An exploration of factors influencing physiotherapists’ involvement in student clinical education

Figures & data

Table 1. Example of the data analysis process.

	Development of codes, sub-themes and themes
Theme	Do I have the right support to be a clinical educator?
Subthemes	Does my workplace support me to be a clinical educator?			Does the university support me to be a clinical educator?		My work suffers if I am not adequately supported to be a clinical educator
Codes	Staffing	Colleagues	Management	Expectations	Challenges	Service Delivery	Productivity
Example data set	“[There is] not enough support from a staffing perspective to provide education and [manage] my own caseload” “[I am] not the owner of the private practice I work at and supervising students is limited by the owner’s reservations … ”			“[There is a] lack of support from universities, particularly around what they expect to be provided” “[There is a lack of] support mechanisms from the university [regarding] managing difficult students”		“Students take time and this detracts from time spent with patients” “[Being a clinical educator] costs me lots of money in missed revenue due to time spent with students … ”

Table 2. Respondent characteristics and professional profile.

Respondent characteristics and professional profile	n (%)
Gender
Female	111 (65)
Male	58 (34)
Missing	1 (<1)
Primary work setting
Hospital setting	81 (48)
Private setting	53 (31)
Other setting*	36 (21)
Primary work location
Metropolitan area	105 (62)
Rural area	55 (32)
Missing	10 (6)
Previous experience as a clinical educator
Yes	140 (82)
No	30 (18)
Level of clinical education experience**
“Experienced” clinical educator (>5 students total)	97 (69)
“Less experienced” clinical educator (<5 students total)	43 (31)

*Other settings include community, education or not for profit organizations; **Calculated from the 140 respondents who indicated a “Yes” response to “Previous experience as a clinical educator.”.