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The article assesses student readiness in their first full-time clinical Education Experiences in Physical Therapist Education. The study was done due to the lack of standardization in students’ qualification requirements ready for their first full-time clinical education experiences across physical therapist education programs in the United States. The findings of this study will apply to all clinical settings. The paper will analyze the methodology used to collect the data for this study, including the participants and the design used, analyze the results found from the data collected, and the conclusions discussed in the article.
For the data collection process, participants were invited via email to attend a workshop that is meant to formulate readiness objectives that would show students readiness for the first full-time CEEs. The participants included the clinical faculty from the Site Coordinators of Clinical Education from New England. Their email addresses were obtained from the New England Consortium of Clinical Educators databases. The study used a Delphi survey for data collection. A Delphi survey is a qualitative research method that develops consensus around a specific topic. The research used a 2-round consensus-building design, which is a modified Delphi methodology.
The Delphi process was modified because the study included face-to-face discussions that were used during the initial round, which included the CIs and SCCEs because they were experts in the field who were used to develop the readiness objectives. The second round of the process involved the participants rating the developed readiness objectives from the first round for the degree of significance and appropriateness of a performance for first full-time CEEs. They used an electronic survey to complete this phase.
The readiness objectives were rated based on their importance and level of performance. Twenty-two of these objectives were regarded as very important. Simultaneously, eleven were categorized in the affective domain of the CPI categories of professional behaviors and communication, while the remaining five were directly related to the student’s safety. The study concluded that the results found were consistent with other health care professional literature. The literature indicated that clinical faculty prioritized students’ behavior in the affective domain and kept the students safe.
In conclusion, the data collection method and design used merged the abilities and expertise of the participants to develop readiness objectives; the results found were supported by other studies and literature, which informed the study’s conclusion that It is important to give students opportunities to develop and practice in these areas and assess their performance concerning the readiness objectives before their first full-time CEEs.