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Graduating physiotherapy students’ conceptions of their own competence
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The 4th European Congress of the ER-WCPT / Physiotherapy 102S (2016) eS1–eS42
within modules on broader topics. There was tentative evidence that pain education additional to the ‘usual’ curriculum, rather than embedded, was more effective. In addition to research findings, health courses are guided by membership and subject specialist organisations, and must adhere to standards set by professional regulatory bodies. This second part of the scoping review will aim to identify this important information relevant to pain education that is additional to empirical evidence located in databases. Purpose: To locate, map and report standards, protocols or frameworks that inform pain education in pre-registration professional health courses from non-research sources such as professional regulatory bodies and subject specialist organisations. Methods/Analysis: A scoping review methodology was used to identify any professional standards relevant to pain education (health regulators), protocols or frameworks (membership organisations and special interest organisations). The following health regulator websites were searched; General Medical Council (GMC), Nursing and Midwifery Council (NMC), Health and Care Professions Council (HCPC), General Dental Council (GDC), General Chiropractic Council (GCC), General Osteopathic Council, and General Pharmaceutical Council. This totalled 29 health professions. Seven membership organisations were searched; Chartered Society of Physiotherapy, Physiotherapy Pain Association (PPA), Royal College of Nursing (RCN), British Medical Association, British Psychological Society, British Dental Association, and Royal Pharmaceutical Society. Subject specialist pain organisations; British Pain Society and IASP were searched for any key documents relevant to pain education. Results: Only five of the 29 health professions had a regulatory standard of education and training or proficiency that made some reference to the keyword ‘pain’; the GMC, NMC, the HCPC standard of proficiency for Operating Department Practitioners, and the GCC (1 reference each). The GDC outcomes for registration referred to pain on 7 occasions. Two membership organisations provided profession specific pain frameworks describing values, behaviours, knowledge and skills (PPA and RCN). IASP provide subject specific pain curricula for Pharmacy, Psychology, Physiotherapy, OT, Nursing, Medicine, Dentistry and Social Work. Discussion and conclusions: Physiotherapy and nursing membership organisations provide good examples of frameworks that can influence pain curriculum design within and across professional health courses. There is no professional regulatory standard for physiotherapy specifically for pain education. Dentistry is leading in terms of standards of training for pain, and should be considered as an example of good practice.
Impact and Implications: Physiotherapy has the potential to influence pain education policy, resulting in graduates that are better equipped to manage patients experiencing pain. Further research is needed to investigate how pain education is structured within current physiotherapy courses, identifying examples of good practice that can be shared. Funding Acknowledgement: This work was supported by a Health Education England (HEE) PhD Studentship Key-Words: Pain, Education, Physiotherapy http://dx.doi.org/10.1016/j.physio.2016.10.052 OA050 Graduating physiotherapy students’ conceptions of their own competence M. Kurunsaari 1,∗ , P. Tynjälä 2 , A. Piirainen 1 1 University
of Jyväskylä, Faculty of Sport Sciences, Jyväskylä, Finland 2 University of Jyväskylä, Finnish Institute for Educational Research, Jyväskylä, Finland Relevance: A competency-oriented approach has emerged in higher education discussions and research in recent decades. Researchers in the field of physiotherapy education and practice have begun to pay attention to how physiotherapy students acquire generic and professional skills and competence for qualification. Despite the wide interest in the development of professional competences, less attention has been paid to how “competence” itself is understood in education. In physiotherapy, there is a need for conceptual analysis regarding how teachers, students and curriculum developers conceive competences required in their field. Purpose: The purpose of this study was to examine how do graduating physiotherapy students perceive their competence? Methods/Analysis: The longitudinal study investigates the development of the same physiotherapy students during their whole studies (n = 33; 26 female, 7 male; age varies 19-35 years). This partial study data were collected by recall interviewing the students within the last month of their studies. The students were asked in open interview to talk about their life and study process, moreover clarifying questions were asked to focus enough on their conceptions of their competence and development. The data, transcribed 145 pages, were analyzed phenomenographically. Results: The findings revealed four descriptive qualitatively categories of conceptions of competence: 1) 2) 3) 4)
mastering core skills; understanding the theoretical basis of physiotherapy; having a holistic view of physiotherapy; and engaging in and developing multi-professional collaboration.
