Changes in direct patient care from physiotherapy student to new graduate

References

• Anderson E, Thorpe L 2010 Learning together in practice: An interprofessional education programme to appreciate teamwork. Clinical Teacher 7: 19–25.
   PubMedGoogle Scholar
• Australian Institute of Health and Welfare 2012 National health data dictionary. Canberra: Australian Government. https://www.aihw.gov.au/getmedia/a90ff140-8abf-4e30-8861-da2ebf368d35/14306.pdf.aspx?inline=true.
   Google Scholar
• Australian Institute of Health and Welfare 2015 Australian Hospital Peer Groups. Canberra: Australian Government. https://www.aihw.gov.au/reports/hospitals/australian-hospital-peer-groups/contents/table-of-contents.
   Google Scholar
• Australian Physiotherapy Council 2017 Guidelines for accreditation of entry-level physiotherapy practitioner programs of study. Australian Physiotherapy Council. https://dashboard.physiocouncil.com.au/media/1266/guidelines-for-accreditation-v10-08062017.pdf.
   Google Scholar
• Barnitt R, Salmond R 2000 Fitness for purpose of occupational therapy graduates: Two different perspectives. British Journal of Occupational Therapy 63: 443–448.
   Google Scholar
• Bartlett D, Lucy D, Bisbee L, Conti-Becker A 2009 Understanding the professional socialization of Canadian physical therapy students: A qualitative investigation. Physiotherapy Canada 61: 15–25.
   PubMed Web of Science ®Google Scholar
• Black L, Jensen GM, Mostrom E, Perkins J, Ritzline PD, Hayward L, Blackmer B 2010 The first year of practice: An investigation of the professional learning and development of promising novice physical therapists. Physical Therapy 90: 1758–1773.
   PubMed Web of Science ®Google Scholar
• Brockwell D, Wielandt T, Clark M 2009 Four years after graduation: Occupation therapists’ work destination and perceptions of preparedness for practice. Australian Journal of Rural Health 17: 71–76.
   PubMed Web of Science ®Google Scholar
• Burford B, Whittle V, Vance GH 2014 The relationship between medical student learning opportunities and preparedness for practice: A questionnaire study. BMC Medical Education 14: 223.
   PubMed Web of Science ®Google Scholar
• Burgess A, Mellis C 2015 Feedback and assessment for clinical placements: Achieving the right balance. Advances in Medical Education and Practice 6: 373–381.
   PubMed Web of Science ®Google Scholar
• Chipchase L, Blackstock F, Patman S, Barnett-Harris A 2018 Keep the momentum going: Pushing the boundaries of clinical learning and assessment. Journal of Physiotherapy 64: 205–207.
   PubMed Web of Science ®Google Scholar
• Clynes MP, Raftery SE 2008 Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice 8: 405–411.
   PubMedGoogle Scholar
• Crosbie J, Gass E, Jull G, Morris M, Rivett D, Ruston S, Sheppard L, Sullivan J, Vujnovich A, Webb G, et al. 2002 Sustainable undergraduate education and professional competency. Australian Journal of Physiotherapy 48: 5–7.
   PubMed Web of Science ®Google Scholar
• Delany C, Miller K, El-Ansary D, Remedios L, Hosseini A, McLeod S 2015 Replacing stressful challenges with positive coping strategies: A resilience program for clinical placement learning. Advances in Health Sciences Education 20: 1303–1324.
   PubMed Web of Science ®Google Scholar
• Donaghy M, Morss K 2007 An evaluation of a framework for facilitating and assessing physiotherapy students’ reflection on practice. Physiotherapy Theory and Practice 23: 83–94.
   PubMedGoogle Scholar
• Duchscher JE 2009 Transition shock: The initial stage of role adaptation for newly graduated Registered Nurses. Journal of Advanced Nursing 65: 1103–1113.
   PubMed Web of Science ®Google Scholar
• Dudouloz C, Savard J, Burnett D, Guitard P 2010 An interprofessional rehabilitation university clinic in primary health care: A collaborative learning model for physical therapy students in a clinical placement. Journal of Physical Therapy Education 24: 19–24.
   Google Scholar
• Gray M, Clark M, Penman M, Smith J, Bell J, Thomas Y, Trevan-Hawke J 2012 New graduate occupational therapists feelings of preparedness for practice in Australia and Aotearoa/New Zealand. Australian Occupational Therapy Journal 59: 445–455.
   PubMed Web of Science ®Google Scholar
• Health Workforce Australia 2011 National supervision clinical support framework. Adelaide, Australia: Health Workforce Australia. https://www.clinedaus.org.au/files/resources/hwa_national_clinical_supervision_competency_resource_ve_201305_2.pdf.
