School-Based Physical Therapists' Perceptions about Becoming Effective Practitioners through Professional Development

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dc.contributor.authorZousmer, Stacy
dc.contributor.authorStiller, Christine
dc.contributor.authorThompson, Kristine
dc.contributor.authorWilson, Christopher
dc.contributor.authorKondratek, Melodie
dc.date.accessioned2023-02-17T17:42:55Z
dc.date.available2023-02-17T17:42:55Z
dc.date.issued2023-01-23
dc.description.abstractAims: The aims of this study were to explore perceptions of school-based physical therapists (SBPTs) about professional development and effective practice and to create a conceptual framework to help understand how SBPTs become effective practitioners who continue to learn and grow professionally as clinicians in an educational setting. Methods: Twenty school-based physical therapists completed a demographic questionnaire and a semi-structured interview. Guiding interview questions focused on SBPTs' perceptions of roles and responsibilities, professional development, barriers, and recommendations. Results: Participants identified roles and personal qualities of effective SBPTs. Three concepts for the process of professional development were developed: educational context and culture, barriers to effective practice, and strategies for professional development. Conclusion: The development of effective practice for SBPTs is a multifaceted, iterative process involving a unique set of knowledge, skills, and behaviors that allow them to fulfill their roles. The process takes time and effort to understand the self within the educational context and culture, recognize barriers to effective practice, and develop strategies for success. A conceptual framework was developed to assist SBPTs in implementing a plan for professional development that leads to effectively providing services to students and functioning as essential members of the educational team.en_US
dc.identifier.citationZousmer, S., Stiller, C., Thompson, K., Wilson, C., & Kondratek, M. (2023). School-Based Physical Therapists’ Perceptions about Becoming Effective Practitioners through Professional Development. Physical & Occupational Therapy In Pediatrics, 1-19. doi.org/10.1080/01942638.2023.2169092en_US
dc.identifier.urihttp://hdl.handle.net/10323/12045
dc.language.isoen_USen_US
dc.relation.journalPhysical & Occupational Therapy In Pediatricsen_US
dc.subjectEducational settingen_US
dc.subjectphysical therapy servicesen_US
dc.subjectProfessional developmenten_US
dc.subjectQualitative researchen_US
dc.subjectSchool-based physical therapyen_US
dc.titleSchool-Based Physical Therapists' Perceptions about Becoming Effective Practitioners through Professional Developmenten_US
dc.typeArticleen_US

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