The 4th European Congress of the ER-WCPT / Physiotherapy 102S (2016) eS1–eS42
The first category represents the simplest conception, while the fourth category represents the most complex and developed conception of competence. The categories varied hierarchically on the basis of seven themes nature of competence, communication, knowledge acquisition, focus of reflection, emotions, cultural awareness, and professional agency. Discussion and conclusions: The present study revealed four qualitatively different ways in which graduating students described their competence and outlined seven themes clarifying the aspects in which their different conceptions varied. The findings differed from seeing competence as single core skills to regarding it engaging in and developing multiprofessional collaboration. The various conceptions suggest the need for support students to see competence in a more advanced way. From a pedagogical point of view, two critical aspects were identified: focus of reflection and professional agency. The findings can be used as tools for developing pedagogical practices to transform students’ competence and professionalism. Impact and Implications: Pedagogically it is important to convince students of the value of reflecting both at the individual and collective level. Students’ reflection can guide with learning tasks that support reflection on different foci. Professional agency expanded from individual aspects of professional competence toward reflection on and participation in social and system-wide practices. This kind of transformation can be induced by providing students with opportunities for collaboration and multi-professional work. Clinical educators should be encouraged to facilitate students’ participation and acceptance within a workplace due to the critical contribution of these behaviours to student learning. Becoming a physiotherapist is a process of cultural learning, with the aim of growing as a member of a community of practice. Funding Acknowledgement: None Key-Words: Conceptions of Competence, Graduating Physiotherapy Students, Phenomenography http://dx.doi.org/10.1016/j.physio.2016.10.053 OA051 Physiotherapist’s views and perceptions of the leadership they experienced from their work in different clinical settings K. Lyne East Sussex Healthcare NHS Trust, Eastbourne, United Kingdom Relevance: Leadership within the National Health Service (NHS) is changing due to the on going demands placed on its services. There are different leadership styles and theories for staff to utilise. Leadership theories have evolved over the past decades to suit the changing needs and rising expectations of the NHS. Different health care professionals
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appear to favour contrasting styles of leadership. There is little research available that focuses on leadership specifically within physiotherapy. Purpose: To explore the views, perceptions and experiences of team leadership styles of a group of rotational physiotherapists based within the acute setting. Methods/Analysis: Ten semi structured interviews were completed investigating the views, perceptions and experiences of leadership in a group of rotational physiotherapists. The interviews were recorded, transcribed and analysed using thematic analysis. The findings produced three distinct themes each with three sub concepts. Results: Data analysis produced three concepts which each had specific sub headings. The interviews were transcribed and analysed using thematic analysis. During the analysis the researcher developed twenty six codes that were grouped to form nine concepts. Three themes were produced (each having three sub concepts). Themes: 1) Style of communication 2) Opportunity to learn 3) Working environment Rotational physiotherapists demonstrated a preference for leaders to have the ability to teach and share knowledge, provide clear communication, clear expectations, to be visible within a team and for leaders to have a hard working ethic. Discussion and conclusions: The findings have suggested that to assist the transition from newly qualified physiotherapist to autonomous practitioner, leaders must ensure that there is planned time, support and teaching in each area of clinical expertise and include constructive feedback for each of their team members. Impact and Implications: After a review of the findings the researcher has suggested some areas for future research. 1) To explore the theory of shared leadership within a physiotherapy department to allow the profession to develop and meet the changing needs of the NHS. 2) The impact of self image and leadership and how this can affect a relationship with a leader. 3) To explore the relationship between peer learning and leadership. Findings of this study have indicated that the following could be used in current practice. 1) Leaders should allow team members to have the opportunity to work with other professionals of the same banding to allow for discussion and review of their own development. 2) Leaders should ensure that they are visible within a team as they appear to gain more respect from their team members when they share their presence and understanding of the caseload. 3) All leaders must communicate clearly with their team members. They must also ensure that their own
