File
Hall M.1, Mcfarlane L.2, Paslawski T.2, Bostick G.1, Suleman S.3, Zarski C.1, Schmitz C.4, Esmail S.4, Martin B.1
1University of Alberta, Physical Therapy, Edmonton, Canada, 2University of Alberta, Communication Sciences and Disorders, Edmonton, Canada, 3University of Alberta, Rehabilitation Medicine, Edmonton, Canada, 4University of Alberta, Occupational Therapy, Edmonton, Canada
Background: A wide range of professional competencies are required by healthcare professional students to prepare them to meet the demands of increasingly complex healthcare environments. Caballero and Walker (2010) defined work readiness as “the extent to which graduates possess the attributes that prepare them for success in the workplace”. Despite acquiring the technical skills and knowledge for a particular career, some graduates struggle to successfully integrate into the workplace. Employers have noted differences between graduate preparedness and the requirements of a particular job (Gardner & Liu, 1997) as well as challenges associated with advancement and success within an organisation (Hart, 2008). Caballero et al. (2011) identified four constructs in work readiness: Personal Characteristics, Organizational Acumen, Work Competence and Social Intelligence; however, the study was conducted with non-health professionals.
Purpose: The purpose of this pilot study was to explore the factors related to work readiness specific to physiotherapy as part of a larger exploration of work readiness in rehabilitation medicine professions (i.e., speech-language pathology, occupational therapy, & physiotherapy). Findings from physiotherapy will be presented and discussed.
Methods: Small group and individual interviews were conducted with experienced clinicians, recent graduates, employers, and representatives from professional bodies from the rehabilitation disciplines. A semi-structured interview tool guided the discussion. Interviews were transcribed and transcripts were analysed using descriptive content analysis by two researchers. Codes were organised into themes and summarised into a framework. To establish trustworthiness, a third researcher reviewed one randomly selected transcript and compared this to the emergent themes and framework.
Results: 26 participants were interviewed, of which seven were physiotherapists. The data from these seven physiotherapists comprise the data used in the analysis. Four main themes emerged: Physiotherapist Characteristics (personal characteristics, socio-emotional intelligence), Foundation for Physiotherapy (experiences, knowledge & technical skills, continuous learning), Work Context (competing demands, safe and holistic care, financial drivers, patient barriers) and Skills/Tools (skills needed to balance competing demands - communication, collaboration, conflict management). The need to balance workplace and patient demands with the provision of safe, effective and holistic care was evident.
Conclusion(s): Our findings include the previously reported constructs which do not appear discretely but are integrated and embedded in our four themes. Additionally, we have identified two new constructs - patient centred care and experiences. Our findings underscore the importance of technical skills and personal attributes necessary to navigate the unique characteristics of the work environment and successfully integrate into the workplace.
Implications: These pilot study findings will form the foundation of an interprofessional education module for our rehabilitation medicine programs and inform the development of a national survey to gain a broader understanding of the topic as it relates to physiotherapy and rehabilitation medicine. Rehabilitation medicine education programs should evaluate curricula to ensure that both the technical and personal skills necessary for success in the workplace are taught and evaluated.
Funding acknowledgements: Project funded by the Teaching and Learning Enhancement Fund from the University of Alberta
Topic: Education
Ethics approval: Ethics approval granted by the Research Ethics Board at the University of Alberta
All authors, affiliations and abstracts have been published as submitted.
