“They put you on your toes”: Physical Therapists' Perceived Benefits from and Barriers to Supervising Students in the Clinical Setting

Davies, Robyn; Hanna, Elizabeth; Cott, Cheryl

doi:10.3138/ptc.2010-07

Cited by 63 publications

(70 citation statements)

References 26 publications

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“…4 Reported barriers include managing time constraints and coping with challenging students. 5 Although early physiotherapy research identified that student clinical placements within healthcare services enhance overall productivity, 6 quantitative data identifying student contribution to service delivery are limited. These data would be valuable to inform health policy, planning and resourcing requirements of clinical placements, as well as enhancing capacity and skill to provide quality clinical education.…”

Section: Introductionmentioning

confidence: 99%

Clinical activity profile of preregistration physiotherapy students during clinical placements

Stoĭkov

Shardlow²,

Gooding³

et al. 2018

Aust. Health Review

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Objective. The aim of the present study was to determine the clinical activity profile of preregistration physiotherapy students during clinical placements and their clinical activity contribution to health service delivery.Methods. Clinical activity data for 2014 were obtained from five Queensland public sector hospitals providing preregistration physiotherapy students clinical education in three key clinical areas (cardiorespiratory, musculoskeletal and neurological) over four 5-week placement blocks. Data regarding the number of student occasions of service (OOS) and the length of the OOS (LOOS) were collected to determine the average OOS and LOOS per student in each clinical area.Results. Twenty weeks of student data were collected from each hospital in each clinical area, representing 29.1% of cardiorespiratory, musculoskeletal and neurorehabilitation student placements. Students completed 19 051 OOS. The average OOS per student per block for cardiorespiratory, musculoskeletal and neurorehabilitation placements was 98.3, 74.0 and 72.4 respectively. Two-way ANOVA revealed a main effect of weeks (F = 402.1, P < 0.001) and clinical area (F =1331.5, P < 0.001) for LOOS.In addition, an interaction was found between clinical placement week and clinical area for LOOS (F = 8.4, P < 0.001).Conclusions. Student clinical activity data are useful for understanding the student contribution to health services. Student contribution appears to increase throughout the clinical placement and consideration should be given to the clinical educator : student ratio to enhance overall student contribution.What is known about the topic? Quantitative data describing physiotherapy student clinical care activity during placements are limited. What does this paper add? This paper profiles physiotherapy student clinical care activity and the changes occurring over 5-week placements. What are the implications for practitioners? Physiotherapy students provide clinical activity for health services that changes over their 5-week placement. Student clinical activity should be considered when responding to placement demand and planning service delivery.

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Section: Introductionmentioning

confidence: 99%

Clinical activity profile of preregistration physiotherapy students during clinical placements

Stoĭkov

Shardlow²,

Gooding³

et al. 2018

Aust. Health Review

View full text Add to dashboard Cite

show abstract

“…Similarly, patients became involved in the students' education and subsequently increased their own knowledge. 39 Future research should investigate the influence of athletic training students on patient outcomes.…”

Section: Benefits Of Being a Preceptormentioning

confidence: 99%

Preceptors' Perceptions of the Preparation and Qualifications for the Preceptor Role

Nottingham

2015

Athletic Training Education Journal

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Context: The 2012 Commission on Accreditation of Athletic Training Education (CAATE) standards include several changes that allow more institutional autonomy when determining the qualifications and preparation of preceptors. Clinical education coordinators (CECs) must make educated decisions in this area, yet minimal research exists to guide their decisions.Objective: To investigate the preceptor's perceptions regarding the preparation and qualifications for their role.Design: Qualitative.Setting: Three undergraduate, CAATE-accredited athletic training programs.Patients or Other Participants: Seventeen preceptors (8 males, 9 females; 9.88 6 9.46 years of clinical experience; 5.06 6 3.92 years of clinical teaching experience) working in the college/university, rehabilitation clinic, and high school settings. Participants were recruited through the CECs of 3 institutions and selected through purposeful sampling. Data were collected until a variety of participant experiences were obtained and data saturation occurred.Main Outcome Measure(s): The researcher interviewed participants using an individual, in-person, and semistructured format. Interviews were recorded, transcribed verbatim, and analyzed using inductive coding with ATLAS.ti software. Trustworthiness was established with the use of source and site triangulation, member checking, and peer debriefing.Results: Four categories emerged from the data, including benefits, preparation, qualifications, and challenges of being a preceptor. While participants described it was beneficial to supervise students, they also faced several challenges, including balancing their responsibilities and keeping their knowledge current. Participants discussed that mentorship from other preceptors and past experiences as students were primary contributors to their roles as preceptors, whereas preceptor training and communication by the CEC could improve. Participants described that clinical experience, willingness to be a preceptor, and confidence were the main qualifications for becoming a preceptor.Conclusions: Clinical education coordinators should recruit confident clinicians with sufficient clinical experience to become preceptors along with ensuring adequate preparation of and communication with preceptors. Educators and researchers should consider the challenges faced by preceptors and develop strategies for overcoming these challenges.

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“…3 The fear of having a difficult or struggling student can be a deterrent to therapists who might otherwise offer to supervise a student. 4 Although there is no denying that a struggling student can demand more of a therapist's time and skills, can we be proactive to relieve this burden and perhaps lessen the fear? Are there ways to communicate this support to a potential clinical instructor that would help abate or lessen fears (and stress) before he or she makes the decision to offer an internship?…”

mentioning

confidence: 99%

Clinician's Commentary on Hall et al.

Davies

2016

Physiotherapy Canada

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“They put you on your toes”: Physical Therapists' Perceived Benefits from and Barriers to Supervising Students in the Clinical Setting

Cited by 63 publications

References 26 publications

Clinical activity profile of preregistration physiotherapy students during clinical placements

Clinical activity profile of preregistration physiotherapy students during clinical placements

Preceptors' Perceptions of the Preparation and Qualifications for the Preceptor Role

Clinician's Commentary on Hall et al.

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