Physiotherapy clinical educators’ perspectives on a fitness to practice initiative

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Context: Health practitioner registration boards require health professionals to evaluate and maintain “fitness to practice” (FTP). This encompasses the professional behavior, clinical competence, and freedom from impairment required for safe and effective service provision. We developed and implemented policies to promote student self-assessment and support of FTP that were pre-emptive and designed to be helpful and sought clinician feedback on this initiative. Method: An innovative student-centered FTP approach was devised with consideration of defensible ethico-legal practice. A survey explored clinical educators’ perceptions of the FTP policy and the associated education and support. Closed and open survey questions were analyzed using descriptive statistics, qualitative evaluation, and thematic analysis. Results: Seventy-nine physiotherapy clinical educators from 34 sites across eight Australian health services returned surveys. Educators had positive perceptions of policy components, particularly incorporating professionalism as a hurdle requirement and the attendance and incident reporting policies. Conclusions: The benefits of a student-centered FTP approach included clarity and consistency in managing FTP issues and facilitation of student awareness through active engagement in maintaining their FTP. To our knowledge, this paper is the first to report a comprehensive approach to the range of FTP issues incorporating student self-declaration of issues that may affect desirable progression through clinical placements. The policy and program of education and support are likely to be generalizable to health professional training programs that utilize workplace training.

LanguageEnglish
Pages41-53
Number of pages13
JournalPhysiotherapy Theory and Practice
Volume34
Issue number1
DOIs
StatePublished - 2018

Keywords

  • Clinical education
  • fitness to practice
  • health sciences
  • physiotherapy
  • professionalism

Cite this

@article{0e0b1bd9bdeb4a09ae8774ef43b7c680,
title = "Physiotherapy clinical educators’ perspectives on a fitness to practice initiative",
abstract = "Context: Health practitioner registration boards require health professionals to evaluate and maintain “fitness to practice” (FTP). This encompasses the professional behavior, clinical competence, and freedom from impairment required for safe and effective service provision. We developed and implemented policies to promote student self-assessment and support of FTP that were pre-emptive and designed to be helpful and sought clinician feedback on this initiative. Method: An innovative student-centered FTP approach was devised with consideration of defensible ethico-legal practice. A survey explored clinical educators’ perceptions of the FTP policy and the associated education and support. Closed and open survey questions were analyzed using descriptive statistics, qualitative evaluation, and thematic analysis. Results: Seventy-nine physiotherapy clinical educators from 34 sites across eight Australian health services returned surveys. Educators had positive perceptions of policy components, particularly incorporating professionalism as a hurdle requirement and the attendance and incident reporting policies. Conclusions: The benefits of a student-centered FTP approach included clarity and consistency in managing FTP issues and facilitation of student awareness through active engagement in maintaining their FTP. To our knowledge, this paper is the first to report a comprehensive approach to the range of FTP issues incorporating student self-declaration of issues that may affect desirable progression through clinical placements. The policy and program of education and support are likely to be generalizable to health professional training programs that utilize workplace training.",
keywords = "Clinical education, fitness to practice, health sciences, physiotherapy, professionalism",
author = "Kristin Lo and Heather Curtis and Alison Francis-Cracknell and Stephen Maloney and Wendy Nickson and Margaret Bearman and Keating, {Jennifer L.}",
year = "2018",
doi = "10.1080/09593985.2017.1370752",
language = "English",
volume = "34",
pages = "41--53",
journal = "Physiotherapy Theory and Practice",
issn = "0959-3985",
publisher = "Taylor & Francis",
number = "1",

}

Physiotherapy clinical educators’ perspectives on a fitness to practice initiative. / Lo, Kristin; Curtis, Heather; Francis-Cracknell, Alison; Maloney, Stephen; Nickson, Wendy; Bearman, Margaret; Keating, Jennifer L.

In: Physiotherapy Theory and Practice, Vol. 34, No. 1, 2018, p. 41-53.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Physiotherapy clinical educators’ perspectives on a fitness to practice initiative

AU - Lo,Kristin

AU - Curtis,Heather

AU - Francis-Cracknell,Alison

AU - Maloney,Stephen

AU - Nickson,Wendy

AU - Bearman,Margaret

AU - Keating,Jennifer L.

PY - 2018

Y1 - 2018

N2 - Context: Health practitioner registration boards require health professionals to evaluate and maintain “fitness to practice” (FTP). This encompasses the professional behavior, clinical competence, and freedom from impairment required for safe and effective service provision. We developed and implemented policies to promote student self-assessment and support of FTP that were pre-emptive and designed to be helpful and sought clinician feedback on this initiative. Method: An innovative student-centered FTP approach was devised with consideration of defensible ethico-legal practice. A survey explored clinical educators’ perceptions of the FTP policy and the associated education and support. Closed and open survey questions were analyzed using descriptive statistics, qualitative evaluation, and thematic analysis. Results: Seventy-nine physiotherapy clinical educators from 34 sites across eight Australian health services returned surveys. Educators had positive perceptions of policy components, particularly incorporating professionalism as a hurdle requirement and the attendance and incident reporting policies. Conclusions: The benefits of a student-centered FTP approach included clarity and consistency in managing FTP issues and facilitation of student awareness through active engagement in maintaining their FTP. To our knowledge, this paper is the first to report a comprehensive approach to the range of FTP issues incorporating student self-declaration of issues that may affect desirable progression through clinical placements. The policy and program of education and support are likely to be generalizable to health professional training programs that utilize workplace training.

AB - Context: Health practitioner registration boards require health professionals to evaluate and maintain “fitness to practice” (FTP). This encompasses the professional behavior, clinical competence, and freedom from impairment required for safe and effective service provision. We developed and implemented policies to promote student self-assessment and support of FTP that were pre-emptive and designed to be helpful and sought clinician feedback on this initiative. Method: An innovative student-centered FTP approach was devised with consideration of defensible ethico-legal practice. A survey explored clinical educators’ perceptions of the FTP policy and the associated education and support. Closed and open survey questions were analyzed using descriptive statistics, qualitative evaluation, and thematic analysis. Results: Seventy-nine physiotherapy clinical educators from 34 sites across eight Australian health services returned surveys. Educators had positive perceptions of policy components, particularly incorporating professionalism as a hurdle requirement and the attendance and incident reporting policies. Conclusions: The benefits of a student-centered FTP approach included clarity and consistency in managing FTP issues and facilitation of student awareness through active engagement in maintaining their FTP. To our knowledge, this paper is the first to report a comprehensive approach to the range of FTP issues incorporating student self-declaration of issues that may affect desirable progression through clinical placements. The policy and program of education and support are likely to be generalizable to health professional training programs that utilize workplace training.

KW - Clinical education

KW - fitness to practice

KW - health sciences

KW - physiotherapy

KW - professionalism

UR - http://www.scopus.com/inward/record.url?scp=85028860635&partnerID=8YFLogxK

U2 - 10.1080/09593985.2017.1370752

DO - 10.1080/09593985.2017.1370752

M3 - Article

VL - 34

SP - 41

EP - 53

JO - Physiotherapy Theory and Practice

T2 - Physiotherapy Theory and Practice

JF - Physiotherapy Theory and Practice

SN - 0959-3985

IS - 1

ER -