SUPPORTING PRACTICE-BASED LEARNING: WHAT DO EDUCATORS NEED TO FULFILL THIS VITAL ROLE?

D. O'Connor¹, C. Hamshire¹, K. Jack¹, R. Wilkinson¹, T. Baird²

¹Manchester Metropolitan University, Manchester, United Kingdom, ²The Chartered Society of Physiotherapy, London, United Kingdom

Background: Practice-based learning is an essential component of Physiotherapy students’ education and there is a need to provide an effective environment in which students can apply learning they have been introduced to in academic settings. The role of the practice educator in creating quality practice-based learning experiences cannot be underestimated. Many students articulate that a successful relationship and open and honest communication with their practice educator is fundamental to a quality learning experience (Cassidy, 2020). It is a multi-faceted role that can be influenced by a wide range of factors either contributing to stress or assisting success (Hills, 2019). Despite widespread acknowledgement of this, there is a lack of literature that informs what support educators need to develop and maintain an effective practice-based learning environment.

Purpose: The aim of this study was to explore Physiotherapy practice educators’ perceptions and experiences of supporting students in the United Kingdom (UK) to inform considerations for what was needed for future workforce development.

Methods: This paper reports the findings of a sequential mixed methods study conducted between June and October 2021. A validated online survey tool (Newstead, 2017) was made available to members of the Chartered Society of Physiotherapy (CSP) within the UK and consisted of 44 questions that enabled open, closed, Likert and qualitative responses. Following cross sectional analysis, themes generated from the survey were further explored within three focus groups that all respondents were eligible to attend. Data was subsequently analysed using a thematic approach (Creswell, 2003) until consensus was agreed across both data sets.

Results: 208 participants completed the online survey and a sub-set of fifteen of the respondents participated in online focus groups (n=3).Most practice educators reported positive educational experiences and there was strong agreement on the importance of their role in developing the future workforce. Lowest levels of confidence and experience were found in facilitating peer learning, technology enabled services, and managing multiple and challenging students. Despite evidence to support collaborative and peer learning, most educators continue to work within a 1:1 model of supervision. Easily accessible resources from the professional body, support for the development of multiple models of supervision and a focus on education as a key pillar of professional practice were commonly cited important issues.

Conclusions: The results of this work have led to a series of recommendations for the CSP to implement. This paper will share the learning from this work that underpins these recommendations. Practice-based learning forms an integral part of the role of every registrant and strategies to support practice educators need to include access to professional development, setting clear expectations for all parties and embedding practice-based education across all staff groups. Engagement in education by all members, including support workers, is essential to the future of the Physiotherapy profession.

Implications: The findings of this study demonstrate clear recommendations for practice educators supporting and developing the future workforce. It is essential to embed a team approach to practice-based education, with investment and resource to ensure that educators feel supported and recognized in this vital role.

Funding acknowledgements: This work was funded by the Chartered Society of Physiotherapy.

Keywords:
Practice-based education
Practice educators
Student placements

Topics:
Education: clinical
Professional practice: other
Education

Did this work require ethics approval? Yes

Institution: Manchester Metropolitan University

Committee: Manchester Metropolitan University Faculty Ethics Committee

Ethics number: 34872