Psychosocial strategies for physiotherapy: A qualitative examination of physiotherapists' reported training preferences. (28th September 2020)

• Record Type: Journal Article
• Authors: Driver, Christina; Lovell, Geoff P.; Oprescu, Florin
• Is Part Of: Nursing & health sciences. Volume 23:Number 1(2021)
• Page Start: 136
• Page End: 147
• Publication Date: 2020-09-28
• Subjects: allied health -- behavioral medicine -- continued professional development -- interdisciplinary education -- physical therapists -- professional education; Nursing -- Periodicals; Nursing -- Study and teaching -- Periodicals; Public health -- Periodicals; Medical care -- Periodicals; 610.73
• DOI: 10.1111/nhs.12771
• Languages: English
• ISSNs: 1441-0745

Abstract

Abstract: Physiotherapists report using a range of psychosocial strategies in their practice, yet, barriers to implementation include lack of time, limited knowledge, and minimal training. This research aimed to establish what training physiotherapists have had with regards to psychosocial strategies, why they think they would benefit from more training, what training they want, and delivery preferences. Content analysis of answers to four open‐ended, online survey questions collected from Australian physiotherapists ( N = 208) was conducted. Physiotherapists reported having minimal training specific to psychosocial strategies. Physiotherapists reported wanting training in assessment and management of psychosocial issues, and practical application of specific psychosocial strategies. Didactic and interactive training delivered by experts who understand the psychosocial needs of their patients, and the constraints of physiotherapy practice was preferred. These findings suggest that training in psychosocial strategies at the undergraduate level and continued professional development are necessary. Specifically, training in the assessment and management of psychosocial factors, and in referral processes is warranted, and should be applicable and appropriate for rehabilitation settings. Training should be both didactic and interactive as outlined in the proposed framework.