Physiotherapy student learning experiences on clinical placement

    Research output: ThesisMaster's Thesis

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    Abstract

    [Truncated abstract] One response to the shortage of physiotherapists in Australia has been to increase the intake of physiotherapy students in recent years. This has led to increased demand for clinical education opportunities. Collaborative learning placement models (CLPM), which involve two or more students working with one clinical supervisor, are a means of accommodating a greater number of students. Reported disadvantages of CLPM are less individual time for students with patients and their supervisor. The purpose of this research was to identify and explore the learning experiences of physiotherapy students undertaking clinical education in Western Australia. The study describes physiotherapy students’ perceptions of their clinical learning experiences and their approach to learning in the clinical environment. It also identifies the amount of time students spend in different learning activities whilst on placement; for example how much time they spent with patients and their clinical educator, and whether differences occurred between different placement models. Eighty-five Western Australian physiotherapy students participated in this research. The amount of time students spent in different activities on one day of clinical placement was investigated using a worksheet, and time in each activity was compared across placement models, clinical areas and facilities. Students’ perceptions of their learning experiences were collected using a questionnaire and explored further in focus groups. Students recorded that the most time was spent in individual assessment and treatment of a patient, followed by documentation, then assessment and treatment of a patient with their clinical educator. There was no statistically significant difference in the amount of time students spent with patients or with their clinical educator in the different clinical models.
    Original languageEnglish
    QualificationMasters
    Publication statusUnpublished - 2012

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