Physiotherapy Department, Princess Alexandra Hospital, Metro South Hospital and Health Service, 199 Ipswich Road, Woolloongabba, Queensland, Australia.
School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Banyo, Queensland, Australia.
Physiother Theory Pract. 2024 Jul;40(7):1579-1587. doi: 10.1080/09593985.2023.2187676. Epub 2023 Mar 7.
To understand the perspectives of physiotherapists on the contribution of students to the delivery of health services during clinical placements.
Focus groups with a semi-structured interview guide were completed separately with new graduate physiotherapists reflecting on their student experience and experienced physiotherapists from five Queensland public health-sector hospitals. Interviews were transcribed verbatim in preparation for thematic analysis. Interview manuscripts were read independently and initially coding completed. Codes were compared and further refinement of themes occurred. Themes were reviewed by two investigators.
There were 38 new graduate participants across nine focus groups and 35 experienced physiotherapists across six focus groups who participated in this study. Students participate in a range of activities during clinical placements some of which contribute to delivery of health services and others which support student learning. Three major themes were identified: 1) tangible student contribution; 2) non-tangible student contribution; and 3) factors that influence the student contribution.
Overwhelmingly, both new graduate and experienced physiotherapists felt that students do contribute to the delivery of health services however careful consideration of a variety of factors is necessary to maximize the student contribution.
了解物理治疗师对学生在临床实习期间对提供卫生服务贡献的看法。
对新毕业的物理治疗师进行焦点小组讨论，采用半结构化访谈指南，让他们回顾自己的学生经历，同时对来自昆士兰州五家公立卫生部门医院的有经验的物理治疗师进行焦点小组讨论。对访谈进行逐字转录，准备进行主题分析。对访谈手稿进行独立阅读，并完成初步编码。比较代码，并进一步完善主题。由两位研究人员对主题进行审查。
本研究共有 9 个焦点小组的 38 名新毕业参与者和 6 个焦点小组的 35 名有经验的物理治疗师参与。学生在临床实习期间参与各种活动，其中一些活动有助于提供卫生服务，而另一些活动则支持学生的学习。确定了三个主要主题：1）有形的学生贡献；2）无形的学生贡献；3）影响学生贡献的因素。
新毕业的和有经验的物理治疗师都认为学生确实对提供卫生服务做出了贡献，但需要仔细考虑各种因素，以最大限度地提高学生的贡献。
