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Portuguese physiotherapists’ self-efficacy and preparedness for patient education practice: a mixed methods study
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Advisor(s)
Abstract(s)
Introdução: A educação centrada no utente é reconhecida como parte integrante
da prática efetiva em fisioterapia. A literatura atual sugere que os fisioterapeutas
recém-licenciados, que intervêm com utentes com condições músculo esqueléticas, podem não estar adequadamente preparados para implementar esta
modalidade de intervenção de forma efetiva. Estes profissionais tendem a
identificar mais barreiras e desafios, comparativamente aos fisioterapeutas mais
experientes.
Objetivos: O objetivo deste estudo foi analisar a autoeficácia e explorar a
preparação de fisioterapeutas recém-licenciados para utilizar a educação,
enquanto modalidade terapêutica integrada no tratamento de utentes com
condições músculo-esqueléticas.
Metodologia: Foi implementado um estudo misto sequencial explanatório, que
combinou métodos quantitativos (1ª fase) e métodos qualitativos (2ª fase). Na 1ª
fase, os participantes responderam a um questionário relativo à autoeficácia para
uma prática de educação ao utente. Na 2ª fase, foram realizadas entrevistas
individuais, semiestruturadas, gravadas em formato áudio. Os dados foram
transcritos na íntegra, para posterior análise temática.
Resultados: 151 fisioterapeutas recém-licenciados participaram na 1ª fase. Os
itens que obtiveram a pontuação de autoeficácia mais alta foram: "Compreendo o
papel da educação ao utente" e "Compreendo o impacto de fatores sociais,
culturais e comportamentais na aprendizagem do utente". O item com a pontuação
mais baixa foi: "Sinto-me confiante em reconhecer e gerir de forma eficaz barreiras
à efetividade da educação". Na 2ª fase do estudo, foram realizadas 12 entrevistas.
Na análise qualitativa foram identificados quatro temas: (1) perspetivas acerca da
prática de educação ao utente, (2) desafios em torno da prática de educação ao
utente, (3) preparação para uma prática de educação ao utente, e (4) reflexões
sobre a formação base.
Conclusões: Os participantes demonstraram níveis elevados de autoeficácia na
maioria dos itens para a educação ao utente. A análise das entrevistas evidenciou
dificuldades em gerir barreiras no uso da educação ao utente e na abordagem de
condições clínicas complexas. Os participantes percecionaram que a sua formação
base poderá não ter sido suficiente para a preparação para a prática de educação
ao utente. Uma abordagem mais aprofundada da educação ao utente e o contacto
com utentes reais foram vistas como experiências de aprendizagem com potencial
para aumentar a perceção de preparação para uma prática de educação ao utente.
Background: Patient-centred education is recognized as an integral part of effective physiotherapy practice. Current literature suggests that novice physiotherapists, working with patients with musculoskeletal conditions, may not be adequately prepared for patient education practice. They seem to identify more barriers to effective patient education practice, than their experienced colleagues. Objectives: This study aims to examine the self-efficacy of Portuguese novice physiotherapists for patient education practice and to explore their perceived preparedness to use patient education practice in their work context and the impact of their pre-professional training. Methods: An explanatory sequential mixed methods research design was used, combining quantitative (1 st phase) and qualitative (2 nd phase) methods. In the 1st phase, participants completed a self-efficacy survey regarding their patient education practice. In the 2nd phase, qualitative data collection was carried out through one-to-one, semi-structured interviews. The interviews were recorded in audio format and the data transcribed verbatim for subsequent thematic analysis. Results: 151 novice physiotherapists participated in the 1st phase. The items with the highest score were: “I understand the role of patient education” and “I understand the impact of social, cultural, and behavioral variables on patient learning”. The item with the lowest self-efficacy score was “I feel confident to recognise and effectively manage barriers to effective education”. In the 2nd phase, 12 interviews were completed. Four themes were generated: (1) perspectives of patient education practice, (2) challenges around patient education practice, (3) preparedness for patient education practice, and (4) reflections on pre-professional training. Conclusion: Novice physiotherapists demonstrated high self-efficacy in most aspects of patient education. Interview analysis showed difficulties in managing barriers to use patient education practice and in addressing complex conditions. Participants perceived that their undergraduate training may not have been sufficient to prepare them for patient education practice. A more in-depth approach to patient education and contact with real patients were seen as learning experiences with the potential to improve the perception of preparation for patient education practice.
Background: Patient-centred education is recognized as an integral part of effective physiotherapy practice. Current literature suggests that novice physiotherapists, working with patients with musculoskeletal conditions, may not be adequately prepared for patient education practice. They seem to identify more barriers to effective patient education practice, than their experienced colleagues. Objectives: This study aims to examine the self-efficacy of Portuguese novice physiotherapists for patient education practice and to explore their perceived preparedness to use patient education practice in their work context and the impact of their pre-professional training. Methods: An explanatory sequential mixed methods research design was used, combining quantitative (1 st phase) and qualitative (2 nd phase) methods. In the 1st phase, participants completed a self-efficacy survey regarding their patient education practice. In the 2nd phase, qualitative data collection was carried out through one-to-one, semi-structured interviews. The interviews were recorded in audio format and the data transcribed verbatim for subsequent thematic analysis. Results: 151 novice physiotherapists participated in the 1st phase. The items with the highest score were: “I understand the role of patient education” and “I understand the impact of social, cultural, and behavioral variables on patient learning”. The item with the lowest self-efficacy score was “I feel confident to recognise and effectively manage barriers to effective education”. In the 2nd phase, 12 interviews were completed. Four themes were generated: (1) perspectives of patient education practice, (2) challenges around patient education practice, (3) preparedness for patient education practice, and (4) reflections on pre-professional training. Conclusion: Novice physiotherapists demonstrated high self-efficacy in most aspects of patient education. Interview analysis showed difficulties in managing barriers to use patient education practice and in addressing complex conditions. Participants perceived that their undergraduate training may not have been sufficient to prepare them for patient education practice. A more in-depth approach to patient education and contact with real patients were seen as learning experiences with the potential to improve the perception of preparation for patient education practice.
Description
Keywords
Educação centrada no utente Autoeficácia Preparação Fisioterapeutas recém-licenciados Patient-centred education Self-efficacy Preparedness Novice physiotherapists