Essential Characteristics of Quality Clinical Education Experiences: Standards to Facilitate Student Learning

Recker-Hughes, Carol; Wetherbee, Ellen; Buccieri, Kathleen M.; FitzpatrickTimmerberg, Jean; Stolfi, Angela

doi:10.1097/00001416-201400001-00009

Cited by 58 publications

(73 citation statements)

References 52 publications

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Section: Introductionmentioning

confidence: 99%

“…1 In the discipline of physiotherapy, a clinical placement experience involves a student completing workplace education while supervised by a physiotherapist, referred to as a clinical supervisor. 1 Clinical placement allows students to apply theoretical knowledge, as well as develop communication, clinical reasoning and professional skills. [2][3][4] Throughout clinical placements, students assess and manage patients with a range of health conditions, in a variety of clinical settings and geographical locations.…”

Section: Introductionmentioning

confidence: 99%

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The changing landscape of physiotherapy student clinical placements: An exploration of geographical distribution and student performance across settings

Johnston

Newstead

Sanderson

et al. 2016

Aust J Rural Health

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The changing distribution of physiotherapy clinical placements may be reflective of increasing student numbers and greater efforts to support students completing rural and remote placements. This change may lead to a positive effect on the rural and remote physiotherapy workforce. Further research is required to determine the specific training and support needs of students and clinical educators in rural and remote settings.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The changing landscape of physiotherapy student clinical placements: An exploration of geographical distribution and student performance across settings

Johnston

Newstead

Sanderson

et al. 2016

Aust J Rural Health

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“…1–7 By developing students' professional socialization, 8 CE helps to prepare them for entry into the workforce. 6 Integral to CE is the willingness of supervising physiotherapists, or clinical instructors (CIs), to provide quality placement experiences.…”

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confidence: 99%

“…A meaningful and positive learning environment is created when CIs have time available for discussion and provision of feedback, form good interpersonal relationships with their students, and are enthusiastic about teaching. 7 …”

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confidence: 99%

“…1,7,9,10 Staff shortages, increased patient acuity and health care complexity, reorganizations of health care delivery, and lack of funding have reduced clinical placement opportunities. 10–12 In addition, anecdotal reports have indicated that the Clinical Performance Instrument (CPI), 13 currently used to evaluate students on clinical placements in Canada, has a negative impact on physiotherapists' willingness to supervise students.…”

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confidence: 99%

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An Exploration of Canadian Physiotherapists' Decisions about Whether to Supervise Physiotherapy Students: Results from a National Survey

Hall

Poth²,

Manns

et al. 2016

Physiotherapy Canada

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Purpose: To explore Canadian physiotherapists' perceptions of the factors that influence their decisions whether to supervise students in clinical placements. Methods: Using accepted survey development methodology, a survey was developed and administered to 18,110 physiotherapists to identify which factors contribute to the decision to supervise students. The survey also gave respondents opportunities to provide comments; these were analyzed via directed content analysis, using the factors identified in an exploratory factor analysis as an organizing structure. Results: A representative sample of 3,148 physiotherapists responded to the survey. Qualitative analysis of respondent comments provided a rich understanding of the factors contributing to the decision on whether to supervise students, which centred on themes related to stress, workplace productivity, the evaluation instrument, student preparation, and physiotherapists' professional roles and responsibilities. Challenges specific to loss of income and the ethics of charging for student services in private practice were also identified. Conclusions: Supervising students can be stressful, and stress is perceived by respondents to be most influential in deciding whether to supervise students. Effective supervisor training may mitigate some of the stresses related to supervising students. A collaborative approach involving all stakeholders is needed to resolve the issues of student placement capacity.

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Physiotherapy student clinical placements in Australian private practice: Patient‐reported outcomes with supervised student care

Chia

Gomersall

Fooken

et al. 2021

Physiotherapy Res Intl

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Background and purpose The sustainability of physiotherapy clinical placements is an ongoing challenge, yet there is potential to increase placement capacity within the private practice sector. Barriers to hosting students, including perceived impacts on patient care, reportedly limit the uptake of hosting students within this setting. This study aimed to evaluate the effect of physiotherapy student involvement on patient‐reported Global Rating of Change (GRoC) in Australian physiotherapy private practice care. Methods A cross‐sectional, patient survey study was conducted in three private physiotherapy practices over two 5‐week periods. At their completion of care, participants completed the survey seeking demographic information, GRoC and aspects of care including number of consultations involving students, proportion of physiotherapy time involving students and frequency of student involvement in treatment delivery. After accounting for clinic‐level differences, ordinal logistic regression analyses were performed to explore the impact of supervised student care on GRoC. Results 119 participants across three practices completed the survey. There were no significant associations between patient‐reported GRoC and: (1) student involvement in patient care; (2) number of consultations involving students; (3) proportion of physiotherapy time involving students; or (4) frequency of student involvement in treatment delivery (p > 0.05). Conclusions Supervised student care in private physiotherapy practice does not appear to have a detrimental impact on patient‐reported outcomes. These findings may address concerns relating to student involvement in patient care within this setting. Future research should address economic and service delivery impacts of supervised student care on private practices.

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Essential Characteristics of Quality Clinical Education Experiences: Standards to Facilitate Student Learning

Cited by 58 publications

References 52 publications

The changing landscape of physiotherapy student clinical placements: An exploration of geographical distribution and student performance across settings

The changing landscape of physiotherapy student clinical placements: An exploration of geographical distribution and student performance across settings

An Exploration of Canadian Physiotherapists' Decisions about Whether to Supervise Physiotherapy Students: Results from a National Survey

Physiotherapy student clinical placements in Australian private practice: Patient‐reported outcomes with supervised student care

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