The 4th European Congress of the ER-WCPT / Physiotherapy 102S (2016) eS1–eS42
within modules on broader topics. There was tentative evidence that pain education additional to the ‘usual’ curriculum, rather than embedded, was more effective. In addition to research findings, health courses are guided by membership and subject specialist organisations, and must adhere to standards set by professional regulatory bodies. This second part of the scoping review will aim to identify this important information relevant to pain education that is additional to empirical evidence located in databases. Purpose: To locate, map and report standards, protocols or frameworks that inform pain education in pre-registration professional health courses from non-research sources such as professional regulatory bodies and subject specialist organisations. Methods/Analysis: A scoping review methodology was used to identify any professional standards relevant to pain education (health regulators), protocols or frameworks (membership organisations and special interest organisations). The following health regulator websites were searched; General Medical Council (GMC), Nursing and Midwifery Council (NMC), Health and Care Professions Council (HCPC), General Dental Council (GDC), General Chiropractic Council (GCC), General Osteopathic Council, and General Pharmaceutical Council. This totalled 29 health professions. Seven membership organisations were searched; Chartered Society of Physiotherapy, Physiotherapy Pain Association (PPA), Royal College of Nursing (RCN), British Medical Association, British Psychological Society, British Dental Association, and Royal Pharmaceutical Society. Subject specialist pain organisations; British Pain Society and IASP were searched for any key documents relevant to pain education. Results: Only five of the 29 health professions had a regulatory standard of education and training or proficiency that made some reference to the keyword ‘pain’; the GMC, NMC, the HCPC standard of proficiency for Operating Department Practitioners, and the GCC (1 reference each). The GDC outcomes for registration referred to pain on 7 occasions. Two membership organisations provided profession specific pain frameworks describing values, behaviours, knowledge and skills (PPA and RCN). IASP provide subject specific pain curricula for Pharmacy, Psychology, Physiotherapy, OT, Nursing, Medicine, Dentistry and Social Work. Discussion and conclusions: Physiotherapy and nursing membership organisations provide good examples of frameworks that can influence pain curriculum design within and across professional health courses. There is no professional regulatory standard for physiotherapy specifically for pain education. Dentistry is leading in terms of standards of training for pain, and should be considered as an example of good practice.
Impact and Implications: Physiotherapy has the potential to influence pain education policy, resulting in graduates that are better equipped to manage patients experiencing pain. Further research is needed to investigate how pain education is structured within current physiotherapy courses, identifying examples of good practice that can be shared. Funding Acknowledgement: This work was supported by a Health Education England (HEE) PhD Studentship Key-Words: Pain, Education, Physiotherapy http://dx.doi.org/10.1016/j.physio.2016.10.052 OA050 Graduating physiotherapy students’ conceptions of their own competence M. Kurunsaari 1,∗ , P. Tynjälä 2 , A. Piirainen 1 1 University
of Jyväskylä, Faculty of Sport Sciences, Jyväskylä, Finland 2 University of Jyväskylä, Finnish Institute for Educational Research, Jyväskylä, Finland Relevance: A competency-oriented approach has emerged in higher education discussions and research in recent decades. Researchers in the field of physiotherapy education and practice have begun to pay attention to how physiotherapy students acquire generic and professional skills and competence for qualification. Despite the wide interest in the development of professional competences, less attention has been paid to how “competence” itself is understood in education. In physiotherapy, there is a need for conceptual analysis regarding how teachers, students and curriculum developers conceive competences required in their field. Purpose: The purpose of this study was to examine how do graduating physiotherapy students perceive their competence? Methods/Analysis: The longitudinal study investigates the development of the same physiotherapy students during their whole studies (n = 33; 26 female, 7 male; age varies 19-35 years). This partial study data were collected by recall interviewing the students within the last month of their studies. The students were asked in open interview to talk about their life and study process, moreover clarifying questions were asked to focus enough on their conceptions of their competence and development. The data, transcribed 145 pages, were analyzed phenomenographically. Results: The findings revealed four descriptive qualitatively categories of conceptions of competence: 1) 2) 3) 4)
mastering core skills; understanding the theoretical basis of physiotherapy; having a holistic view of physiotherapy; and engaging in and developing multi-professional collaboration.
