Knowledge, skills and professional behaviours needed for occupational therapists and physiotherapists new to work-related practice

Adam, Kerry; Gibson, Elizabeth; Strong, Jenny; Lyle, Alexandra

doi:10.3233/wor-2011-1134

Cited by 18 publications

(4 citation statements)

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“…We also found that in at least one hospital, score for 8 core competencies: Were significantly higher for therapists than for nurses, which indicated they are essential for therapists. This is consistent with reports [9,11,36,37] that core competencies [4][5][6] are required for therapists in clinical settings. Furthermore, in a clinical setting, therapists usually and frequently deal with patients under with high pressure and tension [8,36].…”

Section: Discussionsupporting

confidence: 92%

Coherence Coefficient of Core Competencies used Predict Job Performance for Medical Employees in a Hospital

Chien

2018

GJARM

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Background: To investigate whether coherence coefficients of core competencies can predict job performance for rehabilitation-related therapists in a hospital. Methods: Rehabilitation-related therapists (n = 133) from 3 hospitals in southern Taiwan were enrolled for this competency survey using the Web Competencies Assessment System developed by 1111 Job Bank in Taipei. A t test was used to examine mean differences between the system's 15 core competencies and demographic variables. Regression analysis was used to inspect the association between the personal coherence coefficient of the core competencies and job performance. Result: The participant's core competencies were Job Control, Conscientiousness, Executive Ability, Self-Enhancement, Stress Tolerance, Optimism, and Customer Relationships. Their scores were higher than those of the reference group (nurses). The coherence coefficient can significantly predict job performance. Conclusion: The coherence coefficients of core competencies associated with their own worksite were beneficial for recruiting and hiring new employees, and for career development. The coefficient of core competencies can be used to promote and train future rehabilitation department supervisors.

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Section: Discussionsupporting

confidence: 92%

Coherence Coefficient of Core Competencies used Predict Job Performance for Medical Employees in a Hospital

Chien

2018

GJARM

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“…New‐graduate physiotherapists often report gaps in communication skills, knowledge of the health industry and difficulty coping with the demands of the new workplace environment during the transition to clinical practice (Atkinson & McElroy, 2016; Black et al, 2010; Hunt, Adamson, & Harris, 1998). This is compounded by a perceived lack of readiness relating to their clinical skills, problem solving and time management (Adam, 2013). Similarly, reports from employers describe that new‐graduate physiotherapists are often not well prepared for several domains of practice including communication, management of a clinical caseload and managing patients with complex needs (Atkinson & McElroy, 2016; Sole et al, 2012; Solomon & Miller, 2005; Wells, 2017).…”

Section: Introductionmentioning

confidence: 99%

An exploration of workplace mentoring preferences of new‐graduate physiotherapists within Australian practice

Forbes

Lao

Wilesmith

et al. 2020

Physiotherapy Res Intl

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Background and Purpose The transition from student to physiotherapist involves a steep learning curve typically characterised by stress, anxiety and a lack of confidence in clinical and professional skills. Workplace mentoring is widely used to mediate this transition. The aim of this study was to explore new‐graduate physiotherapists' preferences for workplace mentoring and perceived characteristics of effective mentoring to mediate workplace transition. Methods A qualitative study with a general inductive thematic approach was used. Semi‐structured interviews of 15 employed new‐graduate physiotherapists were undertaken within their first 3–6 months of clinical practice. Results Four themes emerged that were associated with effective mentoring from the new‐graduates’ perspective: (1) accessibility of mentoring and support, (2) the ideal mentor, (3) individualised to the mentee and (4) desire for self‐determination. Discussion and Conclusion This study is the first to explore new‐graduate physiotherapists' preferences for workplace mentoring in their transition into the workplace and clinical practice. It has identified important characteristics of physiotherapists and other clinicians who support the transition of new‐graduate physiotherapists into the practice setting. Enhancing workplaces through support for the development of these characteristics can contribute to the effective integration of the newest members of the profession and may enhance their development and retention in practice.

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“…The frequency of communication-related topics in students' reflections also echoed OT and PT professions' emphasis on this concept. Previous research has reported that topics related to communication were emphasised in the Canadian physical therapy curriculum (Murphy et al, 2018) and in PT and PT settings (Adam et al, 2011;Hudon et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

Parsa

Murphy

Drynan

et al. 2021

IJPBL

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Professionalism is one of the core competencies for occupational and physical therapists. However, difficulty in providing clear definitions of core professional values and behaviours makes professionalism a complex concept to teach. Most proposed frameworks for defining the concept are theoretical or have focused on the academics’ and clinicians’ perspectives; evidence from students’ experiences is lacking. The purpose of this study was to develop a framework to define the concept of professionalism from occupational therapy (OT) and physical therapy (PT) students’ perspectives through analysis of their reflections. The study was a retrospective content analysis of OT and PT students’ reflections completed during clinical placements from 2014-2015 academic years. Sixty students (30 PT and 30 OT) were randomly sampled and one anonymized reflection of each of these students was selected. The qualitative content analysis was initiated by applying a deductive approach using previously presented frameworks to define professionalism. Four themes emerged which resulted in a new framework to define professionalism from students’ perspectives. The emergent themes included the effect of context, the relational dimension, personal dimension, and societal dimension. Students considered context an overarching factor influencing all dimensions of professionalism. Although their perceptions of professionalism were comparable to other presented frameworks, they primarily focused on the relational and personal dimensions of professionalism. The results of this study indicate that OT and PT students consider professionalism as a multi-dimensional and context-specific concept. Despite understanding contextual barriers, at this stage of their professional identity development, students tried to adhere to ethics, and professional values and responsibilities.

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Knowledge, skills and professional behaviours needed for occupational therapists and physiotherapists new to work-related practice

Cited by 18 publications

References 0 publications

Coherence Coefficient of Core Competencies used Predict Job Performance for Medical Employees in a Hospital

Coherence Coefficient of Core Competencies used Predict Job Performance for Medical Employees in a Hospital

An exploration of workplace mentoring preferences of new‐graduate physiotherapists within Australian practice

Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

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