Date of Conferral

2023

Degree

Ph.D.

School

Health Services

Advisor

Cheryl Anderson

Abstract

Physical therapy (PT) educational programs are faced with the problem of securing thenecessary clinical experiences for their students, particularly in long-term care settings. Student physical therapists (SPTs) must complete clinical education requirements to graduate and transition from learner to entry-level practitioner. Clinical instructors (CIs) provide SPT supervision and are responsible for meeting industry-standard productivity expectations. There is the notion that SPTs negatively impact PT productivity, creating a reluctance for organizations to host SPTs for clinical experiences. This quantitative pilot study aimed to determine if there was a statistically significant difference between PT productivity with and without SPTs in skilled nursing facilities (SNFs). The study was grounded in situated learning, cognitive apprenticeship, and economic theories to understand the SPT’s progression during clinical experiences and the CI’s decision to host SPTs. A convenience sample (N = 67) from a west south central state SNF was analyzed using the Wilcoxon signed rank test. The main finding showed no statistically significant difference in PT productivity with or without SPTs (p > .05). This pilot study revealed necessary insights into the impact of SPTs on productivity in SNFs. SNF clinical experiences are essential to help prepare SPTs to become health care partners contributing to patient care. An improved understanding of the relationship will help to promote discussions and develop sustainable clinical placement strategies for SPTs in SNFs. Implications for positive social change include better meeting the healthcare needs for an aging population that is living longer.

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