Abstract
Pre-registration physiotherapy students learn about assessment and clinical reasoning skills in the classroom to utilize them on placement and achieve competency related to analysis and planning. Clinical reasoning in neurological physiotherapy differs from other areas of practice because of an increased focus on movement analysis. Students note added complexities learning this in this area associated with increased fear and anxiety. Students have been observed to struggle to apply their clinical reasoning skills to complex neurological scenarios. The study aim is to investigate students’ perceptions, beliefs, and experiences of assessment and clinical reasoning after theoretical learning and after clinical placement in neurology. Research design uses a qualitative phenomenological-based approach using semi-structured interviews via Zoom. A total of 9 physiotherapy students consented to interviews. Participants were all female, 5/9 studying for a master of physiotherapy (pre-registration). Five themes were identified: process and components of assessment; assumption and biases; treatment planning; patient centred care; learning clinical reasoning. This study identifies that students were unclear about what clinical reasoning was. They reported valuing observing others (peers or staff) interacting with patients/clients as facilitating their learning. Identified barriers were anxiety and feelings of being overwhelmed regarding knowledge and patient complexity and variability. Further research is needed to explore student support in using and developing their clinical reasoning skills for neurological patients/clients while on placement.
Presenters
J Ill GarnerPhysiotherapist, Educator, Physiotherapy, Clinical Rehabilitation, SALHN, Flinders Unversity, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
NEUROLOGICAL PHYSIOTHERAPY,ASSESSMENT,CLINICAL REASONING
