The First Two Years of Practice: A Longitudinal Perspective on the Learning and Professional Development of Promising Novice Physical Therapists

Background

Physical therapists work in a complex health care system that requires professional competence in clinical reasoning, confidence in clinical judgment, and decision-making skills. For novice physical therapists (PTs), the initial years of practice are a time for development of professional identity and practical knowledge.

Objective

The purpose of this study was to extend previous research which described the experiences, learning, and professional development of eleven promising novice therapists during their first year of practice. The current work examines the continued development of the same therapists through their second year of clinical practice.

Methods/Design

Seven researchers from four PT educational programs in the East and Midwestern United States used a longitudinal qualitative multiple case study approach. Eleven PT graduates identified as "promising novices" were recruited using purposive sampling. Participants ranged in age from 24 to 29 years and entered a variety of practice settings. Data were collected over two years using semi-structured interviews, reflective journals, and participant observation.

Results

A conceptual model emerged describing the ongoing development of participants during the second year of practice. Three themes emerged: 1) formal and informal learning; 2) increasing confidence and skill expansion; and 3) engagement in an environment that was characterized by collaborative exchange and opportunities for teaching.

Discussion

The second year was a time of consolidation and elaboration of practice-based learning and skills. Participants experienced expansion of confidence, skills, responsibilities, and externalization of learning that promoted professional role development. Learning previously directed inward and self focused took an outward turn, fueled by growing self-confidence.

Conclusion

Research that illuminates the process of maturation and professional role formation experienced during early clinical practice is not widely available. Our findings and further research into the learning and development of novice practitioners may assist educators in the design of pedagogical strategies and learning environments needed to enhance the professional formation of physical therapists.

Source: http://ptjournal.apta.org/cgi/content/short/ptj.20120214v1?rss=1

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