Grbavac Vedrana, Naletilić Mladenka, Šimić Josip, Forbes Roma
Department of Physical Medicine and Rehabilitation, University Clinical Hospital Mostar, Ulica Kralja Tvrtka bb, 88000 Mostar, Bosnia and Herzegovina.
Faculty of Health Studies, University in Mostar, Zrinski Frankopan 34, 88000 Mostar, Bosnia and Herzegovina.
Healthcare (Basel). 2025 Jan 28;13(3):260. doi: 10.3390/healthcare13030260.
Patient education is a key aspect of physical therapy practice; however, the differences in how experienced and novice physiotherapists perceive and apply patient education practice remain underexplored. Understanding these differences influences training approaches and improves physical therapy practice quality. This research aims to determine the difference in self-reported patient education practice between experienced and novice physiotherapists. A previously published online survey instrument was used to collect data from physiotherapists employed in public health institutions in Bosnia and Herzegovina. The survey questions included demographic characteristics and questions about approaches to patient education, perceived importance, and factors contributing to skills development. Participants were recruited in two groups: experienced physiotherapists with work experience ≥ 11 years (n = 139) and novice physiotherapists with work experience ≤ 5 years (n = 45). Descriptive statistics, such as numbers and percentages, were used to summarize participant responses. Experienced physiotherapists more frequently provided advice on posture, movement correction, daily activity strategies, and pacing while addressing patient concerns and exploring perceptions ( < 0.05). In contrast, novice physiotherapists placed significantly greater value on continuing education courses, considering them an important factor in developing patient education skills ( < 0.05). Experienced physiotherapists prioritize patient education focusing on posture, movement, and self-care strategies compared to novice physiotherapists. However, novice physiotherapists place a higher importance role on continuous education. Identifying these differences may help tailor training and mentorship to improve physiotherapy practice, ensuring better patient outcomes.
患者教育是物理治疗实践的一个关键方面；然而，经验丰富的和新手物理治疗师在如何理解和应用患者教育实践方面的差异仍未得到充分探索。了解这些差异会影响培训方法并提高物理治疗实践质量。本研究旨在确定经验丰富的和新手物理治疗师在自我报告的患者教育实践方面的差异。使用先前发表的在线调查问卷从波斯尼亚和黑塞哥维那公共卫生机构雇佣的物理治疗师那里收集数据。调查问题包括人口统计学特征以及有关患者教育方法、感知重要性和技能发展促成因素的问题。参与者分为两组招募：工作经验≥11年的经验丰富的物理治疗师（n = 139）和工作经验≤5年的新手物理治疗师（n = 45）。描述性统计，如数字和百分比，用于总结参与者的回答。在解决患者担忧和探究看法时，经验丰富的物理治疗师更频繁地就姿势、运动矫正、日常活动策略和节奏提供建议（<0.05）。相比之下，新手物理治疗师更看重继续教育课程，认为它们是培养患者教育技能的一个重要因素（<0.05）。与新手物理治疗师相比，经验丰富的物理治疗师将重点关注姿势、运动和自我护理策略的患者教育放在优先位置。然而，新手物理治疗师更重视继续教育。识别这些差异可能有助于定制培训和指导以改善物理治疗实践，确保更好的患者治疗效果。
