ORCID Profile
0000-0003-4837-8048
Current Organisation
University of Tasmania
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Publisher: Bond University
Date: 06-2021
DOI: 10.53300/001C.24488
Abstract: Background : The COVID-19 pandemic has resulted in a shift in the teaching and learning of health professional clinical skills from traditional face-to-face approaches to online platforms in Australia. To date, no research has explored fully online teaching and learning of clinical skills from the perspective of students and academic teachers in the health professions. Aims : The aim of this study was to explore student and academic teacher experiences of teaching and learning clinical skills online due to COVID-19. Methods : A qualitative interpretative phenomenological approach was used to investigate health professional student (n=17) and academic teacher (n=10) experiences. Data was analysed thematically and a thematic network tool was applied to identify common themes between the two participant groups. Results : Three overarching themes were generated: 1) rapid adaptations, 2) additional needs in online learning, and 3) what the future holds. Conclusion : The findings of this study have highlighted the importance of providing opportunities for effective practice of, and feedback on, clinical skills when using online platforms. Outcomes of the study reveal the need for clinically relevant teaching and learning resources and integrating clinically relevant and authentic activities from the perspective of health professional students and their academic teachers.
Publisher: Wiley
Date: 27-09-2020
DOI: 10.1111/AJR.12669
Publisher: Wiley
Date: 21-06-2022
DOI: 10.1111/TCT.13510
Publisher: University of Otago Library
Date: 31-03-2021
Abstract: Introduction: New graduate physiotherapists working in rural and remote Australia must develop unique skills to work in this setting, while at the same time managing the difficulties typically faced by novice practitioners entering the workforce. Workplace mentorship is commonly used to facilitate this transition, yet little is known about new graduate physiotherapists’ needs in rural and remote settings. This study aimed to explore workplace mentorship in rural and remote Australia from the perspective of new graduate physiotherapists and investigate what new graduates feel they need from mentorship that is specific to rural and remote settings.Methods: A qualitative study with a thematic analytical approach was used. Semi-structured interviews of 12 new graduate physiotherapists working in rural and remote settings were undertaken within the graduates’ first 8 to 10 months of clinical practice. Interviews were audio-recorded between August and November 2019.Results: Three key themes were constructed during the analysis: 1) Mentorship is best when it is frequent and consistent, 2) Initiating mentorship can be challenging and 3) Mentorship needs to be accessible and in idualised.Conclusion: There are challenges to mentorship of new graduate physiotherapists in rural and remote areas, including infrequency of mentorship, limited access to mentors and reluctance to request support. Whilst new graduate physiotherapists desire mentorship that is accessible, in idualised and, ultimately, similar to what they perceive they would receive in the metropolitan setting, they acknowledge that to suit rural and remote localities, the delivery must be flexible. Mentorship is considered critical to support new graduates entering rural and remote settings.
Publisher: Wiley
Date: 13-07-2022
DOI: 10.1111/AJR.12902
Abstract: To investigate how a rural simulation activity influenced physiotherapy students' rural empathy, and to explore students' perception of the activity. A metropolitan university in Queensland, Australia. Second year undergraduate physiotherapy students. A single cohort pre‐test post‐test evaluation was undertaken to evaluate a rural simulation activity. Participants received the rural simulation activity, featuring an immersive video and telehealth simulation with a standardised patient portrayed by an actor. Participants undertook a structured debrief and guided reflection following the simulation. Outcome measures included the Rural Comprehensive State Empathy Scale (R‐CSES) and the Satisfaction with Simulation Experience Scale. Group interviews were undertaken regarding participant perceptions of the activity. Wilcoxon Rank‐Sum tests were used to analyse survey data, and group interview data were subject to thematic analyses. A total of 102 students undertook the activity, with an outcome measure response rate of 92.2% (94/102). Intra‐personal rural empathy increased following the activity as demonstrated by the overall R‐CSES score [pre‐test: 101.5 (90–110.75) vs post‐test 107 (100–120) p = .001 r = 0.39 ]. There was high satisfaction with the experience [mean SSES score = 18/21]. Two themes were generated from the group interview data: (1) effect on perceptions of rural practice and (2) feedback regarding the simulation. A rural simulation activity using an immersive video, standardised patient, and a structured debrief increased physiotherapy students' empathy towards Australians living in rural settings. Students were satisfied with the activity and felt that it improved their understanding of the challenges of rural healthcare.
