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K. Mostert1, N. Machitela1, C. Crow1, T. McKechnie1, H.-M. Van Zyl1, T. Gwala1, N. Tsatsi1, N. Mshunqane1
1University of Pretoria, Physiotherapy, Pretoria, South Africa
Background: Tertiary education institutions have a social responsibility towards society. A common form of social responsibility is community engagement, which involves serving resource-poor communities within the geographical areas surrounding university campuses. Insufficient literature was found regarding clients’ experiences of student-provided physiotherapy services within community settings, both globally and in South Africa. Studies of similar nature focused on either qualified physiotherapists, or other healthcare professions or were not done in community settings. Potential benefits to students, have been reported on, but little about the benefits of physiotherapy to community members.
Purpose: To explore and describe clients’ experiences of fourth-year student-provided physiotherapy services in a specific community near a tertiary institution in South Africa.
Methods: This study was qualitative, explorative and descriptive in nature. The Department of Physiotherapy at the University of Pretoria, is involved in community engagement by offering a service by fourth-year physiotherapy students in different clinical settings during Public Health placements. Non-governmental organisations, luncheon clubs, homes for the elderly and house visits are examples of the settings. Purposive sampling was used to recruit 39 heterogeneous participants. Focus group discussions and individual interviews, conducted by trained research assistants, were used to gather information till data saturation was reached. We applied Creswell’s steps for qualitative data analysis. As result of the lockdown to address the COVID-19 pandemic, member checking was done via email and not in person.
Results: The analysis resulted in 135 codes, 12 categories and four themes. Theme one deals with the variety of physiotherapy services including health education to exercise programmes. In theme two good communication between parties are described and desirable qualities of the students. Theme three is about the benefits related to different conditions affecting different anatomical areas, and included facilitation of self-efficacy. Lastly, in theme four, clients gave suggestions for elements that could be improved, such as the fact that not all clients have met the clinical supervisor.
Conclusion(s): The findings showed that participants were satisfied with and benefited from the service that they had received from the physiotherapy students. The findings, including recommendations from the participants can be used to improve the community-based education opportunity for students and the experience for clients. These findings must be implemented as part of ongoing action research, in the specific community, and globally in similar settings.
Implications: Physiotherapy students need a wide variety of clinical knowledge and skills to offer effective services community settings. Health education and the promotion of physical activity and exercise is a cornerstone of primary healthcare level physiotherapy services. Clinical supervisors should not only interact with the preceptors, but also with the clients themselves. Investment in elements such as communication and professionalism in the curriculum can result in respectful, effective relationships with clients. Student-provided services are of benefit to community members in terms of functional independence, and addressing impairments related to different conditions affecting a variety of anatomical sites. Attention to elements such as the frequency and duration of session to fit the expectations of clients are important. Challenges remain, such as the absence of services during university recess.
Funding, acknowledgements: This was self-funded research
Keywords: Student-provided physiotherapy, Health promotion, primary health care
Topic: Education
Did this work require ethics approval? Yes
Institution: University of Pretoria
Committee: Faculty of Health Sciences
Ethics number: 588-2019
All authors, affiliations and abstracts have been published as submitted.
