Date of Award
1-1-2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Teaching & Learning
First Advisor
Radomir Mitic
Abstract
This phenomenological study explored the current perceptions surrounding patient education in physical therapy (PT), specifically analyzing clinicians managing patients with neurological impairments. The purpose of this study was two-fold. The first objective was to gain a better understanding of how current clinicians provide effective patient education, and the second objective was to gain better insight into how physical therapists (PTs) develop self-efficacy to effectively provide patient education to individuals with neurologic involvement. In this study, four themes emerged: effective patient education is individualized, effective education should include discharge planning, self-efficacy in providing effective patient education improves with neuro exposure and modeled guidance, and self-efficacy in patient education is challenged by professional uncertainty. The information gathered helps PT educators better understand how clinicians approach patient education and how confident they feel educating these individuals. Physical therapy educators can enhance student preparedness for clinical practice by prioritizing patient education and modeling this behavior in the classroom and during clinical education experiences to improve self-efficacy in delivering effective instruction to patients with neurological impairments. This study concludes with a proposed clinical teaching tool designed to enhance the student learning experience during clinical practice. Key Words: patient education, physical therapy, patient-centered, physical therapist perceptions, physical therapy schools, neurologic, self-efficacy
Recommended Citation
Muehlemann, Allyson, "“When You Fully Immerse Yourself, That’s Where You Gain The Most Confidence”: Integrating Clinician Perspectives To Reframe Excellence In Neurologic Physical Therapy Patient Education" (2023). Theses and Dissertations. 5321.
https://commons.und.edu/theses/5321