Publisher: Informa UK Limited
Date: 20-07-2022
DOI: 10.1080/09593985.2021.1955423
Abstract: The COVID-19 pandemic has necessitated a rapid transition to telehealth for the delivery of many Australian physiotherapy services. Little is known about new-graduate training needs in this method of service delivery.Aim. To explore the readiness and specific training needs of new-graduate physiotherapists for telehealth service delivery in Australia. Qualitative in idual telephone interviews of new-graduate physiotherapists (n = 16) and two videoconference focus groups of supervisors of new-graduate physiotherapists (n = 7) were undertaken. Thematic analysis was used. Two global themes each with three organizing themes were generated. The two global themes were "support needs for novice practitioners" and "how to best prepare for telehealth." New-graduate physiotherapists and supervisors perceive that pre-professional exposure to, and practical skills training for, telehealth is essential. Elements such as undertaking physical assessments via telehealth, verbal communication, and effective clinical reasoning in telehealth assessment and treatment were highlighted as areas of need. Both stakeholder groups perceived that the rapid transition to telehealth challenged the self-efficacy of new-graduates as they did not have clinical experience to rely on. The preparation, and ongoing support of new-graduates to adopt telehealth in the workplace is considered critical given the shift in Australian healthcare to online platforms.
Publisher: Rural and Remote Health
Date: 16-10-2021
DOI: 10.22605/RRH6471
Publisher: University of Otago Library
Date: 30-09-2022
Abstract: Introduction: Supporting educators has been identified as vital for the efficacy and sustainability of online teaching. The teaching of clinical skills online presents additional challenges given the vast shift from traditional pedagogies. However, the support needs of health professional educators to teach clinical skills online are unknown. The aim of this study was to explore educator experiences of teaching clinical skills online and investigate their workplace support needs. Methods: A qualitative approach using focus groups was used to investigate educator experiences at three universities in Australia, Chile and South Africa. Data were subject to thematic analysis, and a thematic network tool was used to triangulate international experiences. Results: Seven focus groups were undertaken, with a total of 32 participants. Four global themes were identified following analysis: 1) the educator experience, 2) changes to pedagogy, 3) challenges to teaching online and 4) support for educators. Conclusions: This study has highlighted the professional challenges that teaching clinical skills online creates for health professional educators and the uncertainty regarding expectations and outcomes. Enhancing university support for educators to prepare and provide clinical skills teaching online is suggested to mitigate these challenges. Recommendations are made for universities and educators to consider in the pursuit of effective and sustainable teaching of clinical skills online.
Publisher: Wiley
Date: 13-08-2020
DOI: 10.1002/PRI.1872
Publisher: Wiley
Date: 06-10-2021
Abstract: To investigate the quality of care provided by EDs with physiotherapy services compared to those without, using established musculoskeletal process and outcome quality indicators (QIs). An analysis was undertaken of prospective observational and chart audit data collected from 628 patients who presented with a musculoskeletal injury in any of the eight participating EDs in Queensland in 2016–2017. The care provided was scored against 46 musculoskeletal QIs. Quality of care was first compared between EDs with physiotherapists to EDs with a limited physiotherapy service, and second between EDs with primary contact physiotherapists to EDs without. χ 2 and Fisher's exact tests were used to identify significant results. In the first comparison, EDs with physiotherapists performed significantly higher on 15 QIs and EDs with only limited physiotherapy performed higher on two QIs. In the second comparison, EDs with primary contact physiotherapists performed significantly higher on 17 QIs when compared to EDs without and three QIs demonstrated significance in favour of EDs without primary contact physiotherapists. Performance differences occurred across both process and outcome QIs, including musculoskeletal assessment, diagnostics, pain assessment and management, fracture management, medication safety, mobility, patient information, referrals and follow‐up, re‐presentations and patient experience. EDs with physiotherapists provide at least equivalent or higher quality of care for patients with musculoskeletal injuries than those EDs with limited access to physiotherapists. This may be because of their specialised training in musculoskeletal diagnosis and treatment, as well as the impact of teaching and mentoring for other ED clinicians.