   Google Scholar
• Health Workforce Australia 2013 Clinical Training 2012. Adelaide, Australia: Health Workforce Australia. https://www.health.gov.au/internet/main/publishing.nsf/Content/D26858F4B68834EACA257BF0001A8DDC/$File/Review of Health Workforce programs.pdf.
   Google Scholar
• Hickey M 2009 Preceptor perceptions of new graduate nurse readiness for practice. Journal for Nursers in Staff Development 25: 35–41.
   Google Scholar
• Koontz A, Mallory J, Burns J, Chapman S 2010 Staff nurses and students: The good, the bad and the ugly. MedSurg Nursing 19: 240–245.
   PubMedGoogle Scholar
• Lindquist I, Engardt M, Garnham L, Poland F, Richardson B 2006 Development pathways in learning to be a physiotherapist. Physiotherapy Research International 11: 129–139.
   PubMedGoogle Scholar
• Mak V, March G, Clark A, Gilbert G 2013 Australian intern pharmacists’ perceived preparedness for practice, and their expectations and experiences of the internship year and future career intentions. Integrated Pharmacy Research and Practice 2: 25–34.
   Google Scholar
• Miller P, Soloman P, Giacomini M, Abelson J 2005 Experiences of novice physiotherapists adapting to their role in acute care hospitals. Physiotherapy Canada 57: 145–153.
   Google Scholar
• Moores A, Fitzgerald C 2017 New graduate transition to practice: How can the literature inform support strategies. Australian Health Review 41: 308–312.
   PubMed Web of Science ®Google Scholar
• Moriarty J, Manthorpe J, Stevens M, Hussein S 2011 Making the transition: Comparing research on newly qualified social workers with other professions. British Journal of Social Work 41: 1340–1356.
   Web of Science ®Google Scholar
• Murad MH, Coto-Yglesias F, Varkey P, Prokop LJ, Murad AL 2010 The effectiveness of self-directed learning in health professions education: A systematic review. Medical Education 44: 1057–1068.
   PubMed Web of Science ®Google Scholar
• National Allied Health Casemix Committee 2001 Health Activity Hierarchy. http://www.nahcc.org.au/hierarchy.htm
   Google Scholar
• Newton J, Billett S, Jolly B, Ockerby C 2009 Lost in translation: Barriers to learning in health professional clinical education. Learning in Health and Social Care 8: 315–327.
   Google Scholar
• Physiotherapy Board of Australia and Physiotherapy Board of New Zealand 2015 Physiotherapy practice thresholds in Australia and Aotearoa New Zealand. https://physiocouncil.com.au/wp-content/uploads/2017/10/Physiotherapy-Board-Physiotherapy-practice-thresholds-in-Australia-and-Aotearoa-New-Zealand.pdf
   Google Scholar
• Rodger S, Stephens E, Clark M, Ash S, Graves N 2011 Occupational therapy students’ contribution to occasions of service during practice placements in health settings. Australian Occupational Therapy Journal 58: 412–418.
   PubMed Web of Science ®Google Scholar
• Rodger S, Webb G, Devitt L, Gilbert J, Wrightson P, McMeeken J 2008 Clinical education and practice placements in the allied health professions: An international perspective. Journal of Allied Health 37: 53–62.
   PubMedGoogle Scholar
• Sevenhuysen S, Farlie M, Keating J, Haines T, Molloy E 2015 Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: A qualtitative study. Journal of Physiotherapy 61: 87–92.
   PubMed Web of Science ®Google Scholar
• Sevenhuysen S, Haines T, Kiegaldie D, Molloy E 2016 Implementing collaborative and peer-assisted learning. Clinical Teacher 13: 325–331.
   PubMed Web of Science ®Google Scholar
• Stoikov S, Shardlow K, Gooding M, Kuys S 2018 Clinical activity profile of preregistration physiotherapy students during clinical placements. Australian Health Review 42: 661–666.
   PubMed Web of Science ®Google Scholar
• Talberg H, Scott D 2014 Do physiotherapy students perceive that they are adequately prepared to enter clinical practice? An empirical study. African Journal of Health Professional Education 6: 17–22.
   Google Scholar
• Taylor C, Angel L, Yanga L, Dickson C 2017 The process and challenges of obtaining and sustaining clinical placements for nursing and allied health students. Journal of Clinical Nursing 26: 3099–3110.
   PubMed Web of Science ®Google Scholar
• Walker A, Costa B 2017 Transition into the workplace: Comparing health graduates’ and organisational perspectives. Contemporary Nurse 53: 1–12.
   PubMed Web of Science ®Google Scholar
• Wright A, Hawkes G, Baker B, Lindqvist S 2012 Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit. Journal of Interprofessional Care 26: 305–311.
   PubMed Web of Science ®Google Scholar