Elliott S.1,2, Glynn A.1, Morris J.1
1University of Brighton, School of Health Professions, Eastbourne, United Kingdom, 2Medway NHS Foundation Trust, Physiotherapy Department, Gillingham, United Kingdom
Background: The physiotherapy profession is required to constantly review its current status, particularly in light of significant changes occurring internationally in healthcare and education settings. Amongst these changes are globalisation, greater community expectations and accountability. In the UK, the diversification of the physiotherapy profession to provide a seven day service has been required to meet the changing needs of society and to reflect developments and competitive pressures in the UK´s health service. However, little is known about how practice educators and students experience this model.
Purpose: With such a change in practice, it is of high importance to gain insight to the experiences of those participating in seven day placements. The findings may provide a clearer description and deeper understanding of the implementation of seven day working on practice based education in physiotherapy. This may offer insight to other physiotherapists and health professionals and may inform future practice.
Methods: My research, utilising hermeneutic phenomenology has explored the experiences of physiotherapy students, practice based educators and university link tutors in a seven day model of working. Semi - structured interviews were undertaken with 15 participants. The participants were asked to discuss their experiences of practice based placements hosted across a seven day model of working. Thematic analysis was used to interpret and present the data.
Results: Three overarching themes emerged from the data;
Barriers to practice based education in a seven day model of working
Challenges faced in practice based learning by physiotherapists in a seven day model of working
Changes undertaken in practice based education by physiotherapy during the transition to a seven day model of working
Using the metaphorical image of a traffic light system; the red light or barriers were interpreted to be stumbling blocks that need to be overcome in order for the physiotherapy profession to move forward in practice education in a seven day model of working and included how inconsistent working patterns affected learning and development. Challenges, the amber light, made participants pause and consider their actions or the impact it may have on practice before moving forwards. This theme related to adjusting to new ways of working which included the impact of shift work, a different approach to supervision and how the environment was different at weekends. Finally, the green light, changes that have already occurred. This theme related to gaining more than just skills and knowledge and that it was a real life experience, preparing them for future employment and career.
Conclusion(s): The boundaries of our practice are changing and we need to take this journey into seven day placements together as we can then shape our practice, people and regimes within practice education.
Implications: Learning takes place through engagement in actions and interactions that are embedded in the culture and history of the community of practice and this research has identified a number of recommendations for implementation into practice. This includes approaching inconsistencies in working patterns and the effect it may have on communication, model of supervision and learning and development.
Funding acknowledgements: None
Topic: Education: methods of teaching & learning
Ethics approval: University of Brightons Faculty of Health and Social Science Research Ethics and Governance Committee (FREGC). November 2014
All authors, affiliations and abstracts have been published as submitted.
