Cullaty, Martha Exploring the Impact of Experiential Learning on Physical Therapy Student Self-Efficacy with Neurologic Populations. 2024. Radford University, Doctoral Capstone Project. Radford University Scholars' Repository.
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Abstract
Purpose. The purpose of this study was to analyze the relationship between physical therapy student participation in an experiential learning activity with neurologic populations and physical therapy student self-efficacy with neurologic populations. Background. Physical therapy education programs provide opportunities for Doctor of Physical Therapy students to develop self-efficacy in their clinical and professional skills. It is unknown if these experiences adequately expose students to and prepare students for the rapidly growing and complex population of adults with neurologic diagnoses in the United States. Physical therapy is one evidence-based solution to address the quality of life and healthcare burdens of individuals living with neurologic diagnoses. Current research shows that experiential learning is one mode of education that influences physical therapy students’ confidence in working with specific groups of patients and confidence in their professional skills. Methods. A sequential-explanatory mixed methods design was used to examine a cohort of 28 physical therapy students who participated in NeuroWellness, a community-based exercise program for individuals with neurologic diagnoses. A 2x3 repeated measures ANOVA evaluated students’ scores on the Physiotherapy Self-Efficacy (PSE) neurologic subscale, and a one-way ANOVA determined the relationship between mastery experiences and self-efficacy. A thematic analysis of student reflections was performed to provide richer explanations of the participants’ experiences. Results. Participation in NeuroWellness had a statistically significant effect of time (F(1,27)=131.14, p<.001), effect of semester of participation, (F(1, 38) = 71.60, p<.001), and interaction between time and semester on total self-efficacy with neurologic populations, (F(1, 40), p=.003). Specific items on the PSE also yielded significantly improved results, including confidence in preparedness (F(2, 49), p=.021), intervention skills (F(2, 44), p<.001), and evaluation skills (F(1, 10) = 13.08, p<.001). There was no significant relationship between final self-efficacy scores and the number of success experiences for the participants. Analysis of student narrative reflections elaborated on these outcomes and included themes of concrete experiences, confidence mindset, and self and client success. Conclusions. After participating in eight weeks of an experiential learning activity with neurologic populations, PT students exhibited significantly improved self-efficacy with neurologic populations. This outcome demonstrated that experiential learning is an effective method that should be employed in PT education programs to prepare practitioners to meet this population's increasing and complex needs.
| Item Type: | Doctoral Capstone Project |
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| Subjects: | R Medicine > R Medicine (General) |
| Divisions: | Radford University > Waldron College of Health and Human Services > Health Sciences Program |
| Date Deposited: | 20 Dec 2024 16:17 |
| Last Modified: | 20 Dec 2024 16:17 |
| URI: | http://wagner.radford.edu/id/eprint/1141 |
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