Publisher: University of the Western Cape Library Service
Date: 2020
DOI: 10.14426/ART/1310
Abstract: Background: Increasing, supporting and sustaining the capacity for physiotherapy student placements is a priority for universities and the physiotherapy workforce. The interruption, and in some cases, cancellation of placements as a result of Covid-19 has provided an added impetus to consider the use of flexible and adaptive models to meet student learning needs and support new and existing placement host organisations. Project-based learning provides an opportunity to supplement clinical placements through student-led activities that are mutually beneficial for student learning and service delivery needs of the host organisation. Aim: This paper outlines the pedagogical underpinnings of project-based learning and provides tangible ex les of activities that have been adopted within physiotherapy host organisations to support clinical placement quality and capacity. Discussion: Clinical placement host organisations require flexible, student-centred approaches to supporting clinical placement efforts during 2020 and beyond. Project-based learning has the potential to be adapted across settings to support student learning and host organisation services and their stakeholders. Universities should aim to encourage and support partnerships between host organisations and their students to adopt, evaluate and sustain project-based learning across physiotherapy settings.
Publisher: Informa UK Limited
Date: 03-08-2023
Publisher: University of Queensland Library
Date: 2022
DOI: 10.14264/9EB12DD
Publisher: Informa UK Limited
Date: 06-04-2022
DOI: 10.1080/09593985.2022.2059424
Abstract: New-graduate physiotherapists experience a steep learning curve when transitioning from student to clinician. The acute hospital setting is known to present unique challenges for health clinicians, however, the preparedness of new-graduate physiotherapists for working within this setting remains unclear. The aim of this study was to investigate new-graduate physiotherapists' experiences of working in acute hospital settings and their perceptions toward how their pre-professional training prepared them for this setting. A qualitative study with a general inductive approach was used. Semi-structured interviews with new-graduate physiotherapists working in acute hospital settings were undertaken (n = 14). Interview data were subject to thematic analysis. Four themes were generated from the data: 1) multifactorial and high-pressure nature 2) managing relationships 3) realizing responsibility and 4) constructing realistic experiences. The acute hospital setting presents unique obstacles and additional challenges when transitioning from student to clinician. New-graduates value the role of pre-professional training in their preparation for this context, however, new-graduates reflected on being sheltered from some areas of practice as students. Recommendations are suggested for education providers to adapt pre-professional training, and for employers to implement workplace strategies, which may support new-graduate physiotherapists in the acute hospital setting.
Publisher: Health Education and Training Institute - HETI
Date: 12-09-2022
Abstract: Purpose: Discharge planning constitutes a large part of a physiotherapist's role when working in hospital settings. The challenges of decision-making relating to discharge planning have been identified by experienced physiotherapists. Despite known challenges associated with the transition from student to clinician, the experiences of new-graduates undertaking discharge planning are largely unknown. Therefore, this study aimed to explore:1) new-graduate physiotherapists' experiences of discharge planning in hospital settings, and2) the influence of pre-professional training on their perceived preparedness for discharge planning.Design: A qualitative general inductive approach using semi-structured interviews. New-graduate physiotherapists (n = 14) working in hospital settings were recruited.Finding: Four themes were generated: 1) responding to the pressures associated with discharging patients, 2) complex decision-making, 3) the role of the interprofessional team, and 4) desiring additional context and complexity from pre-professional training.Practice Implications: The study has identified that new-graduates underestimate the extent to which discharge planning features in their roles within hospital settings, and are unaware of the interprofessional practice required. Whilst they felt that their pre-professional training provides the technical skills required for their roles, they felt that they were not prepared for their role within the broader healthcare system, nor the complexity of clinical practice. This study encourages education providers to emphasise the role of physiotherapists within the broader health care system, through highlighting contexts where physiotherapy knowledge can be applied (i.e., discharge planning) and understanding the role of the physiotherapist within the interprofessional team.Limitations: Important perspectives of mentors and other members of the interprofessional team involved in discharge planning have not been included in this study which may have impacted the interpretation of the results.