The 4th European Congress of the ER-WCPT / Physiotherapy 102S (2016) eS1–eS42
The first category represents the simplest conception, while the fourth category represents the most complex and developed conception of competence. The categories varied hierarchically on the basis of seven themes nature of competence, communication, knowledge acquisition, focus of reflection, emotions, cultural awareness, and professional agency. Discussion and conclusions: The present study revealed four qualitatively different ways in which graduating students described their competence and outlined seven themes clarifying the aspects in which their different conceptions varied. The findings differed from seeing competence as single core skills to regarding it engaging in and developing multiprofessional collaboration. The various conceptions suggest the need for support students to see competence in a more advanced way. From a pedagogical point of view, two critical aspects were identified: focus of reflection and professional agency. The findings can be used as tools for developing pedagogical practices to transform students’ competence and professionalism. Impact and Implications: Pedagogically it is important to convince students of the value of reflecting both at the individual and collective level. Students’ reflection can guide with learning tasks that support reflection on different foci. Professional agency expanded from individual aspects of professional competence toward reflection on and participation in social and system-wide practices. This kind of transformation can be induced by providing students with opportunities for collaboration and multi-professional work. Clinical educators should be encouraged to facilitate students’ participation and acceptance within a workplace due to the critical contribution of these behaviours to student learning. Becoming a physiotherapist is a process of cultural learning, with the aim of growing as a member of a community of practice. Funding Acknowledgement: None Key-Words: Conceptions of Competence, Graduating Physiotherapy Students, Phenomenography http://dx.doi.org/10.1016/j.physio.2016.10.053 OA051 Physiotherapist’s views and perceptions of the leadership they experienced from their work in different clinical settings K. Lyne East Sussex Healthcare NHS Trust, Eastbourne, United Kingdom Relevance: Leadership within the National Health Service (NHS) is changing due to the on going demands placed on its services. There are different leadership styles and theories for staff to utilise. Leadership theories have evolved over the past decades to suit the changing needs and rising expectations of the NHS. Different health care professionals
eS39
appear to favour contrasting styles of leadership. There is little research available that focuses on leadership specifically within physiotherapy. Purpose: To explore the views, perceptions and experiences of team leadership styles of a group of rotational physiotherapists based within the acute setting. Methods/Analysis: Ten semi structured interviews were completed investigating the views, perceptions and experiences of leadership in a group of rotational physiotherapists. The interviews were recorded, transcribed and analysed using thematic analysis. The findings produced three distinct themes each with three sub concepts. Results: Data analysis produced three concepts which each had specific sub headings. The interviews were transcribed and analysed using thematic analysis. During the analysis the researcher developed twenty six codes that were grouped to form nine concepts. Three themes were produced (each having three sub concepts). Themes: 1) Style of communication 2) Opportunity to learn 3) Working environment Rotational physiotherapists demonstrated a preference for leaders to have the ability to teach and share knowledge, provide clear communication, clear expectations, to be visible within a team and for leaders to have a hard working ethic. Discussion and conclusions: The findings have suggested that to assist the transition from newly qualified physiotherapist to autonomous practitioner, leaders must ensure that there is planned time, support and teaching in each area of clinical expertise and include constructive feedback for each of their team members. Impact and Implications: After a review of the findings the researcher has suggested some areas for future research. 1) To explore the theory of shared leadership within a physiotherapy department to allow the profession to develop and meet the changing needs of the NHS. 2) The impact of self image and leadership and how this can affect a relationship with a leader. 3) To explore the relationship between peer learning and leadership. Findings of this study have indicated that the following could be used in current practice. 1) Leaders should allow team members to have the opportunity to work with other professionals of the same banding to allow for discussion and review of their own development. 2) Leaders should ensure that they are visible within a team as they appear to gain more respect from their team members when they share their presence and understanding of the caseload. 3) All leaders must communicate clearly with their team members. They must also ensure that their own