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Clinical Instructors’ Perceptions of Behaviors That Comprise Entry-Level Clinical Performance in Physical Therapist Students: A Qualitative Study

DU Jette, PT, DSc, is Professor and Chair, Department of Rehabilitation and Movement Science, 305 Rowell Bldg, 104 Carrigan Ave, University of Vermont, Burlington, VT 05405 (USA)
A Bertoni, R Coots, H Johnson, C McLaughlin, and C Weisbach are students in the Department of Physical Therapy, Simmons College, Boston, Mass.

Address all correspondence to Dr Jette at: diane.jette{at}uvm.edu

Background and Purpose: The purpose of this study was to qualitatively explore clinical instructors’ (CIs) perceptions of students’ behaviors that comprise entry-level clinical performance, as well as how those perceptions were integrated into their decision making.

Subjects: The participants were 21 physical therapists who were CIs for physical therapist students.

Methods: Using a grounded theory approach, we conducted interviews, asking the question, "What is it about students’ performance that makes you see them as entry-level therapists?" We determined common themes among the interviews and developed a schema to explain the decision-making process.

Results: Participants identified 7 attributes that, when demonstrated to a sufficient degree, illustrated to them students’ ability to practice at the entry level. Those attributes were knowledge, clinical skills, safety, clinical decision making, self-directed learning, interpersonal communication, and professional demeanor. Participants viewed these attributes in concert to form a subjective "gut feeling" that a student demonstrated entry-level performance. A final theme emerged suggesting a definition of entry-level performance as "mentored independence."

Discussion and Conclusions: Participants reported evaluating students’ performance based on attributes similar to those suggested by the American Physical Therapy Association's Physical Therapist Clinical Performance Instrument and previous research. However, subjectivity also was involved in their decision about whether students were able to practice at the entry level. Participants also concluded that entry-level students need not be independent in all clinical situations.