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Zechner M1, Murphy AA1, Zazzarino A1, Karyczak S1, Gido J1, Anderson EZ2
1Rutgers, The State University of New Jersey, Psychiatric Rehabilitation and Counseling Professions, Scotch Plains, United States, 2Rutgers, The State University of New Jersey, Rehabilitation and Movement Sciences, Newark, United States
Background: People with severe mental illness (SMI) face alarming physical heath issues, activity limitations, and lifespan disparity compared to those without SMI. Physical therapy can be beneficial for persons with psychiatric conditions, however most PT students in the United States (US) have limited course content in psychiatry and little interaction with people living with SMI. In addition, community mental health services rarely incorporate PT into mental health programs and most mental health practitioners are uncomfortable addressing the physical and functional mobility needs of their clients.
This leaves people with SMI limited access to services they need to address chronic health conditions and functional mobility. Service-learning in mental illness may afford PT students with valuable experiences working with people with SMI and enhance the availability of services for that population.
Purpose: This study explores the perspectives of PT students who were involved in an 8-week community-based health promotion service-learning project with people with SMI.
Methods: Graduates of a PT curriculum (n = 7) who participated in a SMI service-learning experience completed a semi-structured qualitative interview via videoconferencing, which was digitally recorded. Transcripts were coded by three investigators and analyzed using interpretive phenomenological data analysis. Investigator triangulation confirmed relevant themes and reached thematic saturation.
Results: Analysis of the interview transcripts revealed five main themes:
1) personal and professional growth,
2) beneficial impact on the recipients,
3) enjoyable experience,
4) engaging to recipients, and
5) working through challenging behaviors.
PT students reported that the service-learning experience allowed them to
1) appreciate the benefits of an interprofessional approach,
2) practice modifying interventions and strategies for communication during challenging situations, and
3) witness emotional and physical transformation through physical activity and exercise.
Conclusion(s): PT students found the structured service learning experience to be very valuable for learning motivational strategies and communication skills for engagement, and for observing the effects physical activity can have in people with SMI. Students reported they were able to build rapport with the clients and gained confidence in their ability to make an impact on the participants' health. Service learning should be further investigated as a strategy for increasing knowledge and skills for working with people living with psychiatric conditions.
Implications: There is a need for PT curricula in the US to include content and training in psychiatry. Service learning is a strategy that allows students to develop competencies and appreciate the benefits of working with this often neglected population.
Keywords: Mental health, service learning, physical therapy
Funding acknowledgements: None
This leaves people with SMI limited access to services they need to address chronic health conditions and functional mobility. Service-learning in mental illness may afford PT students with valuable experiences working with people with SMI and enhance the availability of services for that population.
Purpose: This study explores the perspectives of PT students who were involved in an 8-week community-based health promotion service-learning project with people with SMI.
Methods: Graduates of a PT curriculum (n = 7) who participated in a SMI service-learning experience completed a semi-structured qualitative interview via videoconferencing, which was digitally recorded. Transcripts were coded by three investigators and analyzed using interpretive phenomenological data analysis. Investigator triangulation confirmed relevant themes and reached thematic saturation.
Results: Analysis of the interview transcripts revealed five main themes:
1) personal and professional growth,
2) beneficial impact on the recipients,
3) enjoyable experience,
4) engaging to recipients, and
5) working through challenging behaviors.
PT students reported that the service-learning experience allowed them to
1) appreciate the benefits of an interprofessional approach,
2) practice modifying interventions and strategies for communication during challenging situations, and
3) witness emotional and physical transformation through physical activity and exercise.
Conclusion(s): PT students found the structured service learning experience to be very valuable for learning motivational strategies and communication skills for engagement, and for observing the effects physical activity can have in people with SMI. Students reported they were able to build rapport with the clients and gained confidence in their ability to make an impact on the participants' health. Service learning should be further investigated as a strategy for increasing knowledge and skills for working with people living with psychiatric conditions.
Implications: There is a need for PT curricula in the US to include content and training in psychiatry. Service learning is a strategy that allows students to develop competencies and appreciate the benefits of working with this often neglected population.
Keywords: Mental health, service learning, physical therapy
Funding acknowledgements: None
Topic: Mental health; Education: methods of teaching & learning
Ethics approval required: Yes
Institution: Rutgers University-School of Health Professions
Ethics committee: IRB-Rutgers Biomedical and Health Sciences
Ethics number: Pro20160000276
All authors, affiliations and abstracts have been published as submitted.
