in primary care physical therapy is limited.ObjectivesThe objectives of this study were: (1) to investigate self-reported attitudes, knowledge, behavior, prerequisites, and barriers related to EBP and guideline use among physical therapists in primary care and (2) to explore associations of self-reported use of guidelines with these social cognitive factors along with demographic and workplace characteristics.DesignThis was a cross-sectional survey.MethodsA web-based survey of 419 physical therapists in primary care in western Sweden was performed. Multiple logistic regression analysis was performed to examine factors associated with guideline use.ResultsThe response rate was 64.7%. Most respondents had positive attitudes toward EBP and guidelines: 90% considered EBP necessary, and 96% considered guidelines important. Approximately two thirds reported confidence in finding and using evidence. One third reported being aware of guidelines. Thirteen percent knew where to find guidelines, and only 9% reported having easy access to guidelines. Fewer than half reported using guidelines frequently. The most important barriers to using guidelines were lack of time, poor availability, and limited access to guidelines. Young age and brief work experience were associated with positive attitudes toward EBP. A postgraduate degree was associated with higher application of EBP. Positive attitudes, awareness of guidelines, considering guidelines to facilitate practice, and knowing how to integrate patient preferences with guideline use were associated with frequent use of guidelines.LimitationsData were self-reported, which may have increased the risk of social desirability bias.ConclusionsUse of guidelines was not as frequent as could be expected in view of the positive attitudes toward EBP and guidelines among physical therapists. Awareness of and perceived access to guidelines were limited. The identified determinants can be addressed when developing guideline implementation strategies.

scholarly journals Ranking of the Generic Abilities among Baby Boomer, Generation X, and Millennial Physical Therapists and Physical Therapy Students

2019 ◽  
Author(s):  
Catherine Noonan ◽  
Jennifer Bunn ◽  
Heidi Shearin
Keyword(s):  
Physical Therapy ◽  
Stress Management ◽  
Generation X ◽  
Generational Differences ◽  
Physical Therapists ◽  
Physical Therapy Students ◽  
Practice Setting ◽  
Years Of Experience ◽  
Professional Behaviors ◽  
Significant Difference

Background: The events and social conditions experienced by a generational cohort are thought to shape values and behaviors. Numerous studies have correlated generational differences with unique professional behaviors and educational preferences. However, few studies have examined this theory in the practice of physical therapy. Purpose: The purpose of this study was to assess generational differences in ranking of the Generic Abilities, a tool for assessing professional behaviors, as used in physical therapy in the United States of America. Methods: An online survey including demographic information, region of residence, years of experience, and ranking of Generic Abilities was sent via email to clinical partners and diverse regional university physical therapy education programs. Comparisons of ranking between generations, sex, geographical region, years of experience, and practice setting were evaluated using a Kruskal-Wallis H Test. Results: Overall, all generations ranked professional behaviors similarly. Stress management was the only Generic Ability with a significant difference between generations (p = 0.001). Millennials ranked stress management higher than both Generation X (p = 0.010) and Baby Boomers (p = 0.023). There was a significant difference in rankings by years of experience for professionalism (p = 0.028) and stress management (p = 0.010). There was no statistical difference in rankings by sex, practice setting, race, educational and career status, or geographical region. Conclusion: With only one statistically significant exception, physical therapists and physical therapy students, regardless of generation, rank the Generic Abilities similarly, indicating that professional values may supersede those of a particular generation. Higher ranking of stress management among Millennials may indicate needs that impact career longevity. This knowledge can be utilized by educators and employers to implement strategies to improve success as younger generations progress through the work force.

