Clinical readiness of third-year physiotherapy students: Perspectives of academics in South Africa

Abstract

Background: In a traditional South African undergraduate physiotherapy curriculum, students can be expected to evaluate and treat a non-complicated patient at a 3rd-year level. While students are expected to apply classroom knowledge in clinical settings, some struggle to transfer theoretical knowledge and skills into clinical practice. This may be because patient-specific management requires applied knowledge and skills, which are more challenging than skills in a simulated classroom environment.
Objectives: To explore the expected levels of clinical readiness by academic lecturers and clinicians exposed to 3rd-year clinical training among incoming 3rd-year physiotherapy students before their clinical work.
Method: A qualitative, exploratory descriptive design was employed, using online focus group discussions as the primary data collection method. Three focus group discussions were conducted on the Blackboard Collaborate platform. The data were analysed manually through thematic analysis.
Results: Two main themes emerged, namely skills and cognitive processes.
Conclusion: Lecturers and clinicians perceive that clinical readiness in 3rd-year students is demonstrated by their ability to apply appropriate clinical skills and sound reasoning to provide effective patient care.
Clinical implications: Clear expectations of 3rd-year physiotherapy students are beneficial for lecturers and clinicians who supervise them and for students to understand their clinical readiness. This clarity ensures that students receive the necessary guidance and are assigned patients suitable for their skill level. Additionally, the information gained from the focus groups will be used in the next phase of the umbrella study, which aims to develop a clinical readiness diagnostic assessment tool for 3rd-year physiotherapy students.