Publisher: University of Otago Library
Date: 30-09-2022
Abstract: Introduction: With the ever-increasing adoption of telehealth into clinical practice, the need for physiotherapists to be competent with these technologies is paramount. Given the lack of literature detailing effective approaches to prepare physiotherapists for telehealth practice, a telehealth curriculum has been designed, implemented and evaluated in an Australian physiotherapy program. This study aimed to evaluate the effect of the telehealth curriculum on the perceived knowledge, skills, self-efficacy and future intentions of physiotherapy students. Methods: A cohort study was undertaken, with two research arms: 1) a pre- and post-test self-report survey of perceived knowledge, skills and self-efficacy against empirically derived telehealth competencies and 2) focus groups exploring effects of the curriculum on students’ perceptions of telehealth and intentions for future use. Participants undertook a telehealth curriculum, including 19 hours of online modules and 6 hours of accompanying simulations. The curriculum was specific to the practice of telehealth in physiotherapy and aimed to provide knowledge and skills about telehealth fundamentals, technology and use in practice. Results: From an eligible 117 participants, complete and matched pre-post surveys were obtained from 72 students (61.5%) and eight of these 72 students participated in focus groups. All six telehealth competencies were significantly higher following the intervention (p 0.001). From the focus group data, two themes were generated: perceptions of telehealth following the curriculum and feedback regarding the curriculum structure. Conclusion: This study demonstrates positive impacts of a telehealth curriculum involving online content and simulations on physiotherapy student perceived knowledge, skills and self-efficacy aligned with telehealth competencies. The study further supports the integration of telehealth curricula in pre-professional healthcare training.
Publisher: University of Otago Library
Date: 31-03-2023
Abstract: A core value of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) is to be a nurturing organisation that enshrines the value of mentorship. In this paper we explore the roles of mentors and coaches and how these might adapt over the next 50 years towards assisting a novice to understand the culture within their own workplace, to enable them to function, survive, and thrive within this context. We further propose that the respective roles of mentors and coaches will become increasingly distinct from each other, to optimise the support that is available for new health professionals, educators, and researchers as they enter the workforce and prepare for lifelong learning and scholarship.
Publisher: University of Otago Library
Date: 16-12-2022
Abstract: Introduction: The transition from physiotherapy student to clinician within hospital settings has been identified as overwhelming, leaving new graduates experiencing significant anxiety and stress. Professional development plays a major role in facilitating the transition from student to clinician. However, the perceived professional development needs of new graduates in hospital settings and the factors that influence graduates’ decision-making regarding professional development remain relatively unknown. The aim of this study was to explore the professional development needs of new-graduate physiotherapists working in hospital settings and to explore graduates’ decision-making relating to engagement in professional development. Methods: A qualitative study utilising a general inductive approach was undertaken to investigate new-graduate physiotherapists’ experiences. Telephone interviews were conducted with 15 new-graduate participants, and data were subject to thematic analysis. Results: Five key themes regarding hospital-based new-graduate physiotherapists’ professional development needs and decision-making were generated following analysis: 1) practical and clinical relevance, 2) influence from external supports, 3) translation to practice, 4) accessing professional development and 5) professional development for the future. This provided insight regarding the challenges faced in accessing professional development during the transition from student to clinician. Conclusions: This study has highlighted the complexity of new-graduate physiotherapists’ decision-making and perceived needs surrounding professional development within the hospital setting. New-graduate physiotherapists perceived that the hospital workplace provided sufficient resources for professional development. However, guidance from supervisors and colleagues within the hospital workplace was highly valued by new graduates when choosing professional development, including informal professional development opportunities. Research is needed to further understand the role of professional development of physiotherapists in hospital settings.
Publisher: Informa UK Limited
Date: 03-07-2023
Publisher: MDPI AG
Date: 31-05-2023
Abstract: Background: Allied health professionals are well positioned to assess and support their clients’ health literacy (HL) however, they report being deficient in HL knowledge and skills. Objective: To explore allied health students’ HL and their perceptions of their roles in supporting clients’ HL. Design: A mixed-methods cross-sectional study was undertaken in August 2022 amongst allied health students enrolled in graduate-entry masters programs at the University of Tasmania. Data collected included the Health Literacy Questionnaire (HLQ) (n = 30) and qualitative telephone interviews (n = 6). Results: Allied health students’ confidence in the knowledge domain of the HLQ was rated as 28.57 from a maximum possible score of 50. Similarly, the students’ confidence in the skills domain of the HLQ was rated as 14.87 from a maximum possible score of 25. Four themes were generated from the qualitative interviews: (1) valuing HL, (2) an innate part of their future roles, (3) contributors to their own HL, and (4) advocacy and their decision to study allied health. Conclusion: This study provides a preliminary insight into the HL of allied health students and highlights the strong perception held by allied health students that supporting clients’ HL is a large component of their future roles.
No related grants have been discovered for Romany Martin.