We Don’t Know our Own Strength: A Survey of Strength Training Attitudes, Behaviors and Knowledge in Physical Therapists and Physical Therapist Students

2021 ◽  
Author(s):  
Reed Handlery ◽  
Emma Shover ◽  
Thavi Chhoun ◽  
Lauren Durant ◽  
Kaci Handlery ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Strength Training ◽  
Professional Education ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
Physical Therapy Students ◽  
Physical Therapy Education ◽  
Education Participation ◽  
Therapy Education

Abstract Objective Strength training is frequently utilized by physical therapists; however, there has been discussion about whether physical therapists utilize strength training adequately. The purpose of this study was to describe and compare the strength training attitudes, behaviors, and knowledge of physical therapists and physical therapy students and to determine how participant characteristics influenced knowledge scores. Methods An anonymous survey was created in 3 rounds. For round 1, researchers used textbooks to create items assessing demographics, attitudes, behaviors, and knowledge regarding strength training. Rounds 2 and 3 consisted of feedback from 7 content experts until 80% consensus was reached; items were added, removed, or edited based on feedback. The final survey was distributed through social media, list servs, and email, targeting physical therapists and students based in the United States. Response frequencies for all items were reported. Overall knowledge scores were calculated by summing correct responses for each item, with a maximum score of 13; scores <70% were considered low. Binomial logistic regression determined which characteristics (demographics, attitudes, or behaviors) influenced whether participants adequately utilized strength training principles (scored ≥70% on knowledge items). Results There were 777 physical therapist and 648 student participants. Nearly 90% of therapists and students reported frequently prescribing strength training. Over 48% of therapists felt their professional education did not prepare them to apply strength training (compared with 24% of students), and 68% believed that strength training is inadequately applied in physical therapy (compared with 40% of students). Sixty-two percent of therapists and 55% of students scored ≥70% for knowledge items. Additional strength training education and regular participation in strength training increased the odds of scoring ≥70% on knowledge items. Conclusions Physical therapists and physical therapy students frequently prescribe strength training, despite similarly low knowledge scores. To increase knowledge, greater emphasis on strength training in professional education, continuing education, participation in strength training, or all 3 is warranted. Impact Strength training is an important intervention used in physical therapy and must be used appropriately to improve the health of patients. According to these findings, strength training education may not currently be optimal, as demonstrated by low knowledge scores by both therapists and students. Further work is needed to determine how knowledge of strength training relates to patient outcomes and also how best to implement strength training in physical therapy education and practice.

scholarly journals The Development of Narrative Reasoning: Student Physical Therapists’ Perceptions of Patient Stories

2016 ◽  
Author(s):  
Kathryn Nesbit ◽  
Kenneth Randall ◽  
Toby Hamilton
Keyword(s):  
Therapeutic Alliance ◽  
Developmental Process ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Educational Interventions ◽  
Current Theory ◽  
First Year ◽  
Physical Therapy Students ◽  
Team Members ◽  
Clinical Narrative

Narrative reasoning is an inductive cognitive strategy used to understand patients’ experiences with illness within the biosocial context of their lives. The purpose of this study is to examine the meaning of the patient’s illness experience to physical therapist students and propose a theory of narrative reasoning development in these novice clinicians.The data collected from twenty-one first year physical therapy students consisted of narratives written during their clinical internships describing a patient’s experience with illness and post-internship interviews telling the patient’s story. Data were analyzed in a process of constant comparison, evolving codes, and researcher memoing using both grounded theory and narrative analyses. Themes that emerged in open coding and core categories were validated in selective coding. In the final stage of theoretical coding, relationships between the saturated core categories and relevance to current theory were established. The final result was a model of the development of narrative reasoning, illustrating contributions to current theory. The main themes that emerged from the data related to the novice therapist’s development of narrative reasoning were in four areas: perspective, clinical narrative focus, reflective skills, and therapeutic alliance. The theoretical model advanced by this study is a recursive, spiraling developmental process of narrative reasoning through phases that are influenced by drivers and/or barriers. The process includes co-construction of narrative reasoning through encounters with patients, families, clinical instructors and other team members. Establishing a therapeutic alliance is a pivotal point in the development of narrative reasoning and is based on an empathic perspective and strengthened through a reflective approach. In conclusion, this study contributes to the understanding of the development of narrative reasoning. This model of narrative reasoning in student physical therapists has implications for educational interventions aimed at providing learning experiences that parallel the development of narrative reasoning.

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